FEELINGS CHECK-IN

Before we start our day, let's take a look at

how we're feeling right now.
affective learning
competencies
Eguia, Trisha
Gutierrez, Kyle Marie
Millares, Mary Jane
Pielago, Karla Grace
Saceda, Cheeny
Santos, Kate Allen
 Objectives:
Learn the significance of Affective Learning
Competencies
Apply the understanding of Affective Learning
Competencies, Traits and Learning Targets in
crafting or developing instruments
-
= =
Besides student’s academic performance, there are
other dimentions of learners that need to be assessed
also. These are aptitudes and attitudes that are related
to the academic achievement of learners (Tanner,
2001).
The learners’ attitudes toward academic task
influence their achievements (Harter, 1988,
Lefrancois, 1994).
Attitude is associated with what is called the
individual’s affective domain, and affect adds a
significant dimension to assessment.
Attitude measures are part of the
broader category of personality
measures. This area of assessment is
significant since information about
personality characteristics gives more
information that will help in predicting
how a particular set of learners will
likely to respond to certain learning
situation.
IMPORTANCE OF AFFECTIVE
TARGETS
Researchers have established the clear
link between affect and cognitive
learning (Omrod, 2004). Students are
more proficient in problem-solving if
they enjoy what they do.
Students who are in good mood and
emotionally involved are more likely to
pay attention to information, remember
it meaningfully and apply it.
IMPORTANCE OF AFFECTIVE
TARGETS
Too much anxiety obstructs
learning, and greater motivation is
necessary for maximum
performance.
A more positive environment fosters
good student engagement and
learning than in a classroom with
negative climate (Fraser, 1994).
IMPORTANCE OF AFFECTIVE
TARGETS
Motivation and involvement of
students in learning activities are
affected by students’ attitude toward
learning, respect for others, and
concern for others.
Though these factors are known to
teachers yet most teachers do not
utilize any kind of formal affective
POSSIBLE REASONS WHY MOST
TEACHERS DO NOT CONDUCT
FORMAL AFFECTIVE
ASSESSMENT
1. School routines are organized based
on subject areas
2. Assessment of affective targets is
fraught with difficulties (McMillan,
2007).
Cognitive subject matter targets are
agreed on as desirable for all
students. This places affect in position
of importance but still secondary to
cognitive learning.
It is difficult to determine which
affective learning targets are
appropriate to all students.
It is simply not easy to define
attitudes, values and interests.
Many potential sources of error in
measuring affective traits often result
in low reliability.
Motivation is of primary concern.
Students need to take assessment
seriously to provide accurate results,
but still many may restrain from
giving honest answer if the responses
are not treated with anonymity and
confidentility.
Students may want to please tthe
teachers with positive responses.
Hence, fake answers.
Other possible source of errors is that
some affective traits are influenced by
momentary or temporary moods.
Teachers’ bias may also contribute
significantly on what may be
recorded or perceived.
POSSITIVE TRAITS AND SKILLS ARE
ESSENTIAL FOR:
Effective learning
Being an involved and productive member
of our society
Preparing for occupational and vocational
satisfaction and productivity (examples: work
habits, willingness to learn. interpersonal skills).
Maximizing the motivation to learn at
present and in the future.
Preventing students from dropping out of
school.
 AFFECTIVE TRAITS & LEARNING
TARGETS
The word affective refers to a variety of traits and
dispositions that are different from our knowledge,
reasoning, and skills (Hohn, 1995). Technically, this term
means the emotions or feelings that one has toward
someone or something.
AFFECTIVE TRAITS & LEARNING
TARGETS
TRAIT DESCRIPTION

Predisposition to respond favorably or unfavorably to

Attitude specified situations, concepts, objects, institutions, or
persons

Interests Personal preference for certain kinds of activities

Importance, worth, or usefulness of modes or conduct

Values and end states of existence
AFFECTIVE TRAITS & LEARNING
TARGETS
TRAIT DESCRIPTION

