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chapter 8

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chapter 8

Uploaded by

Sarayin J Agang
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Chapter 1

Assessment in Affective
Domain
AFFECTIVE DOMAIN

 The affective domain is one of three domains


in Bloom’s taxonomy, with the other two
being
the cognitive and psychomotor(Bloom, et al.,
1956
 The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in which we
deal with things emotionally such as feelings,
values, appreciation, enthusiasm,
 Affective learning
- is demonstrated by behaviors indicating
attitudes of awareness, interest, attention,
concern, and responsibility, ability to listen and
respond in interactions with others
 For a balance education, let us not pay
attention only to the development of the mind
(cognitive) and the hands (physical skills). Let
us also give the attention to the development
of the heart (affective)
 For,as the bible says,” what does it profit a
man if he gains the whole world but loses his
soul”?
 Indeed , what does it profit a man/woman if
he/she accumulates a lot of wealth with the
 The affective domain is a part of a system
that was published in 1965 for:
 Identifying
 Understanding
 Addressing
on how people learn.
 The affective domain describes learning
objectives that emphasize a feeling tone, an
 Navarro and Santos (2013) assert
The affective domain is the least studied
and most often overlooked domain in
educational literature despite the fact that
almost every researcher
author begins with a premise on the importance
of the affective domain in the teaching-learning
process
Indeed, learning is not only a cognitive process.
 Research shows that social and emotional
learning(SEL) not only improves achievement by an
average of 11 percentile points, but it also increase
prosocial behavior (such as kindness, sharing, and
empathy), improves student attitudes toward school
and reduces depression and stress among students.
 The five key skills of SEL namely: self-awareness, self-
management, social awareness, relationship skills
and responsible decision making are in the affective
domain.
Soft Skills in Affective Assessment

- Learning outcomes in the affective


domain include soft skills in contrast to the hard
skills, (technical skills). Soft skills are non-
technical skills that refer to how one works in
the workplace, how one interacts with other in
the workplace and how one looks at problems
and solves problems.
Categories of Soft Skills
 Social skills

- provides peers with positive


feedback
- offers help or assistance to peers
-initiates interaction with peers
-participates in discussion with peers
-has sense of humor, shares
amusement with peers
- has friends
- can carry out leadership activities
- engages in appropriate social
behavior
 Self Management
-controls display of temper when
angry
- accepts legitimate rules
- compromise with others to avoid
conflict
-handles teasing and social
provocations
-maintain attention to task
-is respectful to teachers and staffs
-respond in socially appropriate
ways to criticism from others
 Academic Soft Skills
- work independently
- complete assign tasks
- listens to and carries out teacher
directions
-produces work of acceptable quality
for ability level
-brings requires materials to school
-arrives at school on time and
without undue absences
-ask for assistance as needed, ask
questions
-uses appropriate study skills
 Approaches to Learning
- enjoys school
- takes on challenging task
- has confidence in abilities
- works hard, is enthusiastic and
adventure
- is involved with extracurricular
The taxonomy of Affective Domain
 Receiving
- it is being aware of or sensitive to the
existence of certain ideas, materials, or
phenomena and being willing to tolerate them. ( To
differentiate, to accept, To listen (for), To respond
to)
Behavioral verbs: accept, attend, develop,
recognize
 Responding

- Is committed in some small


measures to the ideas, materials, or
phenomena involved by actively
responding to them
( To comply with, To follow, To
commend, To volunteer, To spend leisure
time in, To acclaim)
 Valuing

- Is willing to be perceived by others as


attaching importance to certain ideas, materials, or
phenomenon
( To increased measured proficiency, To
relinquished, To subsidize, To support, To debate)
Behavioral Verbs: accept, defend, devote, pursue,
seek
 Organization
- Is relating the value to those already held and
bring it into a harmonious and internally consistent
philosophy.
( To discuss, To theorize, To formulate, To
balance, To examine)
Behavioral Verbs: codify, discriminate, display, order,
organize, systematize, weigh
 Characterization
- By value or value set is to act
consistently in accordance with the values
he/she has internalized.
( To resist, To manage, To resolve )
Behavioral Verbs : internalize, verify
Methods of assessing learning in the affective domain

 Teacher Observation
- Teacher observation can be unstructured
or structured. It unstructured when observation
is open-ended. Teacher’s observation is not
limited to items in a checklist or rating scale.
- Teacher observation is structured when
he/she is guided in what to observe by a
checklist or rating scale.
To make teacher observation work in relation to the
assessment of affective learning, the following should be
observed.
 Determine behaviors to be observed in advance
 Record student’s important data such as time , data, and
place
 Record both positive and negative behaviors.
 Avoid personal bias, Be objective
-As teacher , we need to be careful about
our actions that may negatively impact on
student’s attitude which go straight into the
affective domain
-For instance, facial expression that reveal
sarcasm (Harsh), body movements that betray
distrust and dislike, should all be avoided.
 Student Self-Report
- A student self-report requires the
student to provide an account of his/her
attitude or feelings toward a concept or idea or
people.
- A self-report is also referred to as “written
reflection”
 Peer Ratings
- Another way is to ask the student’s peer
to rate him/her on affective items where
teacher wants to rate the student.
- Ideally, teacher’s observation of a
student’s realization of affective learning
outcome should coincide with students self-
report and that of peer rating of the student.
Affective assessment tools

-Assessment tools in the affective domain,


in particular, those which are used to asses
attitudes, interest, motivations, and self-efficacy.
-The different methods of assessing
learning or development in the affective domain,
namely : observation, student self-report and
peer ratings-make use of assessment tools such
 Likert Scale
- A Likert Scale is one of example of a Rating Scale. It
makes use of a five-point scale from Strongly Disagree (1),
Disagree (2), Undecided (3), Agree (4) to strongly Agree (5)
 Sentence Completion
- As the name implies, the student is asked to
complete a given incomplete sentence related to the
intended learning outcome.
 Semantic Differential
- The Semantic Differential (SD) tries to
asses an individual’s reaction to specific words,
ideas or concept in terms of ratings on bipolar
scales defined with contrasting adjectives at
each end
- A student is asked to asses his Science
class as a whole by way of a Semantic
Differential scale
 Checklist
- In a checklist, as the name implies, the
student simply checks an item that is observed
or present or possessed or that applies to
him/her. A student is asked to evaluate the
extent to which he/she possesses a growth
mindset
ASSESSMENT IN THE AFFECTIVE DOMAIN

Reporters:
Ritchel D. Ursal
Jeymar C. Mahinay

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