4- DESIGNING MEANINGFUL PERFORMANCE-

BASED ASSESSMENT
Introduction
Creating effective assessment tasks requires thinking through curriculum content to establish learning
outcomes, then designing performance activities that will allow students to demonstrate their achievement of
those outcomes, and specifying criteria by which they will be evaluated, experts say. To develop meaningful
performance assessment tasks that will reveal the learning that teachers hope to see, educators need to take
an assessment perspective from the beginning.

Learning Outcome
At the end of the lesson the
students will be able to develop a
portfolio of performance-based
assessment tools that measures Overview
learners’ competencies of a given Performance-based assessments share the key
subject. characteristic of accurately measuring one or
more specific course standards. They are also
complex, authentic, process/product-oriented,
open-ended and time-bound (Hilliard, 2015).
A well-designed performance assessment
helps the student to see connections between
the knowledge, skills, and abilities they have
learned from the classroom, including the
experiences which help them to construct their
Explore own meaning of knowledge.

How do you assess students’

learning outcomes using various
types of performance assessment
tools?

https://www.pinterest.ph/pin/668503138408329510/
I. Product-Based and Performance-Based Assessments
Both product-based and performance-based assessments provide information about how student
understands and applies knowledge and involve hands-on tasks or activities that students must complete
individually or in small groups. Below are examples of product-based and performance-based assessments.

Types Examples

A. Product-Based Assessments

Visual Products charts, illustrations, graphs, collages, murals, maps, timeline

flows, diagrams, posters, advertisements, video
presentations, art exhibits.

Kinesthetic Products diorama, puzzle, games, sculpture, exhibits, dance recital

Written Products journals, diaries, logs, reports, abstracts., letters, thought or

position papers, poems, story, movie/TV scripts, portfolio,
essay, article report, research paper, thesis

Verbal Products audiotapes, debates, lecture, voice recording, scripts

B. Performance-Based Assessments

Oral Presentations/Demonstrations paper presentation, poster presentation, individual or group

report on assigned topic, skills demonstration such as baking,
teaching, problem solving

Dramatic/Creative Performances dance, recital, dramatic enactment, prose or poetry

interpretation, role playing, playing musical instruments

Public Speaking debates, mock trial, simulations, interviews, panel discussion

story-telling, poem reading

Athletic Skills Playing basketball, baseball, soccer, volleyball, and other

Demonstration/Competition sports

(Ubina-Balagtas et.al., 2020)

II. What are the guidelines in developing a meaningful process and product performance
assessment that will match to the desired learning outcome?

The following are the basic steps in planning and implementing performance-based or product-
based assessments:
1. Define the purpose of performance or product-based assessment. The teacher may ask the
following questions?
➢ What concept, skill or knowledge of the students should be assessed?
➢ At what level should the students be performing?
➢ What type of knowledge is being assessed (e.g. remembering to create)?
In defining the purpose of assessment, learning targets must be carefully identified and taken into
consideration. Performance assessments primarily use four types of learning targets which are deep
understanding, reasoning, skills, and products (McMillan, 2007).
Deep Understanding
This focuses on the use of knowledge and skills. Students are involved in meaningful hands-on
activities for extended period of time to have rich and more extensive understanding.
Reasoning
This focuses on how students demonstrate skills and construct products. Students are given a
problem to solve or are asked to make decision, or other outcome.
Skills
This include student proficiency in reasoning, communication, and psychomotor tasks. Students are
required to demonstrate communication, presentation, and psychomotor skills.
Products
These are completed works in which students use their knowledge and skills (e.g. term papers,
projects, other assignments).
In defining the purpose of assessment, the teacher should identify whether the students will have to
demonstrate a process or a product. If the learning outcomes deal on the procedures, then it focuses on
process assessment. In assessing the process, it is essential also that assessment should be done while the
students are performing the procedures or steps. On the other hand, if the learning outcomes imply that the
major focus is the product that the student produces then it focuses on product assessment.
Examples of learning targets which require students to demonstrate process and produce products:
Learning Targets (demonstrate process) Learning Targets (produce products)
- procedures of proper handling of microscope - building a garden
- steps to be done when in an earthquake drill - conducting classroom-based researches
- mathematical operations - publishing newspaper
- reciting a poem - creating commercials
- constructing a table of specification - creating power point presentation
Example of process-oriented performance-based assessment (Enclosure No 4, DepEd Order No. 73, S.
2012)
Example 1: PHYSICAL EDUCATION GRADE 7

Content Standard: The learner demonstrates understanding of concepts and

principles of physical fitness as essential in achieving active
lifestyle.