Opinions Beliefs about specific occurrences and situations

Preferences Desire to select one object over another

Desire and willingness to be engaged in behavior

Motivation including the intensity of involvement
 AFFECTIVE TRAITS & LEARNING
TARGETS
TRAIT DESCRIPTION

Academic Self- Self-perception of competence in school and

Concept learning

Attitudes toward oneself; a degree of self-respect,

Self-Esteem worthiness, or desirability of self-concept

Locus of Self-perception of whether success and failure is

Control controlled by the student or by external influences
AFFECTIVE TRAITS & LEARNING
TARGETS
TRAIT DESCRIPTION

Emotional Growth, change, and awareness of emotions and the

Development ability to regulate emotional expression

Social Nature of interpersonal interactions and functioning in

Relationships a group setting

Altruism Willingness and propensity to help others

AFFECTIVE TRAITS & LEARNING
TARGETS
TRAIT DESCRIPTION

Moral Attainment of ethical principles that guide decision-

Development making and behavior

Classroom Nature of feeling tones and interpersonal relationship in

Development a class
 ATTITUDES TARGET
McMillan (1980) defines attitude as internal states
that influence what students are likely to do. The internal
state can in some degree determine positive or negative of
favorable or unfavorable reaction toward an object,
situation, person or group of objects, general environment
or group of persons.
In a learning instuition, attitude is contingent on
subjects, teachers, other students, homeowrk and other
objects or persons. Most Often, one can identify the positive
or negative attitudes that a person intends to foster or at
least keep track of because these attitudes are related to
current and future behavior.
Some of these attitude are listed in the table below
A Positve Attitude Toward A Negative Attitude Toward

Learning Cheating

Math, Science. English, other subjects Drug use

Assignments Bullying

Classroom rules Cutting classes

Teachers Dropping out

 ATTITUDES TARGET
In researchers conducted by social psychologists, they
fountd that attitudes consist of three components or
contributing factors (Forsyth, 1999).
1. An affective component of positive or negative feelings.
2. A cognitive component describing worth or value.
3. A behavioral component indicating a willingness or
desire to engage in particular actions.
A strong and stable attitude is manifested when all
three components are consistent. On the other hand, it is
more likely that for many students, thse components will
contradict one another.
 ATTITUDES TARGET
This trifocal conceptualization has significant
implications for identifying attitude target.
 MOTIVATION TARGETS

In education, motivation can be defined as

the extent to which students are involved in
trying to learn. (McMillan, 2007). This
includes the students’ initiation of learning,
the intensity of effort exerted, the students’
commitment, and the students’ persistence.
 MOTIVATION TARGETS
Researches on motivation can be organized
according to the Expectancy X Value
Framework (Brophy, 2004; Pintrich & Schunk,
2002). The model implies that motivation is
determined by students' expectations, their
beliefs about whether they are likely to be
successful, and the relevance of the outcome.
Expectations refers to the self-efficacy of the
student.
 MOTIVATION TARGETS

