Group 13
FLORA MAE LOPEZ
JEMAE BAYKING
JESSA MARIE P. TALINGTING
LUCIL C. ROBLEDO
1st Reporter
FLORA MAE LOPEZ
ASSESSMENT IN THE
AFFECTIVE DOMAIN
The Affective Domain
was published in 1965
for
identifying, understanding and addressing
how people learn
describes learning objectives that emphasize a
feeling tone, and an emotion
farmore difficult domain to objectively analyze
and assess
much of the educative process needs to deal
with assessment and measurement of
student’s abilities in this domain
The Taxonomy in the Affective Domain
Receiving- sensitive to the existence of certain
ideas
Ex. to differentiate, to accept, to listen
Responding-committed to some small measure
of ideas involved by actively responding to them
Ex. to comply with, to follow
Valuing- willing to be perceived by others as valuing
ideas
Ex. to support, to debate
Organization- relate the value to those already held
Ex. to theorize, to formulate
Characterization- to act consistently according to
the values internalized
Ex. to manage, to avoid
Affective Learning Competencies
affective desired learning competencies are often
stated in the form of instructional objectives
What then are instructional objectives?
specific, measurable, short-term, observable
student behaviours
objectives are foundation for lessons and assessments
serve as tools you use to make sure you reach your
goals
the purpose of objectives is not to restrict spontaneity;
but to ensure that learning is focused and clear
Behavioral Verbs Appropriate for the
Affective Domain
Receiving Respond- Valuing Organiz- Character-
ing ation ization
•accept •Com-plete •accept •codify •Internal-
•attend •comply •defend •discriminat ize
•develop •coope-rate •devote e •verify
•Recog-nize •discuss •pursue •display
•examine •seek •order
•obey •organize
•respond •System-
Focal Concepts
Attitudes- mental predisposition to act that is
expressed by evaluating a particular entity with
some degree of favor or disfavor
Four components
1. Cognitions- our beliefs, theories, expectancies and
perceptions relative to a focal object
2. Affect- our feeling with respect to focal object such as
fear, liking or anger
3. Behavioral Intentions- our goals, aspirations, and our
expected responses
4. Evaluation- consist of the imputation of some degree
of goodness or badness to an attitude
Motivation- set of reasons for engaging in a particular
behavior
- refers to the initiation, direction, intensity
and persistence of human behavior
Self-efficacy-an impression that one is capable of
performing in a certain manner
2nd Reporter
JEMAE BAYKING
DEVELOPMENT OF ASSESSMENT TOOLS
SELF – REPORT
Requires individual feelings toward concept or idea.
RATING SCALES
a set of categories designed to elicit information
about a quantitative attribute in social science.
DEVELOPMENT OF AFFECTIVE
ASSESSMENT TOOLS
1. Methods of Assessing Affective Targets
Emotions and feelings change quickly most especially
for young children and during early adolescence.
use varied approaches in measuring the same
affective trait as possible.
decide what type of data or results are needed, is it
individual or group data
Teacher Observation
Student Behaviors Indicating Positive and Negative
Attitudes Towards Learning
POSITIVE NEGATIVE
RARELY LATE TO CLASS IS FREQUENTLY TARDY
HE OR SHE LIKES SCHOOL SAYS HE OR SHE DOESN’T LIKE SCHOOL
ASKS LOTS OF QUESTIONS RARELY ASKS QUESTIONS
UNSTRUCTED OBSERVATION
STRUCTED OBSERVATION
STUDENT SELF-REPORT
Student Interview
Surveys And Questionnaires
CONSTRUCTED – RESPONSE FORMAT
SELECTED – RESPONSE FORMAT
Peer Ratings
3rd Reporter
JESSA MARIE P. TALINGTING
Anecdotal Records
•written descriptions of students' progress
which the teacher updates on a daily basis
Purpose of Anecdotal Record
•provide information regarding student's development
over a period of time
•provide ongoing records about individual instructional
needs
•capture observations of significant behaviors that
might otherwise be lost
•provide ongoing documentation of learning that may
be shared with students, parents and teachers.
Guidelines for Using Anecdotal Records
•Record the observation and the circumstance in which the
learning experience occurs.