Performance Standard: The learner designs a personalized exercise program to

improve and sustain the desired level of fitness.

Task: Written and performance assessment

Specific Competencies:

1. Know the concept and principles of physical activity and its importance.
2. perform physical fitness activities that will improve one’s fitness level.
Example 2: Filipino Grade 7

Kakayahan (domain): Pag-unawa sa Napakinggan

Pamantayang Pangninilalaman (Content Standard): Naipamalas ng mga mag-aaral ang

pag-unawa sa paksa ng akdang napakinggan.

Pamantayan sa Pagganap para sa aralin (Performance Standard): Ang mga mag-aaral ay

nakasusulat ng talata na may kaugnayan sa paksa ng akdang napakinggan.

Kakayahan:

1. Nakapagbabahagi ng mga nasaliksik na impormasyon.

2. Nakapag-uugnay ng mga nasaliksik na impormasyon sa paksa ng akdang napakinggan.
3. Natutukoy andg ilang akda o awitin na may pagkakatulad sa paksa ng akdang napakinggan.

Product-oriented performance-based assessment in the given examples for domain in Physical

Education and Filipino Grade 7 can be stated as:
• Create a personalized exercise program.
• Nakasusulat ng talatang nagsasalaysay ng ilang pangyayari sa kasalukuyan na may
kaugnayan sa paksa ng akdang napakinggan.
The specific objectives for a domain identified the learning competencies for a particular task in
process-oriented performance-based assessment. These stated specific objectives using Bloom’s
Taxonomy range from simple observable processes to more complex observable processes.
Competencies are also either simple competencies or complex competencies when it consists of two or
more skills.
The following competencies are simple competencies:
• Speak with a well-modulated voice;
• Draw a straight line from one point to another point;
• Color a leaf with a green crayon.
The following competencies are more complex competencies:
• Recite a poem with feeling using appropriate voice quality, facial expression and hand
gestures;
• Construct an equilateral triangle given three non-collinear points;
• Draw and color a leaf with green crayon.

Before you proceed

Identify at least three (3) process-oriented learning competencies from the given tasks:

1. Constructing a graphic organizer to illustrate child growth and development

2. Constructing three-dimensional models of solids from cardboards
3. Writing an essay about COVID-19 Pandemic;
4. Performing a skit on the importance of a national language
5. Role playing to illustrate the concept of Filipino family values
 The learning competencies associated with products are linked with an assessment of the level of
“expertise” manifested by the product. Thus, product-oriented learning competencies target at least three (30
levels: novice or beginner’s level, skilled level and expert level. Product-oriented based learning
competencies are evidenced-based. The teacher needs concrete evidence that the student has achieved a
certain level of competence based on submitted products or outputs.

Taken from Enclosure No. 4, DepEd Order No. 73, S. 2012

2. Identifying Performance Tasks

Some generally accepted standards for designing a task for process-oriented performance-based
assessment include:
• Identifying an activity that would highlight the competencies to be evaluated, e.g. reciting a poem,
writing an essay, manipulating the microscope etc.
• Identifying an activity that would entail more or less the same sets of competencies. If an activity
would result in too many possible competencies, then the teacher would have difficulty assessing the
student’s competency on the task.
• Finding a task that would be interesting and enjoyable for the students. Tasks such as writing an
essay are often boring and cumbersome for the students.