Self-efficacy is the student's self-perception

of his or her capability to perform
successfully. Values are self-perception of
the importance of the performance. That is,
the student see the relevance of the activity.
 MOTIVATION TARGETS
Like attitudes, motivation is too ambiguous to use the general
definition as an outcome because it is difficult to pinpoint the
source of lack of effort and involvement. McMillan (2007)
suggests that motivation targets should focus on self-efficacy
and value, distinct by academic subject and type of learning.
Students will believe that they are capable of learning how
to write simple computer programs using Java. (self-
efficacy)
Students will believe that it is important to know how to
write simple computer programs using Java. (value)
 MOTIVATION TARGETS
In assessing motivation, it is important to consider why
students are learning, the reasons students' give for
their actions. When students do something or engage
themselves in activities because they find the activities
interesting, enjoyable, or challenging, they are
intrinsically motivated. While extrinsic motivation is
doing something because it leads to reward or
punishment.
 MOTIVATION TARGETS
Likewise, it has been shown that students who are
motivated by a need to understand and master the task
(mastery orientation) show more positivated by a and
thinking as compared to those who are doing
something for the result or outcoine (performance
operation). Students who are for mastery orientation
are more engaged, have in general, inclination to
generate solutions to difficulties, and generate more
positive crears to success and failure (success attributed
to ability and moderate effort; failure to lack of effort).
 ACADEMIC SELF-CONCEPT
TARGET
Extensive Literature on self-concept and self-esteem are
available for references. Most educators refer to those
characteristics when dealing with sutdents who have
problems with school and learning (e.g., “Juan has a
low self-concept,” “Juana has a low opinion of herself”).
it is accepted that these beliefs are important even
when controversy over whether self-concept or self-
esteem proceed or result from academic learning.
 ACADEMIC SELF-CONCEPT
TARGET
In setting targets, it is helpful to remember that self-
concept and self-esteem are multidimensional (Marsh
& Craven, 1987). There is bodily self, an athletic self a
mathematical self, a social self, and others. Each
person has a self-description in each area, that form
one’s self-concept or self-image. Moreover, individuals
have a sense of self-regard, self-affirmation and self-
worth in each area ( self-esteem).
 ACADEMIC SELF-CONCEPT
TARGET
In assessing the academic self-concept, universal self-
concept, and self-esteem targets must be avoiding
including self-description and an evaluation of that
description. General, self-concept measured through
attitudes and motivation is not beneficial since general
self-concept are from areas not not directly related to
academic learning.
 SOCIAL RELATIONSHIP
TARGETS
Social relationship targets is a complex set of
interaction skills, including identification of
appropriate responses to social indications, defines
social relationships. The table below contains examples
of the nature of social relationship that can be used as
targets.
Behaviors that are intended to help others.

peer relations friendship

cooperation collaboration

taking a stand conflict resolution

functioning in groups assertiveness

prosocial behavior emphaty

 SOCIAL RELATIONSHIP
TARGETS
The example cited in the table mostly relevant in basic
education, specifically in the elementary level as these
social traits are needed skills in their academic
achievement. And at the secondary level, social traist
that enhances interpersonal abilities are becoming
more important as the schools work with the business
community to assess the needs, specifically those
needs pertaining to skills necessary to be successful in
the workplace.
 SOCIAL RELATIONSHIP
TARGETS
Moreover, social interaction is a key element of
knowledge construction, active learning, and deep
understanding ( Borich & Tombari, 2004). As long as
there are interaction that happen, students need to
make neccesary adjusment in their thinking and
actions so as to accomodate other’s viewpoints to, to
defend their ideas to others, and to share their
opinions. These exercises encourage a deep
understanding and keep student involved.
Presented in the table below are some examples of social relationship areas
and corresponding targets.

Social Relationship Target Concern Example

Showing interest in others

Students will share
Listening to peers
Peer Relationship their ideas in a small
Sharing to group
group discussion.
Contributing to grouop activities
Social Relationship Target Concern Example

Sharing
Listening
Students will
Volunteering ideas and
demonstrate that they
suggestions
Cooperative Skills are able to negotiate
Supporting and accepting other
with others and
ideas
compromise.
Taking turns
Criticizing Constructively
 SOCIAL RELATIONSHIP
TARGETS
Collaborative skills needed to work in a small group
may inclkude four components namely: (1) basic
interaction; (2) getting alone; (3) coaching (4) fulfilling
particular roles ( Borich & Timbari, 2004; Hoy &
Grey,1994).
A general target regarding “improved social
relationships” or “improved collaboration skills” does
not provide specifics to focus insrruction and
assessment.
 CLASSROOM ENVIRONMENT
TARGET
In every classroom there is a unique climate that is
felt at every point in time. Some manifest a
comfortable atmosphere, others have relaxed and
productive ambiance. As a result, there are classes that
are happy and content while others are serious and
tensed due to the effect of the classroom climate. It
follows that students behave differently as dictated
also by the classroom climate, some show warm and
supportive class while others register as cold and
rejecting.
 CLASSROOM ENVIRONMENT
TARGET
All these situations are what is known as classroom
environment, classroom climate, or classroom culture.
As affective target, learning should seek to establish
student feelings, relationships, and beliefs that promote
positive classroom environment.
Characteristics Description

Affiliation The extent to which students like and accept each other.