•Make the task of daily note taking manageable by
focusing on clearly defined objectives or purposes, and by
identifying only few students to observe during a
designated period of time.
•Record the observation and the circumstance in which the
learning experience occurs.
•Record data on loose leaf sheets and keep these in a
three-ring binder with a page designated for each student
and organized alphabetically.
•Use adhesive note papers that can be attached to the
student’s pages or recipe card files.
Checklist
•Consists of simple items that the student or teacher
marks as “absent” or “present”
•Formative assessment strategy to monitor specific
skills,behaviors, or dispositions of individual or group
of students
•Contain criteria
Criteria for Checklist
Criteria outcomes to be measured
Criterion
• standard that serves as reference for judgment or
decision
•judgment regarding the adequacy of students
responses
Why use checklist
• make a quick and easy way to observe and record skills,
criteria, and behaviors prior to final test or summative
evaluation
• provide information to teachers about students’ strengths
and weaknesses
• provide formative assessments of students’ learning
Steps in construction of checklist
• Enumerate all the attributes and characteristics.
• Arrange the list of characteristics.
• Ask the students to put mark to the attributes if
present and leave blank if absent.
Journals
•An account of one’s thoughts, feelings, reactions,
assessments, ideas, or progress toward goals
•With little attention to structure, form or correctness
Features of Journals
•Self-reflection
•Writing practice; writing as a thinking process
•Individualization
•Communication with the teacher
•Most formative
Guidelines in using journal
•Introduce students to the concept of journal writing.
•State the objectives of the journal.
•Give guidelines on what kinds of topics to include.
•Provide optimal feedback in your responses.
•Designate appropriate time frames & schedules for review.
•Provide formative, washback-giving final comments.
Reflection Paper
• promote deep, lasting learning
• assess whether students learn the intended
outcome
Likert Scale
In 1932, Likert develop the method of summated
ratings, which is simple and widely used.
Five Point Scale
•Strongly Agree (SA)
•Agree (A)
•Undecided (U)
•Disagree (D)
•Strongly Disagree (SD)
Example of Likert Scale
Statement Strongly Agree Undecided Disagree Strongly
Agree (SA) (A) (U) (D) Disagree
5 4 3 2 (SD)
1
I am happy during mathematics
class.
I get tired doing board work and
drills.
I enjoy solving word problems.
Semantic Differential Scale
•Assess an individuals’ reaction to specific words,
ideas or concepts in terms of rating bipolar scales
•Use adjective pairs that provide anchors for feelings
or beliefs that are opposite in direction and intensity
•It is common approach to measuring affective traits
Example of Semantic Scale
Traits/ Attitude toward Mathematics subject
Good __ __ __ __ __ __ __ Bad
Interesting __ __ __ __ __ __ __ Boring
Important __ __ __ __ __ __ __ Useless
3 2 1 0 1 2 3
The number labeled as:
- neutral
– slightly
– quite
- extremely
Commonly Used Adjective Pairs in each
Dimension of Semantic Differential Scale
Evaluation Potency Activity
Bad/good weak/strong passive/active
Cheap/expensive indecisive/decisive lazy/industrious
Foolish/wise soft/hard aimless/motivated
Dishonest/honest severe/lenient slow/fast
Rating Scale
• can be used for teaching purposes and assessment
• help students understand the learning target
• gives specific feedback to students as far as their
strengths and weaknesses
• Students not only learn the standards but also may
internalize the set standards.
• Helps to show each students growth and progress
Example of Rating Scale
Attitude towards Mathematics
Directions: Put the score in the column for each of the statement
as it applies to you. Use 1 to 5, 1 being the lowest and 5 is the
highest possible score.
Statement Score
1.I am happy during Mathematics class 5
2.I get tired doing board work and drill 4
3.I enjoy solving word problems 4
Two Types of Rating Scale
•Numerical Rating Scales
translates the judgements of quality or degree into
numbers.
•Descriptive Graphic Rating Scales
a better format for rating that replaces ambiguous single
word with short behavioral descriptions of three various points
along the scale.
Group 13
FLORA MAE LOPEZ
JEMAE BAYKING
JESSA MARIE P. TALINGTING
LUCIL C. ROBLEDO
