At the end of the chapter the students should

be able to:
1. Define the different concepts related to assessing
affective learning outcomes;
2. Determine different levels of affective domains;
3. Differentiate the three methods affective learning
outcomes;
4. Formulate objectives in the affective domain; and
5. Develop different assessment in assessing tools n
assessing affective learning outcomes.
 Ways of constructing instructional
objectives
 How to assess cognitive domain.

 How to assess Affective Domain

 Values
Hohn(1995)
 “affective” refers to a wide variety of
traits and disposition that are different
from knowledge, reasoning and skills.
 “affect” is a general in nature.
Anderson and Bourke(2000)
 Pointed out that motivation and affect
may be redundant in the sense that
motivation is implicit in all aspect of
affect.
 AFFECTIVE TRAITS
TRAITS DEFINITION

Attitude Predisposition to respond favorably or unfavorably specified

situation, concepts, objects, institutions or persons;

Interest Personal preference for certain kinds of activities.

Value Importance, worth or usefulness of mode or conduct and en

state of existence

Opinions Beliefs about specific occurrences and situations.

Preference Desire or propensity to select one object over another.

Motivation Desire and willingness to be engaged in behavior and

intensity of involvement.

Academic Self-perception of competence in school and learning.

Self-
Concept
Self-Esteem Attitude toward oneself; degree of self-respect,
worthiness, or desirability of self-concept.

Locus of Control Self-perception of whether success and failure is

controlled by the student or by external
influences.
Emotional growth, change, and awareness of emotions and
Development ability to regulate emotional expression.

Social Relationship Nature of interpersonal intersections d functioning

in group settings.

Altruism Willingness and propensity to help others.

Moral Attainment of ethical principles that guides

Development decision making and behavior

Classroom Nature of feeling tone and interpersonal

Environment relationships in a class
AFFECTIVE DOMAIN
 Learning objectives that emphasize a
feeling, tone, emotion, or degree of
acceptance or rejection.
(Krathwohl, 1964 as cited by
esmane,2011)
 Found a large number od such
objectives in the literature expressed as
interests, attitudes, appreciations, values,
and emotional set or biases.
 Level 1: Receiving (attention). It is concerned
with getting, holding, and directing student’s
attention. This be assessed through interest
inventories and can be rated using the Likert
scale. Attention concerns the student’s
willingness to attend to a classroom activity
and being directed by the teacher.
 Level 2: Responding (interest). It is
concerned with the concern with the active
participation of the learners by showing
interest on what they are doing. This can be
assessed through observation in terms of
FSRN(frequently, sometimes, rarely, never)
 Level 3: Valuing (preference/ appreciation).
refers to the willingness to be perceived by the
others as valuing certain ideas, materials,
phenomenon, or behavior. Preference or
appreciation can be shown on the general
reaction to a series of questions that the
teacher gets from the students his can be
assessed using the likert scale SA – strongly
Agree, A- Agree, U- undecided, D- disagree,
SD- Strongly disagree.

 Level 4: Organization (Philosophy of life). It is

concerned with the development of philosophy
of life by bringing out the values of the students
together to form a value system that will
determine relationships among values and
resolve conflict.
 Level 5: Characterization by a
value(lifestyle). Lifestyle can be
illustrated by demonstrating self-reliance
in working independently, cooperating
in group activities, punctuality and self-
discipline, and demonstrating a life style
by consistency of his daily actions.
BTTE IV-B
 Three Different Methods of Assessing
Learning Outcomes
1. Teacher Observation
2. Student Self-Report
3. Peer Rating
 Not directly observable
 Best to infer from the students’
behavior or
 What they say about themselves
or others
There are three considerations
assessing “affect”
1. Emotion and feelings
2. Use of different approaches
3. Result
 Not stable attitudes of young children
and during early adolescence because
most of them are unpredictable.
 Teacher is suggested to conduct
different assessment over a considerable
amount of time.. By this, he can obtain
the dominant or prevalent affect of the
students.
 Do not rely on a single approach
because it has a limitation
 When utilizing student Self-Report, the
student can hide their feeling and he
can fake his answers and this can greatly
affect the result.
 Found out that low-performing
students tend to overreport
behavior more than high
performing students, especially
when they perceive specific
levels of performance that are
socially desirable.
 Individual result or group result.
 Individual result
o If purpose of assessing the affective, trait
of the students for reporting
performance to parents
 Group Result
o When the purpose of assessment is for
improvement of classroom instruction.
 To make s systematic record on the
observation about the presence or
absence of affective outcomes.
a. Steps in using Teacher’s Observation
(1) Determine in advance the specific
behavior related to the targets.
(2) Develop a list of positive and
negative behaviors.
(3) Decide the type of observation you
want to use.
 Unstructured Observation and Structured
Observation
Unstructured Observation (open-ended observation)
- allows him to quickly determine affective traits
and utilize them to make adjustment in the
instructional processes.
 Do not se rating scale or checklist to record
observations
 Recording observations can be done through note
taking, mental note taking, or diary keeping.
Teacher should have determined in
advance the affective traits to be
observed.
 The teacher monitor sis students in a
natural classroom setting, taking notes of
the observation about the classroom
environment and the behaviors and
characteristics of the students being
assessed.
 Use simple direction, such as always asks
questions; keeps standing and going
around; o taking with seatmate
 Even so, he must avoid making conclusions
about what he observes using terms such
as, lonely, happy, motivated, etc.

