Assessment

in Learning 2
MAURENE C. BORROMEO
INSTRUCTOR
 Learning Outcomes
At the end of the lesson, the student should be able
to:

• Explain the meaning of assessing learning outcomes

in the affective domain;

• Discuss soft skills in relation to assessment in the

affective domain;
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LEARNING

• Cite the methods and tools for assessing learning in

the affective domain and
IN
ASESSMENT

• Develop assessment tools to measure learning in the

affective domain.
Chapter 8

ASSESSMENT IN THE
AFFECTIVE DOMAIN

ACADEMY
MEADOWS
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ENGLISH
 Introduction
In the Bloom’s taxonomy, three domains of learning
were identifies: cognitive, psychomotor and affective domains.
The cognitive domain includes mental skills (knowledge), the

ACADEMY
affective domain dwells on growth in feelings or emotional areas
(feelings, emotions, attitude) while the psychomotor domain is

MEADOWS
concerned with manual or physical skills (skills). In short, the three

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domains of learning are KSA, meaning knowledge, skills and

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attitude.

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 Introduction
We have heard people say he/she is “schooled” but
not “educated”. This statement points to the fact much of what
has happened in the education process was focused on

ACADEMY
cognitive development. Today, however we talk about whole
child approach, social and emotional learning(SEL), emotional

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intelligence quotient (EQ), positive discipline and growth mindset

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which deliver the same basic message, the equally important

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affective function of education.

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 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 or author begins with a

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premise on the importance of the affective domain in the
teaching-learning process. The reason, perhaps, is the fact that

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the affective domain is the most nebulous and the hardest to

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evaluate among Bloom’s three domains….

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Navarro and Santos (2013) assert:

However, it is important to realize that by tapping

the potential of the affective domain in enhancing
learning, we increase the likelihood of real and authentic

ACADEMY
learning among our students. Similarly, the students may

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experience affective roadblocks in learning that can
neither be recognized nor solved when using a purely

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cognitive approach.

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The five key skills of social and emotional learning (SEL):

Self-awareness

Self management

Social awareness

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Realationship skills

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Responsible decision making

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are in the affective domain and so are the concern of

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assessment in the affective domain.

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SOFT SKILLS IN AFFECTIVE ASSESSMENT

➢ Learning outcomes in the affective domain include

soft skills in contrast to the hard skills (technical skills).

ACADEMY
Soft skills are non-technical skills that refer to how
one works in the workplace, how one interacts with

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others in the workplace and how one looks at

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problem and solves problems.

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CATEGORIES OF SOFT SKILLS

➢ The five key skills of SEL can be grouped into four

categories that most school leaders, teachers and
parents would agree are within the responsibility of

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schools to monitor and develop. These are

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1. Social skills

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2. Self-management

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3. Academic soft skills

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4. Approaches to learning
CATEGORIES OF SOFT SKILLS

1. Social skills
- include how a student interacts with other

ACADEMY
students as observed by teachers and other
adults.

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CATEGORIES OF SOFT SKILLS

2. Self-management
- refers to self-regulation,
i.e.

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The students ability to take control over what would otherwise be

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automatic reactions by planning, focusing attention, reframing
experiences and using mental tools. Lack of self-management is

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manifested when a student blurts out responses which suggest a lack

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of thoughtfulness.

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CATEGORIES OF SOFT SKILLS

3. Academic soft-skills
-are both social and cognitive. Their defining
feature is their ancillary role in carrying out traditional

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academic tasks.

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e.g.,

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the ability to work independently.

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CATEGORIES OF SOFT SKILLS

4. Approaches to learning
- includes such things as student’s engagement in
school, pleasure in learning and anxiety about

ACADEMY
performance.

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Below are observable behaviors of each soft skill.

Soft Skills Observable Behavior

Social skills Has friends, offers help or assistance to peers, provides
peers with positive feedback, can carry out leadership
activities
Self- Cooperate with others, maintain attention to tasks,
management
accepts legitimate rules, controls displays of temper

ACADEMY
when angry

MEADOWS
Academic soft Works independently, completes assigned tasks, brings
skills
requires materials to school, listens to and carries out

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teacher directions

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Approaches to Works hard, enjoys school, takes on challenging tasks,

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learning
has confidence in abilities
THE TAXONOMY OF EDUCATIONAL OBJECTIVES

The taxonomy in the affective domain contains a large number

of objectives in the literature expressed as interests, attitudes,
appreciations, values, and emotional sets or biases. (Krathwohl et al,

ACADEMY
1964).
➢ Receiving - is being aware of or sensitive to the existence of certain

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ideas, material, or phenomena and being willing to tolerate them.

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➢ Responding - is committed in some small measure to the ideas,

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materials, or phenomena involved by actively responding to them.

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THE TAXONOMY OF EDUCATIONAL OBJECTIVES

➢ Valuing - is willing to be perceived by others as attaching

importance to certain ideas, materials, or phenomena.

ACADEMY
➢ Organization - is relating the value to those already held and
bring it into a harmonious and internally consistent philosophy.

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➢ Characterization - by value or value set is to act consistently in

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accordance with the values he or she has internalized.

