Assessment in the Affective

Domain
• The affective Domain describes learning objectives that
emphasize a feeling tone, an emotion, or a degree of acceptance
or rejection

The taxonomy developed in the Affective Domain

1.The Taxonomy in the Affective Domain
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.
Receiving- is being aware of or sensitive to the existence of certain
ideas, material, or phenomena and being willing to tolerate them.
 Responding – is committed in some small measure to the ideas,
materials, or phenomena involved by actively responding to them.
Valuing- is willing to be perceived by others as attaching importance
to certain ideas, materials, or phenomena.
Organization- is relating the value to those already held and bring it
into a harmonious and internally consistent philosophy.
Characterization- by value or value set is to act consistently in
accordance with the values he or she has internalized.

2. Affective Learning Competencies
 Instructional objectives are specific, measurable, short-term,
observable student behaviors.
Objectives are the foundation upon which you can build lessons and
assessments that you can prove meet your overall course or lesson
goals.
Think of objectives as tools you use to make sure you reach your
goals. They are the arrows you shoot towards your target (goal).
The purpose of objectives is not to restrict spontaneity or constraint
the vision of education in the discipline; but to ensure that learning is
focused clearly enough that both students and teacher know what is
going on, and so learning can be objectively measured.
 Levels of Affective Domain it descriptions and example
Level Definition
Receiving Being aware of or attending to
something in the environment.
Responding Showing some new behaviors as
a result of experience.
Valuing Showing some definite
involvement or commitment.
Example
Individual would read a book
passage about civil rights.
Individual would answer
questions about the book, read
another book by the same
author, another book about civil
rights, etc.
The individual might
demonstrate this by voluntarily
attending a lecture on civil
rights.
Level Definition Example
Organization Integrating a new value into one’s The individual might arrange a civil
general set of values, giving it some rights rally.
ranking among one’s general
priorities
Characterization by Value Acting consistently with the new The individual is firmly committed
value to the value, perhaps becoming a
civil rights leader.
Behavioral Verbs Appropriate for the Affective Domain
Receiving Responding Valuing Organization Characterization
• Accept • Complete • Accept • Codify • Internalize
• Attend • Comply • Defend • Discriminate • verify
• Develop • Cooperate • Devote • Display
• recognize • Discuss • Pursue • Order
• Examine • seek • Organize
• Obey • Systematize
• respond • weigh
Attitudes
 attitudes are defined as a mental predisposition to act that is
expressed by evaluating a particular entity with some degree of favor
or disfavor.
Four components of Attitude
Cognitions- Cognitions are our beliefs, theories, expectancies, cause-
and- effect beliefs, and perceptions relative to the focal object.
Affect- The affective component refers to our feeling with respect to
the focal object such as fear, liking, or anger.
Behavioral Intention- Behavioral intentions are our goals, aspirations,
and our expected responses to the attitude object.
Evaluation- Evaluations are often considered the central component
of attitudes.
Motivation
Motivation is a reason or set or reasons for engaging in a
particular behavior, especially human behavior as studied in psychology
and neuropsychology. The reasons may include basic needs (eg., food,
water, shelter) or an object, goal, state of being, or ideal that is
desirable, which may or may not be viewed as “positive,” such as
seeking a state of being in which pain is absent.
Herzberg’s two factory theory is another need theory
of motivation. Frederick Herzberg’s two factor theory,
concludes that certain factors in the workplace result
in job satisfaction, while others do not, but if absent
lead to dissatisfaction.
• Motivation;
• Hygiene factors which do not motivate if present,
but if absent will result in demotivation.
The name Hygiene factors is used because, like hygiene, the
presence will make you healthier, but absence can cause health
deterioration.
The theory is sometimes called the “Motivator-Hygiene Theory.”
Steve Bicknell did considerable research into employee
engagement data. In particular, the analysis of verbatim
comments over 50 companies found there was a common theme
between low hygiene- high motivator and low employee
engagement.
Finally created by Clayton Alderfer, Maslow’s hierarchy of needs
was expanded, leading to his ERG theory (existence, relatedness
and growth). Physiological and safety, the lower order needs, are
placed in the existence category, Love and self esteem needs in
the relatedness category.
Motivation is of particular interest to educational
psychologist because of the crucial role it plays in student
learning. However, the specific kind of motivation that is
studied in the specialized setting of education differs
qualitatively from the more general forms of motivation
studied by psychologist in other fields.
Effect on how students learn and their behavior towards
subject matter (Ormord, 2003)
Direct behavior toward particular goals.
Lead to increase effort and energy.
Increase initiation of and persistence in, activities.
Enhance cognitive processing.
Determine what consequences are reinforcing.
Lead to improved performance.
Two kinds of Motivation
Intrinsic Motivation- occurs when people are internally
motivated to do something because it either brings them
pleasure, they think it is important, or they feel that what
they are learning is morally significant.
Extrinsic Motivation- comes into play when students is
compelled to do something or act a certain way because
of factors external to him or her (like money or good
grades.)
Self- efficacy
Self-efficacy is an impression that one is capable of
performing in a certain manner or attaining certain goals.
It is belief that one has the capabilities to execute the
courses of actions required to manage prospective
situations.
Development of Assessment Tools
Assessment tools in the affective domain in particular, those
which are used to assess students, interest, motivations, and self-
efficacy, have been developed.
Standard assessment tools in the affective domain.
 Self-Report
Self report is the most common measurement tool in the
affective domain. It essentially requires an individual to provide an
account of his/her attitude or feelings toward a concept or idea or
people. Self reports are also sometimes called “written refections”
 Rating Scale
A rating scale is a set of categories designed to elicit information
about a quantitative attribute in social science.
 Semantic Differential Scales
The Semantic Differential Scales (SD) tries to assess an
individual’s reaction to specific words, ideas or concepts in terms of
ratings on bipolar scales defined with contrasting adjectives at each
end.
 Assessing Attitudes
Under IDEA – 97 more and more children with disabilities will be seen in regular
classrooms. No teacher will fortunate enough to have only students who are
supportive, sensitive, and welcoming toward included children with disabilities.
Not everyone believes children with disabilities should be included, so we should
expect that