Assessment
1
in the
Affective Domain
(Deguzman-Santos, 2007)
Taxonomy in the Affective Domain
2
A.
The affective domain (Krathwohl, Bloom, Masia,1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex.
CATEGORY
EXAMPLE
KEYWORDS
Receiving Phenomena: Awareness, willingness to hear, selected attention.
Listen to others with respect. Listen for and remember the name of newly introduced people.
asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.
Responding to Phenomena: Active
participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.
answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment.
Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.
Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity).
Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment.
Informs management on matters that one feels strongly about.
completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
A.
B
C
D
E
A.
B
C
D
E
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CATEGORY
EXAMPLE
KEYWORDS
Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values
Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards.
Creates a life plan in harmony with abilities, interests, and beliefs.
Prioritizes time effectively to meet the needs of the organization, family, and self.
adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.
Internalizing Values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
Shows self-reliance when working independently.
Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice daily. Revises judgments and changes behavior considering new evidence. Values people for what they are, not how they look.
acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves,
verifies.
Student Environmental Survey
A.
B
C
D
E
Classify the items according to the taxonomy of affective traits: receiving, responding, valuing, organization, and characterization.
Direction: Indicate which actions you have taken on behalf of environmental issues.
1.Listened to announcements
2. Attended a rally for tree planting
3. Read information about climate change
4.Wrote a letter to a club officer
5.Apprehended one who threw garbage on the floor
6.Took part in a protest for cutting trees
7.Filed a complaint about vandalism
8.Joined an action group in clean-up activity
9. Contributed money for an ennvironmental cause
10.Wrote a let er to tThe newspaper about traffic jam
Yes No
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Affective Learning Competencies
2
B.
Af ective Traits and Learning
Targets
3
A
B
C
D
E
"affective"
At itude
at itude toward something
in teaching, this wil be
concerned with the
at itude toward learning, subject, teachers, classmates, homework, and projects or even
at itude with wearing
uniforms, at endance to flag ceremony, and others.
A
B
C
D
E
Self-confidence
the person's perception of himself/herself and his/her capabilities to perform successful y the given task.
determine at itudes which are correlated with a learner's performance
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Interest
drives the learner to be at entive to the topic or discussion.
Teachers must know how
receptive on the content that is covered with the lesson.
If there is low interest as
revealed from the assessment results, teachers can think of intervention strategies to address the problems.
inner drive, impulsive emotion, or desire that moves on to a particular action
brings a learner to
excitement to an academic task.
if a learner is highly
motivated, he/she is
wil ing to give his/her time and ef ort to reach a goal.
A
B
C
D
E
Motivation
3
Values and Beliefs
A
B
C
D
E
can change over time from learned experiences. determine at itudes which are correlated with a learner's performance
It is important that teachers provide positive learning experiences to students because from these experiences, they form beliefs that lead to the formation of values that are desired.
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Classroom Environment Target
A
B
C
3
D
E
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 ambience. As a result, there are classes that are happy and content, while others are serious and tensed because of the classroom climate. It follows that student behave differently as dictated also by the classroom climate, some shows warm and supportive class while others register cold and rejecting.
Characteristics
Description Affiliation
Involvement Task Oriented Cohesiveness Favoritism Friction
Formality Communication
Warmth
The student like and accept each other.
Students are interested in and engage in learning.
Classroom activities are focused on the completion of academic task.
Students share norm and expectations Whether student enjoys the same privilege.
Students bicker with one another.
The emphasis on imposing rules.
Communication among students and with teacher is honest and authentic.
Students care about each other and show concern.
A
18
B
C
D
E
Development of Assessment Tools (Task & Rubrics)
C.
2
3 feasible methods of assessing af ective traits and dispositions
A
4
B
C
d
e
TEACHER OBSERVATION
STUDENT SELF- REPORT
PEER RATINGS
TEACHER OBSERVATION
There are two types of this kind of observation: unstructured and structured
normally open-ended, no checklists or rating scale is used. Everything that is observed is just simply recorded.
7
A
B
C
D
E
This is often used when the teacher wants to observe the approach behaviors (positive) and avoidance behaviors(negative).
checklist or rating forms are to be made since it will be used to record observations.
PEER RATINGS
Least common method in assessing af ect because students may not take this seriously.
