Assessment in Learning 2

Dr. Teody M. Corachea

Module 3
Authentic Assessment in Affective Domain
Overview

One of the most satisfying moments in teaching is leading a lively discussion in

which students are deeply engaged in the material and contributing thoughtfully.
However, most students are reluctant to talk out loud or they offer simple responses
to the questions posed, and the most important part of leading an engaging discussion
is developing good discussion questions. One strategy for writing good discussion
questions is teaching in Bloom’s Affective domain.

The affective domain involves our feelings, emotions, and attitudes, and
includes how we deal with things emotionally (feelings, values, appreciation,
enthusiasm, motivations, and attitudes). Like Bloom’s cognitive domain, the affective
domain is arranged in a hierarchy whereby learners move from simpler feelings to
more complex feelings.

Thus, in this module, we will discuss authentic assessment in the affective

domain. This includes the different levels of affective domains and methods of
assessing affective learning outcomes.

Learning Outcomes

At the end of this module, you are expected to:

1. Define the different concepts related to assessing affective learning outcomes;

2. Determine different levels of affective domains;
3. Differentiate the three methods of assessing affective learning outcomes;
4. Formulate objectives in the affective domain; and
5. Develop different assessment tools in assessing affective learning outcomes.
6. Determine other affective measures and assessments.

Authentic Assessment in Affective Domain

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

involves feelings, attitudes, and emotions. It includes how people deal with external
and internal phenomena emotionally, such as values, enthusiasms, and motivations.
This domain is categorized into five levels, which include receiving, responding,
valuing, organization, and characterization. These subdomains form a hierarchical
structure and are arranged from simple feelings or motivations to those that are more
complex.

The affective domain refers to the tracking of growth in feelings or emotional

areas throughout the learning experience. To be most effective, learning objectives
labeled using this domain need a very clear instructional intention for growth in this
area specified in the learning objective.

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Affective Traits
The table below is a summary of affective traits where most student’s affect
involves both emotional and cognitive beliefs (Mcmillan, 2001)
Trait Definition
Predisposition to respond favorably or unfavorably to
Attitude specified situations, concepts, objects, institutions, or
persons.
Interest Personal preference for certain kinds of activities.
Importance, worth, or usefulness of mode or conduct and
Value
end-state of existence.
Opinions Beliefs about specific occurrences and situations.
Preference Desire or propensity to select one object over another.
Desire and willingness to be engaged in behavior and
Motivation
intensity of involvement.
Academic Self- Self-perception of competence in school and learning.
concept
Attitude toward oneself; degree of self-respect,
Self-esteem
worthiness, or desirability of self-concept.
Self-perception of whether success and failure are
Locus of Control
controlled by the student or by external influences.
Emotional Growth, change, and awareness of emotions, and ability
Development to regulate emotional expression.
Nature of interpersonal interactions and functioning in
Social Relationship
group settings.
Altruism Willingness and propensity to help others.
Attainment of ethical principles that guide decision-
Moral Development
making and behavior.
Classroom Nature of feeling tone and interpersonal relationships in
Environment a class.

Affective Domain of the Taxonomy of Educational Objectives

The affective domain describes learning objectives that emphasize a feeling,
tone, emotion, or degree of acceptance or rejection. affective objectives vary from
simple attention to selected phenomena to complex, but internally with consistent
qualities of character and conscience.
Receiving: Awareness of the need and willingness to hear selected attention,
e.g., listening respectfully to others, listening for and remembering names of newly
introduced people.

Examples: Listen to others with respect. Listen for and remember the name of
newly introduced people.

Keywords for content analysis include acknowledge, ask, attentive, courteous,

dutiful, follows, gives, listens, and understands.

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When students present these keywords in their written feedback and the
meaning of the sentence conforms to the concept of this level, it will be encoded as
belonging to this level.

Responding: Actively participate in learning, including responding to various

appearances. Learning outcomes may emphasize compliance in response,
willingness to respond, or satisfaction (motivation) in response.

Examples include participation in class discussions, presentations, questions

to improve understanding, and compliance with safety rules.

Keywords at this level include answers, assistants, assists, compliance,

compliance, discussions, greetings, help, tags, shows, gifts, and narration.

