WRITTEN REPORT IN EDUC 203

Group members:

AREJOLA, Jan Manuel

FABROS, Jemar
LIM, Hainess Ann
PINEDA, Camille Rose
TANGONAN, Marianne Elphie

Unit 3: Authentic Assessment of the Affective

Domain
I. TOPIC OUTLINE
● Affective Targets
1. Attitudes
2. Interests
3. Motivation
4. Values
5. Self-concept
6. Locus of Control
7. Self-efficacy
8. Anxiety
9. Creativity
10. Epistemological beliefs

II. DESIRED LEARNING OUTCOMES:

At the end of the lesson, the pre-service teacher will be able to:
a. Define the basic concepts of the affective domain in bloom’s
taxonomy;
b. Explain the 10 affective targets of the affective domain; and
c. Write an analysis paper based on the given literature review findings
related to affective targets.

III. CONTENT

AFFECTIVE TARGETS
AUTHENTIC ASSESSMENT OF THE AFFECTIVE DOMAIN
According to Krathwohl, Bloom, and Masia (1973), the affective domain
refers to how we interact with objects emotionally, such as feelings, values,
admiration, excitement, motivations, and attitudes. Starting with the most basic
behavior, the five main categories are listed. Assessing the affective domain is
important because it provides insights into individual emotional and social
development as well as their motivation, attitudes, and values. It helps educators
in understanding how students feel about a subject, their degree of interest, and
their readiness to interact and take part in learning activities.

In Bloom’s taxonomy we have:

1. Cognitive Domain - Knowledge
2. Psychomotor Domain - Skills
3. Affective Domain - Attitude
K. S. A= Knowledge, Skills, and Attitude

5 CATEGORIES OF THE AFFECTIVE DOMAIN IN BLOOM’S TAXONOMY:

1. Receiving- being open and ready to listen.
Example: For example, when a student pays attention to a lecture, showing
readiness to learn.
2. Responding– willingly acting or taking actions.
Example: actively participating in class discussions or answering questions.
3. Valuing– showing importance to ideas or behaviors.
Example: Respecting others by listening attentively.
4. Organization– structuring thoughts or actions.
Example: A student planning out a study schedule or organizing a group
project.
5. Characterization– acting consistently according to values.
Example: For instance, a student who regularly helps others without being
prompted shows they’ve internalized the value of kindness.

The affective domain is one of the three domains in Bloom’s Taxonomy,

alongside the cognitive and psychomotor domains. It focuses on emotions,
attitudes, and values, which are essential for assessing certain areas of study.
Unlike the other domains, the affective domain is more challenging because it
deals with a learner’s feelings and internal mental processes.
1. ATTITUDES
Attitude is a mental inclination that influences how someone responds,
either positively or negatively, toward something. Each person has their own
attitudes toward a subject or instruction. These attitudes are linked to mental
categories, which are often referred to as values.

4 COMPONENTS OF ATTITUDES:
1. Cognition – This encompasses beliefs, categories, and the cause-and-
effect relationships tied to those beliefs and perceptions. Unlike emotions,
cognition refers to statements of belief that can differ from one individual’s
context to another.
2. Affective – This pertains to feelings and emotions, including fears, likes, and
anger.
3. Behavioral Intention – These are our goals and aspirations regarding how
we expect to respond to attitudes.
4. Evaluation – This involves assessing the positive and negative aspects of
attitudes.

Attitudes can be influenced by the social groups we are part of, acting as
a framework for understanding and interpreting an individual’s behavior.

2. INTERESTS
Interest in the affective target refers to personal preferences for specific
activities. This interest serves as a strong motivational force that drives learning,
influences academic and career paths, and is crucial for achieving academic
success.

THE 4 PHASE OF INTEREST DEVELOPMENT:

1. Gradual Development of Interest: Interest isn’t something that appears
overnight; it evolves over time. External support, like engaging lectures and
exciting school field trips, plays a crucial role in nurturing that interest.
2. Tailored Support for Different Stages: Just as students grow in their interests,
their needs for support can vary. By offering different types of external
encouragement, teachers can create a vibrant classroom atmosphere
that captures students’ attention. Designing learning activities that
resonate with students can ignite their individual passions.
 3. Curiosity in Action: When situational interest is triggered, students start to
feel a personal connection to the material. This newfound ownership
encourages them to dig deeper, go beyond the minimum requirements,
and ask thought-provoking questions to satisfy their curiosity.
4. Ownership of Learning: As students’ individual interests emerge and
develop, they begin to take charge of their own learning. They actively
seek answers to their questions and embrace their curiosity, demonstrating
a genuine commitment to understanding the topics that fascinate them.