Example: The topic is on understanding musical elements and processes of Philippine Music,
particularly the music of Luzon.
Possible Task Design; Let the students describe the Philippine folk songs by analyzing the
musical elements and tabulating them accordingly. Five of these folk songs may be selected
for analysis.
Song Title Timbre Rhythm Meter Melody Harmony Texture Form
Pamulinawen (Ilocano)
Atin Cu Pung Sinsing
(Kapampangan
Salidummay (Western
Bondoc)
Doon Po Sa Amin (Tagalog)
Si Nanay Si Tatay Di Co
Babayaan (Bicolano)
Sitsiritsit (Tagalog
Manang Biday (Ilocano)
Aking Bituin (Tagalog)

Taken from Enclosure No. 4, DepEd Order No. 73, S. 2012

The design of the task for product-oriented performance-based assessment depends on what the teacher
desires to observe as outputs of the students. The concepts that may be associated with task designing
include:
a. Complexity. The level of complexity of the project needs to be within the range of
ability of the students.
b. Appeal. The project or activity must be appealing to the students. It should be
interesting enough so that students are encouraged to pursue the task to completion. It
should lead to self-discovery of information by students.
c. Creativity. The project needs to encourage students to exercise creativity and divergent thinking.
It should lead the students into exploring the various possible ways of presenting the final output.
d. Goal-Based. The teacher must bear in mind that the project is produced in order to attain a learning
objective. Projects are assigned to students for the purpose of reinforcing learning.

Example: Paper folding is a traditional Japanese art. However, it can be used as an activity to
teach concept of plane and solid figures in geometry. Provide the students with a given number
of colored papers and ask them to construct as many plane and solid figures from these papers
without cutting them (by paper folding only).
(Navarro & De Guzman-Santos, 2013)

Regardless of whether these are process or product-oriented performance tasks, clearly stated
performance criteria are critical to the success of both instruction and assessment. Criteria in the real essence
of performance-based assessment define the target process and product, guide and help the students on
what should be taught and done, and provide a target in assessing the performance of the students.
3. Developing Scoring Schemes
There are different useful ways to record the assessment of students’ performance. Variety of tools
can be used for assessment depending on the nature of the performance it calls for. As teacher, you need to
critically examine the task to be performed matched with the assessment tools to be utilized.
a. Define the criteria. Criteria are guidelines or rules for judging students’ responses, products, or
performance. Before conducting the assessment, the performance criteria should be predetermined. The set
of criteria should be agreed upon by the teacher and the students. Performance criteria are important since
they define for the students the types of behavior or attributes of a product that are expected, as well as allow
the teacher and the students to evaluate a performance or product as objectively and as consistent as
possible. There are four types of criteria that can be used for evaluating student performance:
A. content criteria- to evaluate degree of a student’s knowledge and understanding of facts,
concepts, and principles related to the topic/subject;
B. process criteria- to evaluate the proficiency level of performance of a skill and process;
C. quality criteria- to evaluate the quality of a product or performance and
D. impact criteria- to evaluate the overall results or effects of a product or performance.
b. Create the performance rubric. Rubrics have been widely used as assessment tool in various
disciplines, most especially in the field of education. Rubrics can be defined as:
• Set of rules specifying the criteria used to find out what the students know and are able to do so.
(Musial, 2009).
• Scoring tools that lays out specific expectations for assignment. (Levy, 2005).
• A scoring guide that uses criteria to differentiate between levels of student proficiency. (McMillan,
2007).
• Descriptive scoring schemes that are developed by teachers or evaluators to guide the analysis of
products or processes of students’ effort. (Brookhart, 1999).
• The scoring procedures for judging students’ responses to performance tests. (Popham, 2011).
A rubric generally contains three essential features:
1.) criteria or the aspects of performance that will be assessed.
2.) performance descriptors or the characteristics associated with each dimension or criterion, and
3.) performance levels that identifies students’ level of mastery within each criterion.

The structure of the rubrics changes when measuring different learning targets. Rubrics can be classified
into two major types: analytic and holistic rubrics.