Valuing: It is defined as the ability to judge the worth or value of something,

including specific objects, phenomena, behaviors, or information, and to express it
clearly from simple acceptance to a more complex state of commitment. When a
learner internalizes a particular set of values, these value beliefs can usually be
expressed by explicit and identifiable behaviors.

Examples include expressing convictions about the democratic process, being

sensitive to individual and cultural differences (i.e., focusing on diversity), addressing
value conflicts, proposing social improvement plans and fulfilling commitments, and
informing management of concerns.

Keywords of this level include appreciates, cherish, treasure, demonstrates,

initiates, invites, joins, justifies, proposes, respect, and shares.

Organization: It is defined as comparing and classifying values, resolving

conflicts between them, and creating a unique value system with a primary focus on
comparison, relevance, and integrated values. Case in point includes recognizing the
need for an equilibrium between freedom and responsibility, explaining the importance
of system planning in solving problems, accepting ethical standards, creating life plans
that suit their abilities, interests, and beliefs, effectively prioritizing time to meet
organizations, family, and self-needs.

Examples: Recognizes the need for balance between freedom and responsible
behavior. Accepts responsibility for one’s behavior. Explains the role of systematic
planning in solving problems. Accepts professional ethical standards. Creates a life
plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet
the needs of the organization, family, and self.

Keywords of this level include compare, relate, and synthesize.

Characterization: It is defined as the establishment of a value system that

controls learner behavior, which is universal, consistent, predictable, and the most
important feature of learners. Teaching objectives involve individual, social, and
emotional patterns that learners adjust.

For example, being able to work independently, collaborate in group activities,

use objective methods to solve problems, practice professional ethics, modify beliefs

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and change behavior based on new evidence, and value people beyond superficial
features.

Keywords of this level include acts, discriminates, displays, influences,

modifies, performs, qualifies, questions, revises, serves, solves, and verifies.

Methods of Assessing Affective Learning Outcomes

There are three different methods of assessing affective learning outcomes:
teacher observation, student self-report, and peer rating.
Teacher Observation
Observation technique is the systematic recording of the presence or absence
of affective outcomes.
There are two methods of assessing affective learning outcomes using the
teacher observation: these are unstructured observation and structured observation.
Unstructured observation is also known as open-ended observation. Here,
the teacher does not use any rating scale, or checklist to record observations; it allows
the teacher more freedom to record what information is to be observed and how it is
recorded. Recording observations can be done through note-taking, mental note-
taking, or dairy keeping.
Structured observation is another way of assessing the affective traits of
students. This type of observation is somewhat different from unstructured observation
because more time is needed for the preparation of the materials and the process of
recording the observation.
Structures observation usually involves the utilization of a checklist, rating
scale, and sometimes the use of rubrics. With the behaviors listed, it allows the
observer to focus on the more important affect to be assessed. The behaviors can be
listed in different formats: through the checklist or the rating scale. Using the checklist,
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the teacher indicates a behavior by marking yes or no; observed or not observed;
presence or absence, etc. With the use of a rating scale, terms such as always, often,
sometimes, seldom, and never are utilized.
Student Self-report
The second method of assessing affective learning outcomes is through the
use of student self-report. Student self-report is a method of assessing affective
learning outcomes that allow students to express their feelings or attitudes toward a
given specific classroom activity.
There are two methods of assessing affective learning outcomes using the
student self-report: the interview method and the questionnaire and survey
methods. The interview method allows the teacher to probe and clarify information
to avoid ambiguity, though the students cannot be unanimous with their information
and are time-consuming to conduct. In this method, the first thing the teacher does is
to establish trust among students for them to reveal their true feelings and beliefs
regarding a certain fact, activity, or situation. This can be done using individual or
group interviews, round table discussions, or casual conversations.
The second type is through the use of questionnaires or survey methods. There
are two types of format for assessing affective learning outcomes using these
methods: the constructed-response format and the selected-response format.
Constructed-response format is done using a completion item or an essay
item. In the completion item, the teacher asks the students about their feelings to
respond to a simple statement by writing a word of phrase to complete the said
statement.
Examples of statements about completion type are as follows:
1. I think Science is ________________________________________.
2. What I like most about my friend is __________________________.
3. Mathematics is __________________________________________.
4. I am happy when ________________________________________.
5. When I have enough money I like to__________________________.
Another type of constructed response is the essay item. In the essay item, the
teacher let their students organize their ideas to be written in paragraph form regarding
a certain topic.
Examples of essay topic with specific instructions are s follows:
1. Write a paragraph you like most about Assessment in learning 2. Cite reasons
and the experiences that you like most about the subject.
2. Describe yourself as a student. Are you one of the top-performing students? If
so, how do you maintain your high grades? If not, what will you do to become
a top student?