However, the teachers can accurately observe
what is being assessed in peer ratings since teachers also engage with the students.
A
7
B
C
D
E
STUDENT SELF-REPORT
A
4
B
C
d
e
Student Interview
there is an opportunity that teachers may have direct involvement with the students wherein teachers can probe and respond for bet er understanding.
Surveys and Questionnaires
there are two types of using survey and questionnaires: the constructed response, in which it is straightforward approach asking the students about their af ect by responding to simple statement of question; the selected-response, in which students can choose from options and this assures anonymity.
Sample of Affective Assessment Tools
7
A
B
C
D
E
Ⓐ CHECKLIST
SAMPLE
A
B
C
d
e
4
Relevance of CHECKLISTS in the Taxonomy of Af ective Domain
ability to listen actively and respond empathetically to others.
Receiving
assess an individual's
A
B
C
D
E
9
assess an individual's ability to express empathy, provide support, or offer encouragement to others.
Responding
Valuing identify values such as honesty, respect, or
compassion, and then rate the importance of each value.
Organzing
identify specific behaviors that demonstrate honesty, respect, or compassion, and then track progress towards incorporating those behaviors into daily life.
Characterizing
track progress towards aligning actions with values, and then reinforce positive behaviors with positive feedback or rewards
Sample of Affective Assessment Tools
7
A
B
C
D
E
Ⓑ RATING SCALE
strengths and weaknesses with respect to the targets to which they remeasured. Students not only learn the standards but also may internalize the set standards.
progress.
SAMPLE
A
B
C
d
e
Directions: Put the score on the column for each of the statement as it applies to you. Use 1 to 5, 1 being the lowest and 5 the highest possible score.
4
Relevance of RATING SCALES in the Taxonomy of Af ective Domain
Receiving
assess an individual's ability to listen actively and respond empathetically to others on a scale from "never" to "always."
A
B
C
D
E
9
assess an individual's ability to express empathy, provide support, or offer encouragement to others on a scale from "not at all" to "extremely well."
Responding
Valuing
measure the importance an individual places on values such as honesty, respect, or compassion on a scale from "not important" to "extremely important."
Organzing
measure the frequency with which an individual engages in behaviors that demonstrate honesty, respect, or compassion on a scale from "never" to "always."
Characterizing
to provide positive feedback or rewards based on an individual's progress towards aligning their actions with their values.
Sample of Affective Assessment Tools
7
A
B
C
D
E
Ⓒ LIKERT SCALE
SAMPLE
4
A
B
C
d
e
Directions: Put a check on the column for each of the statement that applies to you. Legend: Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD)
Relevance of LIKERT SCALES in the Taxonomy of Af ective Domain
Receiving
assess an individual's level of agreement with statements that reflect active listening and empathetic responding.
A
B
C
D
E
assess an individual's level of agreement with statements that reflect the expression of empathy, support, or encouragement.
Responding
Valuing measure an individual's level of agreement with statements that reflect their values and attitudes.
Organzing
to measure an individual's level of commitment to behaviors and actions that are consistent with their values and attitudes.
Characterizing
reinforce positive behaviors and actions that are consistent with an individual's values and attitudes.
9
Sample of Affective Assessment Tools
7
A
B
C
D
E
Ⓓ SEMANTIC DIFFERENTIAL SCALE
feelings or beliefs that are opposite in direction and intensity. Students would place a check between each pair of adjectives that describes positive or negative aspects of the trait.
SAMPLE
A
B
C
D
e
4
Relevance of SEMANTIC DIFFERENTIAL SCALES in the Taxonomy of Af ective Domain
reactions to a stimulus, such as a controversial topic or an unfamiliar object.
Receiving
measure participants' initial
A
B
C
D
E
9
measure students' attitudes towards a particular topic after presenting them with different viewpoints and arguments.
Responding
Valuing
to measure the extent to
which an individual values a concept, object, or event.
Organzing
measure the structure of individuals' attitudes towards a particular issue or group, such as political ideology or racial attitudes.
Characterizing
measure individual's' attitudes towards teamwork and provide feedback based on their alignment with the team's values.
THANK YOU FOR LISTENING!
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GROUP 3 MEMBERS:
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May Ann Aclao Maryphere Belamia Rammel Bentazal Leendon Gelborion Jinalen Regodos Mary Grace Vallaso Camel Villafuerte