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Levels of Affective Domain it descriptions and example

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MEADOWS
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CLASS
ENGLISH
Levels of Affective Domain it descriptions and example

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MEADOWS
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 Behavioral Verbs Appropriate for the
Affective Domain

Teachers usually find difficulty in the use of behavioral

terms when they formulate learning outcomes in the

ACADEMY
affective domain. Here are examples of verbs or

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behavioral terms that can be used to state learning
competencies in the affective domain,

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ENGLISH CLASS BLUE MEADOWS ACADEMY
METHODS OF ASSESSING LEARNING IN THE
AFFECTIVE DOMAIN
• Change in attitude, values and habits is the end result of
effective teaching-learning in the affective domain. Change in
attitude is manifested in our change of beliefs, feelings,

ACADEMY
aspirations and attitudes toward something or someone. These
changes in our beliefs and values, in turn, have an impact on

MEADOWS
our level of motivation and concept of self-efficacy. The student

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himself/herself knows the changes that are taking place or can

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be observed by a third part who is a witness of the change like

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the teacher or parents or classmates.
METHODS OF ASSESSING LEARNING IN THE
AFFECTIVE DOMAIN
• Thus a popular method of assessing learning in the affective
domain is observation. Has a student imbibed the value of
punctuality? One way to know is to observe if she/he comes to

ACADEMY
school on time. Another way is to observe if he/she submits

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requirements on time.

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METHODS OF ASSESSING LEARNING IN THE
AFFECTIVE DOMAIN

• Mc Millan (2007) gives three feasible methods of assessing

learning or learner’s development in the affective domain. The

ACADEMY
first in the list is teacher observation. The two others are student
self-report and peer-ratings. These methods of assessing

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learning in the affective domain make use of tools such as Likert

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scale, semantic differential, checklist, sentence completion.

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 TEACHER OBSERVATION

• Teacher observation can be unstructured or structured. It is

unstructured when observation is open- ended. Teacher

ACADEMY
observation is structured when he/she is guided in what to
observe by a checklist or Rating Scale.

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 TEACHER OBSERVATION
• 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.

ACADEMY
➢ If unstructured, record brief descriptions of relevant behavior.
➢ Keep interpretations separate from description.

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➢ Record both positive and negative behaviors.
➢ Have as much observation of each student as necessary.

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➢ Avoid personal bias. Be objective.

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➢ Immediately record the observation.

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➢ Apply a simple and efficient procedure.
 STUDENT SELF-REPORT
• A student's Self-report requires the student to provide an
account of his/her attitude or feelings toward a concept or
idea of people.
• A Self-report is also referred to as a "written Reflection". A

ACADEMY
teacher may require a student to write his thoughts on topics
like "Why I like or Dislike Physics“

MEADOWS
• Can also derived by way of a student interview or by way of a

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questionnaire and survey.

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• These surveys and questionnaires can make use of a

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constructed-response format like an essay.
 Peer Ratings
• How else may a teacher know if a student is realizing the
intended learning outcome in the affective domain other than
teacher observing the student or the student making a report
about himself/herself. Another way is to ask the student's peer to

ACADEMY
rate him/her on affective items where teacher wants to rate the
student. Ideally, teacher's observation of a student's realization

MEADOWS
of affective learning outcome should coincide with student's

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self-report and that of peer rating of the student. Many times, it

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does not happen, however. So what is a more reliable way of

ENGLISH
assessing affective learning outcomes.
 Affective Assessment Tools

• The different methods of assessing learning or

development in the affective domain, namely:
observation, student self- report and peer ratings-make

ACADEMY
use of assessment tools such as Likert Scale, Semantic

MEADOWS
Differential, Checklist, sentence completion and student's
written reflections.

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ENGLISH
 Likert Scale

• A Likert Scale is one 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

ACADEMY
(5). Below is a Likert Scale used to assess student's attitude

MEADOWS
toward teaching as a profession to determine each
student's attitude toward teaching after a lesson on

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teaching as a profession.

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 Likert Scale
• Direction: Each statement is supposed to measure your attitude
toward teaching as a profession. Indicate your response with a
check.

Legend:
5 - Strongly Agree

ACADEMY
4 - Agree
3 - Undecided

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2 - Disagree
1 - Strongly Disagree

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 Sentence Completion
• Sentence completion As the name implies, the student is asked to
complete a given incomplete sentence related to the intended
learning outcome. This method is based on the idea that sentence.
completion will reveal more about thoughts, fantasies, and

ACADEMY
emotional conflicts than testing with direct questions (Weiner &
Greene, 2008).

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• If the intended learning outcome for a lesson on assessment is "to

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demonstrate a positive attitude toward assessment" this may be

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given for each student to complete:

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Assessment is...
 Sentence Completion
• Here are some sentence stems that can serve as scaffolding to
help students get started in for sentence completion:

In my opinion.. I believe...
I assume... I would say...

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From my point of view... I consider...

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If you ask me... It's my belief that...
As far as I can tell.... I honestly believe that...

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To my mind... To my thinking...

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The way I see things is that... I feel...

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It seems to me that...
 Semantic Differential
• A student is asked to assess his Science class as a whole by way of
a Semantic Differential scale as shown below. The scales are pairs
of adjectives on feelings or beliefs that are opposite.
Direction. Which item is true of your Math class? Check the item that applies to

ACADEMY
you. Mark X the item that does not apply to you.

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 Checklist

• In a checklist, as the name implies, the student

simply checks an item that is observed or

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present, or possessed or that applies to him/her.

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A student is asked to evaluate the extent to
which he/she possesses a growth mindset.

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 Checklist

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 Student's Written Reflections

• In using this measurement tool, the teacher asks the students,

for example, to write their personal thoughts and feelings on a

ACADEMY
subject or topic given by the teacher like *Why I Like or Dislike
Mathematics. A reflection paper allows students to take a

MEADOWS
personal approach and express their thoughts on a given

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topic.

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Reference:
Assessment in Learning 2: Authentic Assessment
- Brenda B. Corpuz, PhD
- Imelda E. Cuartel, DA

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IN LEARNING
ASSESSMENT