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Selected-response Format
There are three types of selected-response format such as rating scale,
semantic differential scale, and checklist.
Rating Scale
The rating scale is a set of categories designed to gather information on
quantitative attributes in social sciences. In this case, the Likert scale 1- 10 rating scale
is the most widely used to assess attitude. The rating scale requires the students to
mark whether they strongly agree, agree, disagree, or strongly disagree about their
attitude toward something. Statements used in the Likert Scale are either positive or
negative.
Below is the list of opinions about Mathematics. Rate each item by putting a
check on the box that corresponds to your answer.
Strongly Strongly
Agree Neutral Disagree
Opinions Agree Disagree
4 3 2
5 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.
5. I am confident that I will get a high
grade in Mathematics.
6. Mathematics does not scare me at all.
7. Mathematics is a very interesting
subject.
8. I am happier in Mathematics than in my
other subjects.
9. I believe I am good at solving
mathematical problems.
10. I am always confused about my
mathematics subject.

Semantic Differential Scale

Semantic differential scale is another type of selected-response format in
which a pair of adjectives are used to provide a connection with feelings, beliefs, and
opinions that can be measured by degrees of agreement that show both opposite
directions and intensity.

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Example of Semantic Differential Scales:

Mathematics Test
Easy _____ _____ _____ _____ _____ _____ _____ Difficult
3 2 1 0 1 2 3

Basketball Player
Weak _____ _____ _____ _____ _____ _____ _____ Strong
3 2 1 0 1 2 3

Presentation
Dislike _____ _____ _____ _____ _____ _____ _____ Like
3 2 1 0 1 2 3

Checklist
The checklist is the easiest tool to develop compared to the 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.
Steps in Constructing a Checklist (McMillan, 2001)
1. Enumerate all attributes and characteristics you wish to observe relative to the
concept being assessed.
2. Arrange these attributes as a shopping list of characteristics.
3. Ask students to mark attributes or characteristics which are present and to
leave blank to those which are not.

Sample Checklist for Structures Observation in a classroom

Observations Yes No
1. Students will attend classes on time.
2. Students will submit assignments on time.
3. Students will actively participate in class discussions.
4. Students will follow instructions during the
examination.
5. Students will ask questions during classroom
discussions.

Peer Rating
Peer rating 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’

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behavior. It can be used to assess interpersonal traits. Frequency nomination or

sociogram is used to analyze its results. There are two approaches to obtaining peer
rating: the guess-who approach and the sociometric approach. In the guess-who
approach, students are asked to write the name/s of their classmate/s who is
described in the form.
Guess-Who Form
Directions: 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 ask much help about his/her assignment? _______________________
4. Which student is willing to cooperate with others? ____________________-

On the other hand, the sociometric approach is used to assess the social
structure of the class and interaction patterns among students. Using this approach,
allows the teacher to learn about the social acceptance and the liking patterns of the
students. The results can be utilized in identifying small groups of students, cliques,
popular students, and social isolates.

Other Affective Measures and Assessments

Non-Test Indicators

Academic tests are typically relied upon to assess the performance of students
in educational tasks. Since schools are charged with the major responsibility for
preparing students to perform these tasks, academic tests are also used to evaluate
whether and to what extent school programs have achieved their goals. The use of a
single form of measurement ( pencil-and paper-tests) to monitor learner development
or the performance of educational programs, however, may be less reliable. Moreover,
if cognitive development is the only intended effect of school programs that are
emphasized, as it is done when academic tests alone are used to assess performance,
many significant areas of development that schools can and do affect will be
neglected. These other significant areas include career development, health, and
personal safety, interpersonal relations, civic development, ethical development, and
so on. For these reasons, diverse kinds of feedback on a wide range of educational
results are needed to ensure that the educational system is meeting the needs of both
individuals and society.

