Assessment in Affective Domain

ASSESSMENT IN AFFECTIVE DOMAIN
Affective domain describes learning objectives that emphasize a feeling

tone, an emotion, or a degree of acceptance or rejection.
David Krathwol’s Taxonomy of Affective domain

Affective Learning Competencies

Instructional Objectives – specific, measurable, short-term, observable student
behaviors.
- foundation upon which you can build lessons and assessments that you can prove to meet your
over-all course or lesson goals.
- ensures that learning is focused clearly enough that both students and teachers know what is
going on, and so learning can be objectively measure.
Quantitative terms used in affective domain

1. Receiving 2. Responding 3. Valuing 4. Organization 5. Characterization
Attitudes – a mental predisposition to act that is expressed by evaluating a particular entity
with some degree of favor or disfavor.
Values – generally refers to mental orientations towards concepts.
Affective components of attitude

1. Cognitions. Statement of beliefs and expectations which vary from one individual to the next.
2. Affect. Refers to feelings with respect to the focal object.
3. Behavioral Intentions. Our goals, aspirations, and our expected responses to the attitude
object.
4. Evaluation. Central component of attitude.
Why study attitudes?

Attitudes influence the way person acts and think in a social communities we belong.
They can function as frameworks and references for forming conclusions and interpreting or
acting for or against an individual, a concept or an idea. It influences behavior. People will
behave in ways consistent with their attitudes.
Motivation – a reason or set of reasons for engaging in a particular behavior. The

reasons include basic needs, object, goal, state of being, ideal that is desirable. Motivation also
refers to initiation, direction, intensity and persistence of human behavior.
THEORIES IN MOTIVATION
Abraham Maslow’s hierarchy of human needs theory is the most widely discussed
theory of motivation.

Frederick Herzberg presents another need theory: the two factor theory, the “Motivation-
Hygiene Theory”. It conclude that certain factors in the workplace result in job satisfaction,
while others do not, but if absent lead to dissatisfaction.
Clayton Alderfer expanded Maslow’s hierarchy of needs. He formulated the ERG

Theory (existence, relatedness and growth).

Why motivate students?
-it can direct behavior toward particular goals;
-lead to increase effort and energy;
-increase initiation of, and persistence in activities;
-enhance cognitive processing;
-determine what consequences are reinforcing;
-lead to improve performance.
2 KINDS OF MOTIVATION
Intrinsic motivation brings pleasure, or make people feel what they are learning is
morally significant.
Extrinsic motivation which comes when a student compelled to do something

because of factors external to him.
Ø Self-efficacy- is an impression that one is capable of performing in a certain manner or

attaining certain goals.
Self-Efficacy vs. Self-Esteem
o Efficacy- relates to a person’s perception of their ability to reach a goal.
o Esteem- relates to a person’s self-worth.

Development of Assessment Tools/Standard
Assessment Tools
Assessment tools in the affective domain are those which are used to assess attitudes,
interest, motivations and self-efficacy. These include:
1. Self-report. Most commonly used, essentially requires an individual to provide an account of his

attitude or feelings toward a concept or idea or people.
2. Rating Scales refers to a set of categories designed to elicit information about a quantitative

attribute in social science.
3. Sematic Differential (SD) Scales tries to access an individual’s reaction to specific words,

ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each
end
Good _ _ _ _ _ _ _ Bad
3 2 10 1 2 3
(3- Extreme; 2- quite; 0- neutral)
4. Thurstone Scale- He developed an attitude continuum to determine the position of favorability

on the issue.Thurstoneis considered as the father of attitude measurement and addressed the
issue of how favorable an individual is with regard to a given issue.
5. Likert Scales- This requires an individual to tick on a box to report whether they “strongly
agree”, “agree”, “undecided”, “disagree” or “strongly disagree” in response to a large number of
items concerning attitude object or stimulus. Likert developed the method of summated ratings
(or Likert scale) in 1932.
E.g. Statement:

I do not like to solve algebraic equation SD D A SA
1 2 3 4
6. Checklists- are the most common and perhaps the easiest instrument in the
affective domain. It consist of simple items that the student or teacher marks as “absent” or
“present”.
REFLECTION
Assessing the affective domain of your children will help you understand their
behavior. Since their behavior is often affected by their attitude, you will know how to deal with
them. This will also help you plan of what activities you should make in order for them to
develop their values.
Assessment of Affective Domain also guides you on what should be your learning
objectives.
Motivation is also important so that your pupils will pay attention on your class,
encourage learning things, ideas, and developing skills, exert effort to achieve something and be
a competent learner. As an educator, you should initiate and sustain motivation on them.
You should also let your students evaluate themselves (likes and dislikes). This will be
your guide on what techniques or methods of teaching you are going to use to enable them to
learn your lessons even if they dislike it. Their evaluations might change based on your
effectiveness in teaching. Even their behavior can be affected and change into positive one.

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ASSESSMENT IN AFFECTIVE DOMAIN

Affective domain describes learning objectives that emphasize a feeling

David Krathwol’s Taxonomy of Affective domain

Affective Learning Competencies

Quantitative terms used in affective domain

Values – generally refers to mental orientations towards concepts.

Affective components of attitude

2. Affect. Refers to feelings with respect to the focal object.

4. Evaluation. Central component of attitude.

Why study attitudes?

Motivation – a reason or set of reasons for engaging in a particular behavior. The

Clayton Alderfer expanded Maslow’s hierarchy of needs. He formulated the ERG

Why motivate students?

-it can direct behavior toward particular goals;

-lead to increase effort and energy;

-increase initiation of, and persistence in activities;

-enhance cognitive processing;

-determine what consequences are reinforcing;

-lead to improve performance.

Extrinsic motivation which comes when a student compelled to do something

Ø Self-efficacy- is an impression that one is capable of performing in a certain manner or

Self-Efficacy vs. Self-Esteem

o Efficacy- relates to a person’s perception of their ability to reach a goal.

o Esteem- relates to a person’s self-worth.

1. Self-report. Most commonly used, essentially requires an individual to provide an account of his

2. Rating Scales refers to a set of categories designed to elicit information about a quantitative

3. Sematic Differential (SD) Scales tries to access an individual’s reaction to specific words,

(3- Extreme; 2- quite; 0- neutral)

4. Thurstone Scale- He developed an attitude continuum to determine the position of favorability

E.g. Statement:

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