ANECDOTAL RECORD – can be utilized by

the teacher when using unstructured
observation type.
- description of student behavior or a
report of observed behavioral incidents.
Year Teacher Date/ Time Anecdote
and
Section
IV- Gold Mr. Renz A. 9:00-10:00 a.m. When Renz came o class
Gabuyo this morning, he seemed
very tired and slouching in
his seat. He did not take
part in the class discussion
and showed no interest in
what was discussed. This is
very unusual of him
because he often
participates and
monopolizes the class
discussion.
Structured Observation
 Is another way of assessing the affective traits of
students. This type of observation is somewhat
different from unstructured observation.
 It usually involves the utilization of checklist, rating
scale, and sometimes the use of rubrics.
 In structured observation, recording is more
systematic because the teacher will attend only on
the predetermined aspects of affective traits. In this
case, a more reliable and valid information among
different is easier to obtain.
 Interview method
Allows the teacher to probe and clarify information in
order to avoid ambiguity, though the students cannot
be unanimous with their information and is time
consuming to conduct. This can be done using
individual or group interview, round table discussions,
or casual conversations.

 Questionnaire or survey method

Constructed –response format and the selected-
response foormat.
Constructed-response format is done using a
completion item or an essay item.
1. I think science is___________________
2. What I like most about my friend is_______
3. The topic I like most in Assessment of learning is
_____________
4. Mathematics is ______________
5. When I have enough money I like to_______________
6. I am happy when_________________
7. I am interested in History subject
because________________
8. I want to sit beside him because___________________
9. I do not like to be in her group
because__________________
10. What I like least about our teacher
is________________
 Another type of Constructed- response is
the essay item.

1) Write a paragraph you like most about

your teacher in assessment of learning.
Cite your reasons and the experiences that
you like most with the teacher.
2) Describe yourself as a student. Are you one
of the top performing students if so, how
do you maintain your high grades if not,
what will you do to become a top student
 1. Rating Scale is a set of categories designed to gather
information on quantitative attributes in social sciences. In
this case liker scale or 1-10 rating scales is the most widely
used to assess attitude.
Opinions Strongly Agree Neutral Disagree Strongly
agree (A) (N) (D) Disagree
(SA) (Sd)
5 4 3 2 1
1. Mathematics is a
boring and dull
subject.
2. I enjoy studying
Mathematics at
school.
3. Mathematics is an
important subject for
my future career.
4. Mathematics is a
diffult subject for me
 Strongly Agree Neutral Strongly
0pinions agree (A) (N) Disagree disagree
(SA) (D) (SD)
5 4 3 1
2
6. Mathematics does
not scare me at all
7. Mathematics is
very interesting
subject
8. I am happier in
mathematics than
my other subjects.
9. I believe I am
good solving
mathematical
problems
10. I am always
confused in my
mathematics
subject
2.) Semantic Differential Scale
is a another type of selected – response format in which a pair of
adjectives are used to provide connections with feelings, beliefs and
opinions that can be measured by degrees of agreement that show
both opposite directions and intensity.

When developing sematic differential scales consider the

following.
a. Bipolar objectives are simple and economical means of obtaining data
about student’s reactions.
b. Rating on bipolar adjective scale tend to be correlated and the three basic
dimensions of response account.
c. Some adjective scales are almost pure measures of evaluation.

3.) Checklist
Is the easiest tool to develop compared to rating scale and sematic
differential scale. It consist of simple items that the students or teacher
makes as “present” or “absent” of a certain attribute that describes the
affective traits.
 Steps in Constructing a Checklist
a. Enumerate all attributes and characteristics you wish to observe
relative to concept being assessed.
b. Arrange these attributes as a “shopping” list of characteristics.
c. Ask students to mark attributes or characteristics which are
present and to leave blank to those which are not.

Sample Checklist for Structured Observation in a Classroom

Observation Yes No
1. Students will attend classes on time
2. Students will submit assignment on time
3. Students will actively participate in classroom
discussion
4. Students will follow instructions during examination
5. Student will ask questions during classroom
discussion
 Peer rating
Is the least method to be used in assessing
affective learning outcomes in this method, the
students are asked to assess or judge their
classmates behavior. It can be used to assess
interpersonal traits, frequency or sociogram is
used to analyze its results.

There are two approaches of obtaining peer

rating
 Guess – who approach
 Sociometric approach