Schools ought to teach and assess learners not only cognitive skills but also
other skills for them to lead productive, successful and fulfilled lives in the 21t Century.
Schools must therefore teach transversal competencies.

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Transversal Competencies

Transversal competencies are competencies that are transferable between

jobs that is why they are also called transferable competencies. People use to call
them experience, soft skills, emotional intelligence, and employability skills. They are
a set of competencies related to attitudes and values and procedures. They can be
transferred from one specific task to another. They can be used in a wide variety of
situations and settings. These transversal competencies cross over the specific jobs
and make people function better in any job. Learning transversal competencies puts
every graduate of any educational program at an advantage in the future.

Below is the list of transversal competencies that the 2013 Asia-Pacific

Education Research Institutes Network research reported.
It is the ability to use a wide range of creative
techniques to create new and worthwhile ideas
as well as observable creations. This includes
Creativity
the skills necessary to elaborate, refine, analyze
and evaluate their creations to improve and
maximize creative efforts.
It is a combination of technical, business
management, and personal determination,
Entrepreneurship innovation, and risk-taking skills necessary to
turn ideas into action, as well as plan and
manages projects to achieve objectives.
Critical and
This refers to the skills necessary to implement
Innovative
innovations. This includes the ability to act on
Thinking
Application Skills creative ideas to make a tangible and useful
contribution to the field in which the innovation
will occur.
This is the ability to reflect critically on learning
Reflective
experiences and processes to inform future
thinking
progress.
It is the ability to use various types of reasoning
as appropriate to the situation, to effectively
Reasoned
analyze and evaluate evidence, arguments,
decision Making
claims, and beliefs in making judgments and
decisions.
These include the ability to articulate thoughts
Communication and ideas effectively using oral, written, and
Skills nonverbal communication skills in a variety of
forms and contexts.
These refer to skills such as general organizing,
Organizational team administration, planning, time
Interpersonal skills management, coordinating resources, and
Skills meeting deadlines.
It refers to skills necessary to be able to work with
others towards a common goal. These include
Teamwork
the ability to negotiate, follow an agenda, and
make group decisions.
It is the ability to work effectively and respectfully
Collaboration
with diverse teams, including the skills necessary

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to exercise flexibility and willingness to help

make necessary compromises to accomplish a
common goal.
Ability to obtain This refers to skills required to identify, locate
and analyze and access appropriate information sources and
information interpret this information and draw conclusions
through ICTs based on analysis.
Ability to critically This refers to the skills required to evaluate the
Media and
evaluate quality, appropriateness, and value of the
Information
information and information, as well as its sources.
Literacy
media content
This refers to the skills required and the ability to
Ethical use of apply a fundamental understanding of the
ICTs ethical/legal issues surrounding the access and
use of information technologies.
This includes the skills to understand, negotiate
Respect for and balance diverse views and beliefs to reach
diversity workable solutions, particularly in a multicultural
environment.
This refers to respecting cultural differences and
Intercultural work effectively with people from a range of
Global understanding cultural backgrounds and responding open-
citizenship mindedly to different ideas and values.
This refers to skills necessary for participating
effectively in civic life through knowing how to
Democratic stay informed and understanding governmental
participation processes. This includes the skills for exercising
the rights and obligations of citizenship at the
local, state, national, and global levels.