Analytic Rubric. Student’s work is evaluated by using each criterion separately, thus providing specific
feedback about the student’s performance or product along several dimensions.
Holistic Rubric. Student performance or output is evaluated by applying all criteria simultaneously, thus
providing a single score based on overall judgment about the quality of student’s work.
Analytic Rubric for Melody/Rhythm/Timbre/Dynamics
Category 5- points 4-points 3-points 2-points 1-point
Melody Able to sing Able to sing Able to sing Able to sing Could not
the songs in the songs in the songs in a few parts follow the
the correct the correct the correct of the songs melodic lines
pitch without pitch with pitch with in the correct
any mistake only few several pitch but with
mistakes mistakes a lot of
wrong notes.
Rhythm Able to Able to Able to Had a lot of Rhythmic
interpret all interpret all interpret all difficulty in patterns
the notes the notes the notes following the were not
and rests and rests and rests but rhythmic followed
correctly or correctly or with difficulty patterns
without with 1-3
mistakes mistakes
Timbre Can sing the Sound Sound Sound Weak tone
whole piece quality is quality is quality is airy production
in the inconsistent inconsistent and breathy
prescribed in some parts in some parts
sound quality of the song. of the song
but is clear
and
beginning to
be focused in
some parts.
Dynamics Dynamics Improper use Improper use Improper use Dynamics
was properly of dynamics of dynamics of dynamics was not used
used in all in 1-2 parts in 3-4 parts
 parts of the of the songs. of the songs. in most parts properly at
song Dynamics Dynamics of the song. all.
was properly was properly
used in the used in the
rest of the rest of the
song. song.
Taken from Enclosure No. 4, DepEd Order No. 73, S.2012

Holistic Rubric for Performance/Skit

5 Strong: The presentation includes the appropriate number of performance elements.
Each group member makes an appropriate contribution to the presentation. The group
works together to present a cohesive theme. The presentation reflects the chosen topic
and time period. The presentation indicates an understanding of the topic or events
portrayed. Factual information is appropriate and accurate. Group members speak
clearly and loudly enough to be heard by the entire audience. Group members perform
in a dramatic and effective style. Group members perform with confidence. The
presentation is informative and entertaining.
4 Moderately Strong: The presentation includes less than the required appropriate
number of performance elements. Each group member makes an appropriate
contribution to the presentation. The group works together to present a cohesive theme.
The presentation reflects the chosen topic and time period. The presentation indicates
an understanding of the topic or events portrayed. Factual information is appropriate and
accurate. Group members speak clearly and loudly enough to be heard by the entire
audience. Group members perform in a dramatic and effective style. Group members
perform with confidence. The presentation is informative and entertaining.
3 Average: The presentation includes less than the required appropriate number of
performance elements. Each group member makes an appropriate contribution to the
presentation. The group works together to present a cohesive theme. The presentation
reflects the chosen topic and time period. The presentation indicates an understanding
of the topic or events portrayed. Some factual information is appropriate and accurate.
Group members speak clearly and loudly enough to be heard by the entire audience.
Some group members perform in a dramatic and effective style. Group members perform
with confidence. The presentation is informative and entertaining.
2 Moderately Weak: The presentation includes few appropriate numbers of performance
elements. Each group member makes an appropriate contribution to the presentation.
The group works together to present a cohesive theme. The presentation reflects the
chosen topic and time period. The presentation indicates an understanding of the topic
or events portrayed. Some factual information is appropriate and accurate. Group
members speak clearly but not loud enough to be heard by the entire audience. Some
group members perform in a dramatic and effective style. Some group members perform
with confidence. The presentation is informative and entertaining.
1 Weak: The presentation lacks the required numbers of performance elements. Factual
information is inappropriate and not accurate. There is no indication of preparation of the
performance among group members.

What are the characteristics of good rubric?

A good rubric should have the following qualities?
1. Explicit. A good rubric should contain criteria and performance indicators that are clear, concrete, and
observable as well as relevant and applicable to the performance task to be assessed. Each benchmark and
point value should also have clearly delineated indicators, differentiating the expected quality of work for each
performance level.
2. Aligned. A good rubric should contain criteria that are aligned with the expected quality of performance
for a particular task or assignment, as well as with the intended level of learning outcomes in the subject.
3. Authentic. A good rubric should include criteria and performance indicators or descriptors that are
meaningful and require application of real-life skills.
4. Valid. A good rubric should be able to measure what it intends to measure.
5. Diagnostic. A good rubric should be able to communicate to the students what are expected of them in
the course, allow them to reflect on their performance and provide them opportunities to improve on areas
that they did not do well.
What are the basic steps in developing rubrics?
The steps in developing rubrics are shown in figure below:

1. Identify the 2. Identify the 4. Determine 5. Write the

learning quality 3. Determine the benchmark or
outcomes and attributes or measure benchmark performance
performance indicators of criteria and point descriptors for
task to be performance values. each criterion.
evaluated. task

Step 1: Determine the learning outcome and the performance task to be evaluated.
To guide the teacher in identifying the performance task/s that he/she wants to be evaluated, ask the
following questions:
• What learning outcome/s to be evaluated?
• Which student performance/s or output/s in the subject are relevant measures of such students
learning outcomes?
• Are all of these tasks equally important?
• Which is the best representation of the expected learning outcomes?
Step 2: Identify the quality attributes or indicators of performance task.
This can be based from the teacher’s own expectations and benchmark exemplars of work that reflect
key standards. You may explore and specify the skills, knowledge, and or behavior that you will be looking
for to describe the standard in one’s performance. Be sure to limit the characteristics that are important.
Step 3: Determine the criteria or dimension.
Keep in mind that only relevant criteria should be included in the rubric. You also need to determine
the what type of criteria and rubric will be used. For example, in a dance performance task, all attributes that
pertain to how well the students execute the dance in terms of movement, body position, placement in stage,
and dance style can be grouped under the criterion “Technical Skills”. Likewise, for a research report rubric,
you can include as criteria the different parts of research such as introduction, method, data gathering and
analysis, conclusion and recommendations.
Step 4: Determine the benchmarks and point values.
A number of descriptors can be used to denote the levels of performance. Examples of levels of
performance include:
 Level 4 Exemplary Distinguished Substantially Developed Outstanding
Level 3 Accomplished Proficient Mostly Developed Proficient
Level 2 Developing Apprentice Developed Acceptable
Level 1 Beginning Novice Undeveloped Unacceptable

Step 5: Write the benchmark or performance descriptors for quality work criteria.
These performance descriptors should describe the relative differences between performances at
each level. The differences between performance points can be presented by:
(1) aspects of performance or behavior at different levels
e.g. evaluates the different characteristics of ………. (4 points)
analyzes the different characteristics of ………. (3 points)
describes the different characteristics of ………. (2 points)
lists the different characteristics of ……………... (1 point)
(2) adjective, adjectival phrases, adverbs and adverbial phrases to present different qualitative
differences between levels
e.g. explains to a very great extent the . . ..
explains to a great extent the . . ..
explains with moderate accuracy the . . ..
explains with limited accuracy the . . ..
(3) numeric references to identify quantitative differences between levels
e.g. gives more than 4 relevant examples of . . . . . .. .
gives 3-4 relevant examples of the . . . . . .. .
gives 1-2 relevant examples of the . . . . . .. .
gives no (0) relevant examples of the . . . . . .. .
(4) degrees of assistance needed by the student to complete the task
e.g. explains the topic correctly and independently on his own
explains the topic with very little assistance from the teacher or classmates
explains the topic with occasional assistance from the teacher or classmates
needs assistance from the teacher or classmates in explaining the topic most of the time
To make the rubric more relevant and useful to the students, it is important for teacher to:
1. prepare rubric and make it available to students before they begin with the assigned task to inform them
the requirements, criteria, and expectations so as to guide them in carrying out their tasks;
2. develop rubric with performance descriptors that are clear and easily understood by students;
3. present the rubric to students and allow them to give their feedback and suggestions to improve or refine
it;
4. if possible, involve students in the creation of rubric to enhance their motivation, engagement, and self-
regulation; and
5. orient the students on how to effectively use the rubric, especially those that are used for self-assessment
and peer-assessment.
4. Rating the Performance
The main objective of rating the performance is to be objective and consistent. It is important to adhere
to the criteria set and used the rubric developed. It is also important to provide specific and meaningful
feedback and explanations to students on how they have performed the tasks, clarifying to them what they
understand, what they don’t understand, and where they can improve.

Apply

NAME: ____________________________________________________ Date: _________

1. Differentiate process-oriented from product-oriented performance-based assessment using the

template provided.