3. MOTIVATION
Motivation plays a key role in determining what individuals are eager to
pursue and what they need to thrive in their roles. The right environment, along
with suitable tasks and activities, can significantly enhance motivation.

5 TIPS TO MOTIVATES STUDENTS FOR ASSESSMENT SUCCESS:

1. Set Clear Goals: Define achievable targets to give students a clear
direction.
2. Provide Constructive Feedback: Offer regular, helpful feedback to guide
improvement.
3. Create a Supportive Environment: Foster a safe space for questions and risk-
taking.
4. Encourage Peer Collaboration: Promote group work to build accountability
and a sense of community.
5. Celebrate Achievements: Recognize both small and large successes to
boost confidence and motivation.

4. VALUES
These are mental orientations towards ideas. It is the importance attached
to certain activities or objects that serve as guiding principles in the life of a
person. However, the majority of educators believe that not all values should be
taught in classrooms.

As suggested by Popham (2017), the following values are reasonable and

noncontroversial that could serve as the targets for classroom attention:
a. Honesty - Students should learn to value honesty in their dealing with others.
b. Integrity - Students should firmly adhere to their own set of values.
 c. Justice - Students should believe that all citizens should receive equal justice
from governmental law enforcement authorities.
d. Freedom - Students should believe that democratic nations must provide
their people with the greatest amount of freedom rights possible.

5. SELF-CONCEPT
Self-concept is a person’s perception of himself or herself. It is the mental
image of who you are as a person, as our internal interpretations of our actions,
skills, and specific characteristics.

ACCORDING TO CARL ROGER, SELF-CONCEPT IS MADE UP OF THREE DISTINCT

PARTS:
● Ideal Self - Person who you want to be
● Self-Image - How you see yourself at the moment
● Self-esteem - How much you like, accept, and value yourself

INCONGRUENCE AND CONGRUENCE

● Congruence - Your self-concept is aligned with the reality
● Incongruence - Your self-concept has a mismatch between how you see
yourself and who you want to be.

6. LOCUS OF CONTROL
The locus of control is an individual's perception about the underlying main
causes of events in his/her life. In education the locus of control views the causes
of their academic performance or school failure.

THERE ARE TWO TYPES OF LOCUS OF CONTROL: INTERNAL AND EXTERNAL

● Internal locus of control: People with an internal locus of control believe
that their actions and decisions are the main cause of their outcomes.
They tend to feel responsible for their success or failure.
● External locus of control: People with an external locus of control
believe that external forces, like fate, luck, or other people, are the main
cause of their outcomes. They often feel that they do not have control
over what happens to them.
 Julian B. Rotter developed the concept of locus of control in 1954. It has
since become an aspect of personality psychology and is applicable to many
fields, including educational psychology, health psychology, and clinical
psychology.

7. SELF-EFFICACY
It helps students believe in themselves. Self-efficacy is a person's particular
set of beliefs that determine how well one can execute a plan of action in
prospective situations (Bandura, 1977). It is a person's belief in their ability to
succeed in a particular situation. It is also important to understand the difference
between self-efficacy and self esteem.
1. Self-efficacy is about the perception of one person to his/her abilities to
attain a goal.
2. Self esteem is about the self-worth of a person.

CHARACTERISTICS OF STUDENTS WITH HIGH SELF EFFICACY

1. Students with a strong sense of efficacy are more likely to challenge
themselves with difficult tasks and be intrinsically motivated. Intrinsically
motivated means on every act they do they are not expecting any external
award because they do it because it's fun, enjoyable and interesting.
2. Put forth significant effort to meet commitments. They often exert a high
degree of effort on what they are doing.
3. Attribute failure to things which are in their control, rather than blaming
external factors
4. Students with high self-efficacy are quickly and easily recover from
obstacles that they are facing and from disappointment.
5. They are likely to achieve personal goals, the things that they wanted to
achieve for themselves. Those specific goals can be in the term of short-
term goals or long-term goals.