Transversal Competencies are the 21st Century skills in the several frameworks

ATC 21
Research-based P21 Framework NRC Framework
Framework
construct Terminology Terminology
Terminology
Critical thinking Learning and Cognitive-critical Ways of thinking –
innovation-critical thinking critical thinking,
thinking problem-solving,
and decision-
making
Collaboration Learning and Interpersonal – Ways of working –
innovation- complex communication,
communication communication, and collaboration
and collaboration social skills,
teamwork
Creativity Learning and Cognitive – non- Ways of thinking –
innovation- routine problem creativity, and
creativity and solving innovation
innovation

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Motivation Life and career Intrapersonal – Living in the world -

skills – initiative, self-development, adaptability,
flexibility adaptability flexibility, self-
direction
Metacognition Life and career Intrapersonal – Ways of thinking –
skills – self- self-management, metacognition or
direction, self-regulation learning to learn
productivity

Summary

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

involves feelings, attitudes, and emotions. It includes how people deal with external
and internal phenomena emotionally, such as values, enthusiasms, and motivations.
This domain is categorized into five levels, which include receiving, responding,
valuing, organization, and characterization. These subdomains form a hierarchical
structure and are arranged from simple feelings or motivations to those that are more
complex.

The affective domain refers to the tracking of growth in feelings or emotional

areas throughout the learning experience. To be most effective, learning objectives
labeled using this domain need a very clear instructional intention for growth in this
area specified in the learning objective.

The affective domain describes learning objectives that emphasize a feeling,

tone, emotion, or degree of acceptance or rejection. affective objectives vary from
simple attention to selected phenomena to complex, but internally with consistent
qualities of character and conscience.
Receiving: Awareness of the need and willingness to hear selected attention,
e.g., listening respectfully to others, listening for and remembering names of newly
introduced people.

Responding: Actively participate in learning, including responding to various

appearances. Learning outcomes may emphasize compliance in response,
willingness to respond, or satisfaction (motivation) in response.

Valuing: It is defined as the ability to judge the worth or value of something,

including specific objects, phenomena, behaviors, or information, and to express it
clearly from simple acceptance to a more complex state of commitment. When a
learner internalizes a particular set of values, these value beliefs can usually be
expressed by explicit and identifiable behaviors.

Organization: It is defined as comparing and classifying values, resolving

conflicts between them, and creating a unique value system with a primary focus on
comparison, relevance, and integrated values. Case in point includes recognizing the
need for an equilibrium between freedom and responsibility, explaining the importance
of system planning in solving problems, accepting ethical standards, creating life plans

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Dr. Teody M. Corachea

that suit their abilities, interests, and beliefs, effectively prioritizing time to meet
organizations, family, and self-needs.

Characterization: It is defined as the establishment of a value system that

controls learner behavior, which is universal, consistent, predictable, and the most
important feature of learners. Teaching objectives involve individual, social, and
emotional patterns that learners adjust.

There are three different methods of assessing affective learning outcomes:

teacher observation, student self-report, and peer rating.

Suggested Readings
https://uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-
excellence/files/uploads/files/affective_domain_-_blooms_taxonomy.pdf
http://www.pcrest.com/research/fgb/2_3_6.pdf
https://thesecondprinciple.com/instructional-design/threedomainsoflearning/

References

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R.
(1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain. New York: David McKay Co Inc.

Cajigal, R., & Mantuano, M.L. (2014). Assessment of Learning 2. Adriana Publishing
Co., Inc. Quezon City, Philippines.
Calmorin, L. (2011). Assessment of Students Learning 2. Rex Book Store, Manila
Philippines.
Corpuz, B., & Cuartel, I. (2021). Assessment in learning 2: Authentic Assessment,
Lorimar publishing Inc., Quezon City, Philippines.
David, A., Golla, E., Magno, C., & Valladolid, V. (2020). Assessment in Learning 2.
Rex Book Store, Manila Philippines.
Gabuyo, Y. & Dy, G. (2013). Assessment of Learning 2. Rex Book Store, Manila
Philippines.
Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1973). Taxonomy of Educational
Objectives, the Classification of Educational Goals. Handbook II: Affective
Domain. New York: David McKay Co., Inc.

Santos, R. (2007). Assessment of Learning 2. Lorimar publishing Inc., Quezon City,

Philippines.

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Wu W-H, Kao H-Y, Wu S-H and Wei C-W (2019) Development and Evaluation of
Affective Domain Using Student’s Feedback in Entrepreneurial Massive Open
Online Courses. Front. Psychol. 10:1109. DOI: 10.3389/fpsyg.2019.01109

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