ASSESSING

AFFECTIVE LEARNING
OUTCOMES
Marco B. Rapsing
Jovelyn Cabello
 Affective domain covers behaviors
with regards to attitudes, beliefs, and
feelings. Networks of attitudes, beliefs,
and feelings form the student's values.
Values are perceptions or ideas of
worth, while beliefs are perceptions of
fact. It also emphasizes on feelings,
emotions and degrees of acceptance or
rejection.
Affective Traits and
Learning Outcomes
 AFFECTIVE TRAITS
Trait Definition
Predisposition to respond favorably or
Attitude unfavorably to specified situations,
concepts, objects, institutions, or persons.
Personal preference for certain kinds of
Interest
activities.
Importance, worth, or usefulness of mode
Value
or conduct and end state of existence.
Beliefs about specific occurrences and
Opinions
situations.
 AFFECTIVE TRAITS
Trait Definition
Desire or propensity to select one object
Preference
over another.
Desire and willingness to be engaged in
Motivation
behavior and intensity of involvement.
Academic Self-perception of competence in school
Self-Concept and learning.
Attitude toward oneself; degree of self-
Self-Esteem respect, worthiness, or desirability of self-
concept.
 AFFECTIVE TRAITS

Trait Definition
Self-perception of whether success
Locus of
and failure are controlled by the
Control
student or by external influences.
Growth, change, and awareness of
Emotional
emotions and ability to regulate
Development
emotional expression.
Social Nature of interpersonal interactions
Relationship and functioning in group
 AFFECTIVE TRAITS

Trait Definition
Willingness and propensity to help
Altruism
others
Moral Attainment of ethical principles that
Development guide decision making and behavior
Classroom Nature of feeling tone and
Environment interpersonal relationships in a class
Affective Domain of the
Taxonomy of Educational
Objectives
 Affective domain describes learning
objectives that emphasize a feeling, tone,
emotion or degree of acceptance or rejection.
Affective objectives vary to selected phenomena
to complex, but internally with consistent
character and conscience. We found a large
number of such objectives in the literature
expressed as interests, attitudes, appreciations,
values, and emotional sets or biases
Levels of Affective
Domain
FIVE LEVELS OF Cha
AFFECTIVE DOMAIN
rac
ter
iza
tio
n
by
a
Val
Organization
ue

Valuing

Responding

Receiving
 LEVEL 1. RECEIVING (ATTENTION)

Receiving refers to the

student's willingness to attend
to particular phenomena of
stimuli (classroom activities,
textbook, music, etc.).
Student’s attention is
illustrated when listening
attentively to the discussion of
the teacher.
Example: listening to the idea
of others with respect

Verbs: ask, choose, describe,

follow, give, hold, identify,
locate, name, point to, select,
sit, erect, reply and use
 LEVEL 2. RESPONDING (INTEREST)

It refers to active
participation on the part of the
student. At this level he or she
not only attends to a particular
phenomenon but also reacts to it
in some way.
Example: participating in class
discussion actively

Verbs: answer, assist, aid,

comply, conform, discuss, greet,
help, label, perform, practice,
present, read, recite, report,
select, tell and write
 LEVEL 3. VALUING (PREFERENCE/
APPRECIATION)

Refers to the willingness to

be perceived by the others as
valuing certain ideas,
materials, phenomenon, or
behavior.
Example: demonstrating belief in
a democratic process, shows the
ability to solve problems

Verbs: complete, demonstrate,

differentiate, explain, follow,
form, initiate, invite, join,
justify, propose, read, report,
select, share, study, and work
LEVEL 4. ORGANIZATION (PHILOSOPHY
OF LIFE)

It is concerned with bringing

together different values,
resolving conflicts between them,
and beginning the building of an
internally consistent value
system.
 Example: recognizing own
abilities, limitations, and
values and developing realistic
aspirations

Verbs: adhere, alter, arrange,

combine, compare, complete,
defend, explain, formulate,
generalize, identify, integrate,
modify, order, organize,
prepare, relate, and synthesize
 LEVEL 5. CHARACTERIZATION BY A
VALUE (LIFESTYLE)

It is concerned with how the

students act consistently with
values internalize.
Example: showing self-reliance
when working independently,
valuing people for what they
are, not how they look like

Verbs: act, discriminate,

display, influence, listen,
modify, perform, practice,
propose qualify, question,
revise, serve, solve and verify
Methods of Assessing
Affective Learning
Outcomes
 There are three considerations
when assessing affect according
to Mcmillan (2001).