The extent to which students interested in and engage in

Involvement
learning.

The extent to which classroom activities are focused on

Task Orientation
the completion of academic task.

Cohesiveness The extent to which students share norms and expectation

Characteristics Description

Competition The emphasis on competition between students.

Favoritism Whether each students enjoys the same privilieges.

The extent to which each students influence classroom

Influence
decisions.

Friction The extent to which students bicker with one another.

Characteristics Description

Formality The emphasis on imposing rules.

The extent to which communication among students and

Commmunication
with teacher is honest and authentic

The extent to which students care about each other and

Warmth
show concern.
 CLASSROOM ENVIRONMENT
TARGET
One of the relevant inputs to improve the classroom
environment students' perspectives with those of
teachers' perspectives as far as classroom ambiance
example, the students perceive that 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.
 CLASSROOM ENVIRONMENT
TARGET
The difference on the perceptions of the students and
the teachers with respect to the level of positivity of the
classroom environment is a good source of
information to identify what areas to improve in the
classroom environment so as to maximize student
learning.
 AFFECTIVE DOMAIN OF THE
TAXONOMY OF EDUCATIONAL
OBJECTIVES
For learning. Affective Domain of the Taxonomy of
Educational Objectives. In 1964, David R. Krathwohl,
together with his colleagues, extended Bloom's
Taxonomy of Educational Objectives by publishing the
second taxonomy of objectives, this time giving
emphasis on the affective domain
 AFFECTIVE DOMAIN OF THE
TAXONOMY OF EDUCATIONAL
OBJECTIVES
Krathwohl and his collaborators attempted to
subdivide the affective realm into relatively distinct
divisions. Five different levels of affective objectives
were described in the affective taxonomy. These levels
are described in the following table:
 Level Description Example

Concern with students sensitivity to

the existence of certain phonomena
and stimuli, that is, with student’s
willingness to receive or to attend Students does
Receiving
this stimuli. mathematics activities
(Attending)
It is categorized in three for grade.
subdivisions that shows the
different levels of attending to
phenomena.
 Level Description Example

1. Awareness to the phonemena

2. Willingness to receive the Students does
Receiving
phenomena. mathematics activities
(Attending)
3. Controlled or selected attention for grade.
to phenomena.

Students give special

Concerned with responses that go
attention ti the
Responding beyond merely attending to
discussion of
phenomena.
Mathematical lesson
 Level Description Example

Students are sufficiently motivated

to be able to answer
Responding that they are not just “willing to
the activities.
attend” but are actively attending.

Reflect then student’s holdin gof a Students actively and

particular importance or value. consistently
Valuing
Students display behavior with participate in the
sufficient consistency in discussion and
Level Description Example

interestingly answers
in appropriate situations that are
Valuing al the activities in
perceived as holding this value.
Mathematics.

Reflect then student’s holdin gof a Students actively and

particular importance or value. consistently
Valuing
Students display behavior with participate in the
sufficient consistency in discussion and
 Level Description Example

Students successively internalized

values, they encounter situations in
which more than one value is Students integrates
Organizing relevant. This requires the necessity the lesson learned in
of organizing their values into a Math with Science.
system such as certain values
exercise greater control.
 Level Description Example

Internalization has taken place in an Students applies the

Characterizing individual’s value hierarchy to the lesson learned in
by a Value or extent that he or she can be Mathematics in daily
Value Complex characterized as holding a particular activities such buying,
value or set of values. cooking, and others.
 AFFECTIVE DOMAIN OF THE
TAXONOMY OF EDUCATIONAL
OBJECTIVES
The aforementioned affective taxonomy serves as a
valuable part of assessment of affect. Through them,
standard or level of affect that is part of the target is
determined. In addition, it is also provides good
suggestions for using students as indicators of affect at
each of the levels.