EDUC 80 – Module 5: Affective Learning Preferences Desire to select one object over

• Affective assessment evaluates students’ attitudes, another

interests, values, and non-cognitive traits.
Motivation Desire and willingness to be
• It influences future behavior, helps teachers teach engaged in behavior including
better, and reminds educators that teaching is not intensity of involvement
only about academic scores (Popham, 2003).
Academic Self- Self-perception of competence in
Concept school and learning
IMPORTANCE OF AFFECTIVE TARGETS
Self-Esteem Attitudes toward oneself; degree
• Affects problem-solving ability, memory, of self-respect, worthiness, or
attention, and overall learning. desirability of self-concept

• Positive affect (like motivation and engagement) Locus of Self-perception of whether

improves academic performance. Control success and failure is controlled
• Despite its importance, affective traits are rarely by the student or by external
assessed formally due to: influences

o Subject-based school routines Emotional Growth, change, and awareness

Development of emotions and ability to
o Difficulty in measuring values, attitudes
regulate emotional expression
o Errors due to mood swings, dishonesty, or
teacher bias Social Nature of interpersonal
Relationships interactions and functioning in
group settling
AFFECTIVE LEARNING TARGETS
Altruism Willingness and propensity to
• Refers to a variety of traits and dispositions that are help others
different from knowledge, reasoning, and skills.
(hohn, 1995).
• Technically, this term means the emotions or 1. Attitude Targets
feelings that one has toward someone or
• Components:
something
o Affective: Feeling (likes/dislikes)
TRAIT DESCRIPTION
o Cognitive: Belief about value/usefulness
Attitudes Predisposition to respond o Behavioral: Willingness to act
favorably or unfavorably to
specified situations, concepts, • Example: Liking math (affective), believing it's
objects, institutions, or persons important (cognitive), studying math outside
class (behavioral)
Interests Personal preference for certain
2. Value Targets
kinds of activities
• Two types:
Values Importance, worth, or usefulness
of modes or conduct and end o End states (e.g., peace, happiness)
states of existence o Modes of conduct (e.g., honesty,
responsibility)
Opinions Beliefs about specific occurrences
and situations • Must be non-controversial and aligned with
educational goals.
3. Motivation Targets
Task Orientation The extent to which classroom
• Expectancy x Value Framework: activities are focused on the
completion of academic tasks
o Expectancy = self-efficacy (belief in
success) Cohesiveness The extent to which students
o Value = importance of outcome share norms and expectations

• Focus motivation targets on specific subjects Competition The emphasis on competition

and learning types. between students

4. Academic Self-Concept Favoritism Whether each student enjoys

• Multidimensional (e.g., athletic self, academic the same privileges
self)
Influence The extent to which each
• Targets should be specific to academic student influences classroom
domains. decisions
• Avoid general self-concept for valid data. Friction The extent to which students
5. Social Relationship Targets bicker with one another

• Skills include: sharing, listening, cooperation, Formality The emphasis on imposing rules
empathy
Communication The extent to which
• Important for:
communication among students
o Group tasks and with teachers is honest and
authentic
o Interpersonal communication

o Workplace readiness Warmth The extent to which students

care about each other and show
6. Classroom Environment Targets concern
• Influences:

o Affiliation, Integrity, Task orientation One of the relevant inputs to improve the classroom
environment is to compare students' perspectives with
o Warmth, Communication, Formality
those of teachers' perspectives as far as classroom
• Positive environment boosts learning and ambiance. For example, the students perceive that
motivation. there is a need to establish a more positive classroom
environment, while on the other hand, the teachers
see that the classroom environment is more positive.
As affective target, learning should seek to establish The difference on the perceptions of the students and
student feelings, relationships, and beliefs that the teachers with respect to the level of positivity of the
promote a positive classroom environment. classroom environment is a good source of information
to identify what areas to improve in the classroom
CHARACTERISTIC DESCRIPTION environment so as to maximize student learning.

Affiliation The extent to which students like

and accept each other

Integrity The extent to which students are

interested in and engaged in
learning
 KRATHWOHL’S AFFECTIVE DOMAIN TAXONOMY

Level Description Example

Receiving Awareness or Student listens

willingness to to math
listen lessons

Responding Participating Answers

actively activities in
class

Valuing Showing Participates

consistent actively and
behavior that values learning
reflects values

Organizing Integrating Applies math

values into one's to science
system

Characterizing Internalized Applies math in

values influence real-life tasks
behavior