2. In your field of specialization, identify several learning outcomes which can be best measured with
performance-based assessment tasks. For each learning competence formulate three tasks.

FIELD OF SPECIALIZATION

Learning Competencies Performance Tasks

Assess

NAME: ____________________________________________________ Date: _________

Crafting Meaningful Performance-Based Assessment

From the discussion of the steps in designing performance-based, choose a topic

related to your field of specialization and create a performance-based assessment following the
guidelines and principles of crafting performance-based assessment.
PERFORMANCE-BASED ASSESSMENT
Field of Study: ___________________________________________________

Grade/Year Level: ________________________________________________

Process Product
TOPIC: _________________________________________________________

Competencies

Task Design

Scoring
Scheme
STEP 3: Scoring Scheme

Create a scoring rubric from the task formulated. Show how each element of writing
and implementing scoring are presented. Follow strictly the steps presented in designing
rubric.

Title: ______________________________________________________

Task Description: ____________________________________________

__________________________________________________________

___________________________________________________________

STEP 1: Defining the Purpose of Assessment

___________________________________________________________
General
Scale Competency: Score

Specific Competencies:
Dimension

Step 2: Identifying Performance Task

 Chapter 5: Affective Learning Competencies

Introduction
Students’ performance is not measured by academic performance alone. Behaviors, attitude and
motivation are affective components of the learners that influences his or her learning.

Information about learner’s experiences with a subject or an activity is only part of what is needed as
input in order to explain their performance. In a class, it would be an obvious evidence that experience
appears to be consistent from student to student, still some perform better than the others. And this difference
among students needs to be part of the information to assess students better.

The learner’s attitudes toward academic tasks influence their achievements (Harter: 19998 as cited
by Cajigal & Mantuano, 2014). Attitude is associated with what is called the individual’s affective domain, and
it affects significance dimension to assessment. If there is a relationship between how students feel about a
task and their performance, it is but necessary for teachers to assess affect and then do something to
influence affect. 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.

Affective refers to a wide variety of traits and dispositions that are different from knowledge, reasoning
and manipulative skills (Hohn, 1995). Since the word “affect” is general, it is appropriate that a teacher will
identify specific trait/s or affective skills in developing learning targets. The affective component involves a
child’s feelings / emotions and attitude about a lesson, an activity or a project. A teacher should consider the
learners’ affective skills that must be develop in order to be effective in their personal and professional lives.

