CO3 Affective Assessment

Madelaine J. Lugtu
 THE AFFECTIVE DOMAIN
Bloom’s Taxonomy : Affective Domain
- This domain includes the manner in which we deal
with things emotionally , such as feelings, values,
appreciation , enthusiasms, motivations, and activities.

Krathwol’s Affective Domain Taxonomy

- Perhaps the best known of any of the affective
taxonomies. The taxonomy is ordered according to the
principle of internalization.
 THE AFFECTIVE DOMAIN
(EMOTION BASED) - BLOOM’S TAXONOMY

ORGANIZING - The student can put together

different values, information, and ideas, and
can accommodate them within his/her own
schema; the student is comparing, relating and
elaborating on what has been learned.
CHARACTERIZING - The student at this
level tries to build abstract knowledge.
 KRATHWOL’S AFFFECTIVE
DOMAIN TAXONOMY
ORGANIZATION - is the fourth stage of Krathwohl’s
taxonomy and involves relating the new value to those
one already holds and bringing it into a harmonious and
internally consistent philosophy. Examples are: to
discuss, to theorize, to formulate, to balance, to
examine.
CHARACTERIZATION - by value or value set
means acting consistently in accordance with the values
the individual has internalized. Examples include: to
revise, to require, to be rated high in the value, to avoid,
to resist, to manage, to resolve.
 Affective Learning Outcomes
Learning that is associated with feelings
rather than knowledge or skills, such as
learning to accept an idea or concept, or
learning to appreciate a point in view.
 AFFECTIVE TRAITS
 ATTITUDE LOCUS OF
INTEREST CONTROL
VALUE EMOTIONAL
OPINIONS DEVELOPMENT
PREFERENCE SOCIAL
MOTIVATION RELATIONSHIP
ACADEMIC SELF ALTRUISM
CONCEPT CLASSROOM
SELF ESTEEM ENVIRONMENT
 LEVELS OF AFFECTIVE DOMAIN
5 LEVELS OF AFFECTIVE TARGETS
Level 1: RECEIVING (ATTENTION)
E.G Listening to the ideas of others with respect.

Level 2: RESPONDING ( INTEREST)

E.G Participating in class discussions actively

Level 3: VALUING ( PREFENCE/ APPRECIATION)

E.G: 1. Demonstrating belief in the democratic process.
2. Showing the ability to solve problems.
Level 4:ORGANIZATION ( PHILOSOPHY OF
LIFE)
E.G: 1. Explaining the role of systematic planning
in solving problems.
2. Prioritizing time effectively to me the
needs of the organization , family and self.
Level 5: CHARACTERIZATION BY A VALUE
(LIFESTYLE)
E.G: 1. Showing self-reliance when working
independently.
2. Valuing people for what they are not how they look
like.
 METHODS OF ASSESING AFFECTIVE
LEARNING OUTCOMES
3 CONSIDERATION WHEN ASSESING AFFECT
FIRST EMOTIONS AND FEELINGS - it is suggested
that teachers should conduct different assessments over a
considerable time. It is because of the being unpredictable
of the student’s attitude.
SECOND USE OF DIFFERENT APPROACHES – do not
rely on single approach because it has a limitation.
THIRD RESULT DO YOU NEED AN INDIVIDUAL
RESULT OR GROUP RESULT.
- For student’s individual performance use
INDIVIDUAL RESULT.
- For assessing improvement of a classroom instruction
use GROUP RESULT.
 ASSESSMENT OF AFFECTIVE
LEARNING OUTCOMES
A. TEACHER OBSERVATION - this to make a systematic
record on the observation about the presence or
absence outcomes.
TWO METHODS OF TEACHER OBSERVATION
1. UNSTRUCTED OBSERVATION – also known as open –
ended observation. It gives more freedom to record what
information is to be observed and how it is recoded
2. STRUCTED OBSERVATION - it is different from
unstructured observation because more time is needed
for the preparation of the materials and the process of
recording the observation.
B. STUDENT SELF REPORT