• Emotions and feelings

• Use several approaches
• Result
 EMOTIONS AND FEELINGS

It is suggested that teachers should

conduct diff. assessments over a
considerable amount of time. It is
because of the being unpredictable of
the student's attitudes. If you consider
only a single assessment, there is a
high probability, that what you assess
is not an entire sign of the trait.
Hence, it is better to measure
repeatedly over several periods of time.
 USE OF DIFFERENT APPROACHES

Do not rely on single approach because

it has limitation. A student can hide
his feelings and he can fake his answers
and this can greatly affect the result.
 RESULT

Do you need an individual result or

group result?
For students’ individual performance,
use individual result.
For assessing improvement of classroom
instruction, use group result.
 Three Methods of Assessing
Affective Learning Outcomes

• Teacher Observation
• Student Self-Report
• Peer Rating
 TEACHER OBSERVATION

This is to make a systematic record

on the observation about the
presence or absence of affective
outcomes.
 TWO METHODS OF TEACHER OBSERVATION

(1)Unstructured Observation also known as

open-ended observation. It gives more
freedom to record what information is
to be observed and how it is recoded.
Can be done through note taking, mental
note taking and diary keeping. There
should be at least guidelines and
characteristics of the affective traits
to be assessed. Anecdotal Record can
also be utilized.
Year and Teacher Date/Tim Anecdote
Section e
IV-Gold Mr. Renz 9:00 – When Renz came to class this
A. Gabuyo 10:00am morning, he seemed very tired
and slouching in his seat. He
did not take part in class
discussion and showed no
interest in what was discussed.
This is very unusual of him
because he often participates
and monopolizes the class
discussion.

An example of Anecdotal record

 TWO METHODS OF TEACHER OBSERVATION

(2) Structured Observation involves the

use of checklist, rating scale, and
sometimes the use of rubrics. In this
observation, recording is more
systematic because the teacher will
attend only on the predetermined aspects
of affective traits.
 Three Methods of Assessing
Affective Learning Outcomes

• Teacher Observation
• Student Self-Report
• Peer Rating
 STUDENT SELF-REPORT

This is to express the student's feelings

or attitudes toward a given specific
classroom activity. It limits the
response of the students to what they can
only do and say. The teacher must
motivate them to respond properly and
seriously because they might take the
activities for granted or else the
information gathered is not reliable.
 TWO TYPES OF STUDENT SELF-REPORT

(1) Interview Method allows the teacher

to probe and clarify information in
order to avoid ambiguity, though the
students cannot be unanimous with their
information and is time- consuming to
conduct. It can be done using individual
or group interviews, round-table
discussions or casual conversation.
 TWO TYPES OF STUDENT SELF-REPORT

(2) Questionaire or Survey Method

It has two format: constructed-response
format and selected-response format
Constructed-response format is done
using completion item or an essay item.

1. I think Science is

2. What I like most about my friend is

3. The topic I like most in Assessment of Learning is

Selected-response format is used to
assess attitudes, beliefs, and interests
of the participants. There are three
types of selected-response format
presented in this section. These are
rating scale, semantic differential
scale, and checklist.
Rating scale is a set of categories
designed to gather information on
quantitative attributes in social
sciences.
Strongly
Strongly Agree Neutral Disagree
Disagree
Opinions Agree (SA) (A) (N) (D)
(SD)
5 4 3 2
1
1. Mathematics is a boring and dull subject.          
2. I enjoy studying Mathematics at school.          
3. Mathematics is an important subject for          
my future career.
4. Mathematics is a difficult subject for me.          
Semantic differential scale uses a pair
of adjectives are used to provide
connections with feelings, beliefs, and
opinions that can be measured by degrees
of agreement that show both opposite
directions and intensity.
 Mathematics Test
Easy _______
Difficult
3210123

Basketball Player
Weak _______
Strong
3210123

An example of Semantic Scale

Checklist is the easiest tool to develop
compared to rating scale and semantic
differential scale. It consists of simple
items that the students or teacher marks
as "present" Or "absent" of a certain
attribute that describes the affective
traits.
 Observations Yes No
1. Students will attend classes on time.  
2. Students will submit assignments on time.    
3. Students will actively participate in classroom
   
discussions.
4. Students will follow instructions during
   
examination.
5. Students will ask questions during classroom
   
discussion.
 Three Methods of Assessing
Affective Learning Outcomes

• Teacher Observation
• Student Self-Report
• Peer Rating
 PEER RATING

It is the least method to be used in

assessing affective learning outcomes. In
this method, the students are asked to
assess or judge their classmates'
behavior
 GUESS-WHO FORM

Direction: Write the name/s of your classmate/s who is described in the following questions. Your
answer must remain confidential. No other students shall see your answer. Student/s can be
named more than once in each category.
1. Who is the most willing to work with others?
2. Which student is concerned more about others?
3. Who asks much help about his/her assignment?
4. Which student is willing to cooperate with others?