CHARACTERISTICS OF STUDENTS WITH LOW SELF-EFFICACY

1. Students with low self-efficacy, believe they cannot be successful. They are
more focused on failing and negative outcomes.
2. They are less likely to make a concerted, extended effort. They are not
exerting effort and losing interest in what they are doing, especially under
difficult situations because of lacking confidence.
 3. They often avoid challenging tasks they see as threats not opportunities for
improvement.
4. Also students with poor self-efficacy have low ambition, they don't see
good opportunities and goal in the future which may result in disappointing
academic performances.

TEACHERS NEED HIGH SELF-EFFICACY TOO

Teachers with a high sense of efficacy about their teaching capabilities
may have an easier time motivating their students and enhancing their cognitive
development. These teachers may also be able to rebound from setbacks and
be more willing to experiment with new ideas or techniques.

Low efficacious teachers may rely more on a controlling teaching style and
may be more critical of students. [Woolfolk Hoy, 2003) and (Bandura).

HOW CAN STUDENTS GAIN SELF-EFFICACY?

There are four sources of self-efficacy teachers can use strategies to build
self-efficacy in various ways.

1. Mastery Experiences (Performance Outcomes)

This is the most influential source among the four sources of self-
efficacy. Mastery experiences refers to the experiences of one person that
she/he had gained when they do new challenges and they successfully do
this challenge or task.

Positive and negative Experience can influence the ability of an

individual to do the task. If someone performed well at the previous task
they are more likely to do well and exert more effort in doing the task that
is connected from the previous task. But if they fail, they often expect that
they will fail in the future if they try to do that task.

2. Vicarious Experiences (Social Role Models)

Vicarious experiences involve observing other people successfully
completing a task. By observing other people in doing a task and they
doing it successfully you become more confident because you see
someone else doing the task successfully. then you may come to believe
that you will succeed as well.
 Social role models can be you parents, teachers, classmates, friends
and other people that influence you positively.

3. Social Persuasion
Social persuasion is one of ways to build and gain self-efficacy.
Receiving positive and encouraging feedback from others is a huge help
to gain self- efficacy because you become confident and they convince
you to believe that you have the skills and you are capable of being
successful. Also discouraging messages from others.

For example your teacher is motivating you by giving you good

feedback for you to do your best effort and by that teacher can boost your
self-efficacy.

4. Emotional and Physiological States

The emotional, physical, and psychological well-being of a person
can influence how they feel about their personal abilities in a particular
situation.

Positive emotions can boost our confidence in our skills. It leads to an

energized state which drives a person to complete a task or to be
successful. While anxiety can weaken it. Teachers can reduce stressful
situations and lessen anxiety that students are experiencing.

8. ANXIETY
The direct feelings of uneasiness, frustrations, self-doubt, fear, or worry.

9. CREATIVITY
The potential for anyone to be able to think of new and useful ideas, to look
at a problem in a new way and find an original and workable solution, as well as
to use one’s mind in a productive way to generate and apply new ideas
(Treffinger, 2005).

❖ SIGNIFICANT BENEFITS OF CREATIVITY IN THE CLASSROOM:

1. Creativity is multidisciplinary
2. Creativity (also) allows for self- expression
 3. Creativity promotes thinking and problem solving.
4. Creativity reduces stress and anxiety
5. Creativity allows one to enter his “happy zone” and have fun.
6. Creativity gives a sense of purpose
7. Creativity leads to feelings of accomplishment and pride.
8. Creativity can link others with the same passion
9. Creativity improves your ability to focus
10. Creativity promotes risk taking and iteration
11. Creativity is a prerequisite for innovation
12. Creativity encourages lifelong learning

10. EPISTEMOLOGICAL BELIEF

❖ Individuals’ fundamental assumptions about knowledge, its nature, and
appropriate ways to create it (Hofer and Pintrich, 2002; Schommer 2004).
❖ Epistemology explores the beliefs we hold about knowledge, what
knowledge is, how knowledge is constructed, and what constitutes
knowledge. (Bakx, VanDer Sanden, Sijtsma, Croon, & Vermetten, 2006)

Reference/s:

Affective Targets. (2021). Studocu.

https://www.studocu.com/ph/document/negros-oriental-state-
university/assessment-in-learning-2/affective-targets/26778344

Authentic Assessment of the Affective Domain.pdf. (2023, June 18).

SlideShare. https://www.slideshare.net/slideshow/authentic-assessment-of-
the-affective-domainpdf/258481721

Joey, D. (2021, January 23). UNIT3-Authentic Assessment – Abella’s Group

| PDF | Self Efficacy | Attitude (Psychology). Scribd.
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