Learning Outcomes Overview

Affect describes a number of non-cognitive

At the end of the lesson the variables such as a person’s attitude, interests
students will be able to: and values. Student affect is important and
teachers can help their students acquire
1. Define affective assessment. positive attitudes.
2. Identify affective components in According to Popham (2003) the reasons
learning. why it is important to assess affect are: (1)
3. Determine the levels of affective these variables are important predictors of
domains. students’ future behavior; (2) this remind
4. Formulate objectives in the teachers that there’s more to being a
affective domain. successful teacher than helping students
5. Design assessment tool to obtain high scores on achievement tests; (3) it
assess affective skills. can help teachers to teach effectively on a day-
to-day basis.
I. Importance of Affective Assessment
The affective domain includes a host of constructs like attitude, values, beliefs, interests, opinions,
preference, motivations and a lot more. The affective domain describes learning objectives that emphasize
a feeling, tone, emotion or degree of acceptance or rejection. Affective assessment does not determine what
was learned, instead, it looks into how students feel while they are learning, and how their learning
experiences have influenced their emotions or their future behavior. The following constructs are usually
taken into consideration for assessment of the affective domain:
 1. Attitudes. Attitude refers to a person’s reaction (whether negative or positive, favorable or
unfavorable) toward an object, activity, a person or the environment, or in the classroom, reaction
towards learning. On the other hand, attitude cannot be taken solely as an affect. Learner’s attitude
towards a subject, an assignment for example, can be influenced by his or knowledge of the
topic/lesson.
2. Interest. Interest is a psychological state that draws a learner’s attention towards an idea, an event
or an object. Interest drives the learner to be attentive to the topic being discussed and engaged
them in an academic activity in the classroom.
3. Motivation. Motivation is defined as an inner drive, impulse, emotion or desire that moves a learner
to a particular action. Motives arouses and sustains behavior. It may lead to an increased effort and
energy to pursue a goal. Motivation ma be intrinsic or extrinsic (Santrock, 2005). There are six needs
and desires that are integral to motivation (Ausubel, 1968): the need to explore; the need to
manipulation or for manipulation; the need for activity or to be active; the need for stimulation; the
need for knowledge and the need for ego enhancement. According to Ausubel, aside from these
needs and desires, meaningful learning can only be achieved if learners can relate new knowledge
to their existing knowledge.
4. Self-confidence. Self-confidence is the learner’s perception of his or her capabilities to accomplish
the task given to him or to her. Studies revealed that students’ academic achievement is associated
with the students’ academic success.
5. Values. Values include principles that an individual considers to be right, and consequently guides
the individual’s future actions and decision making. Some teachers would look into some of their
students’ values like honesty, respect for others, courtesy, patience, cleanliness, orderliness, industry,
being helpful, care for the environment and others.
6. Beliefs. Beliefs are traditionally associated with religion. It refers to a person’s conviction or opinion
that he or she holds true even without evidence. Oftentimes, beliefs are discussed in the classroom
such as their beliefs about freedom, peace, marriage, gender equality, and other beliefs that may
arise in the course of discussion.
7. Locus of Control. Locus of control refers to one’s perception of whether success is controlled by
the student or by external influences.
8. Moral Development. It is the attainment of ethical principles that guide decision-making behavior.
9. Emotional Development. It reflects change and awareness of emotions and the ability to regulate
emotional expression.
10. Social Relationships. It is the nature of interpersonal interactions and functioning in group setting.
11. Altruism. It is the willingness and propensity to help others.

The Affective Learning Targets

The affective learning targets vary from simple attention to selected complex but internally consistent
qualities of character and conscience. The levels of affective domain emphasize a feeling, tone, emotion,
or degree of acceptance or rejection. It has five levels of affective targets which the teacher may use to
target learner behavior that can be assessed at the end of the lesson.

Level 1. Receiving (Attention). Attention can be assessed through interest inventories and can be
rated using the Likert Scale. Attention refers to the student’s willingness to attend to a classroom activity
under the direction of a teacher.

Level 2. Responding (Interest). Interest can be shown by the active participation of the learners in
class discussion, volunteering for tasks, enjoys helping others and willingness to answer questions.

Level 3. Valuing (Preference/Appreciation). Preference or appreciation can be shown on the

students’ general reaction to questions that the teacher gets from his or her learners Students may
express strong opinions on the topic being discussed, show concern for the welfare of others, and
demonstrate commitment to social improvement. Preference of appreciation can be measured through
a Likert Scale with a scale ranging from Strongly Agree to Strongly Disagree with Undecided in the middle.
 Level 4. Organization (Philosophy of Life). Accepting responsibility for his or behavior,
understanding and accepting own strengths and weaknesses, and formulating life plan in harmony with
his or her abilities, interests and beliefs.

Level 5. Characterization by Value (Lifestyle). When a student can work independently, cooperate
in group activities demonstrates punctuality and self-discipline and consistency of his daily actions is
demonstrating a value-laden lifestyle.

Apply

NAME: _____________________________________________ Date: _________

1. Apply the concepts discussed on affective learning targets. Using the levels of learning
targets of the affective domain, write at least two measurable affective
targets/objectives. Follow the format given below. Write your answer in a separate
sheet of paper (For modular learning)

For online learning, submit the same in our e-classroom.

Levels Measurable Affective Objective

Receiving 1.
(Attending)

2.

Responding 1.

2.

Valuing 1.

2.

Organizing 1.

2.

Characterizing by a 1.
value or value
concept
2.
 Asess

NAME: _____________________________________________ Date: _________

Write your own ideas about the importance of affective targets. Below are your guide questions.
Follow the same manner of submission.

1. Why is affective target important?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________.

2. What problems can I anticipate in setting affective targets?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________.

3. How will the students benefit from the affective targets?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________.