Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSEd; BPE COURSE NO. Professional Education 8

SPECIALIZATION English COURSE TITLE Assessment in Learning 2
Filipino
Social Studies
YEAR LEVEL 3 TIME FRAME 7 Hrs. WK NO. 7-9 IM NO. 4

I. UNIT 4: ASSESSMENT IN THE AFFECTIVE DOMAIN

II. LESSON TITLE: Lesson 1: The Taxonomy in the Affective Domain

Lesson 2: Affective Learning Competencies
Lesson 3: Development of Assessment Tools: Self-Report, Rating Scale,
Checklist

III. LESSON OVERVIEW

For lessons to be holistic, the affective domain should also be addressed. Students need not only
to have the knowledge , but they should also appreciate, value, internalize and make lessons truly part
of their lives. There should also be a transformation in terms of attitude, also because of knowledge and
skills gained.

Therefore, teachers need to measure affective learning. They should be able to make
assessment tools such as rating scales, checklists, and reflection questions that are appropriate to
measure the affective domain.

In this lesson, the students are expected to make tools and to be sure that said tools are aligned
with the learning outcomes.

IV. DESIRED LEARNING OUTCOMES

With the current attitude and educational culture of learners, the students should be able to:
1. use the appropriate taxonomic levels and competencies; and
2. develop the appropriate assessment tools.

V. LESSON CONTENT

ASSESSMENT IN THE AFFECTIVE DOMAIN

Unlike the cognitive domain which emphasizes measurements of reasoning and the mental
faculties of the student, the affective domain describes learning objectives that emphasize feeling tone,
an emotion, or a degree of acceptance or rejection. It is, admittedly, a far more difficult domain to
objectively analyze and assess since affective objectives vary from simple attention to selected
phenomena to complex but internally consistent qualities of character and conscience.

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INSTRUCTIONAL MODULE
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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. The descriptions
of each step in the taxonomy culled from Krathwohl’s Taxonomy of Affective Domain are given as follows:

Receiving is being aware of or sensitive to the existence of certain ideas, materials, or phenomena and
being willing to tolerate them. Examples: to differentiate, to accept, to listen, to respond.

Responding is committed in some small measure to the ideas, materials, or phenomena involved by
actively responding to them. Examples: to comply with, to follow, to commend, to volunteer, to spend
leisure time in, to acclaim.

Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena.

Examples: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.

Organization is to relate the value to those already held and bring it into a harmonious and internally
consistent philosophy. Examples: to discuss, to theorize, to formulate, to balance, to examine.

Characterization by value or value set is to act consistently in accordance with the values he or she
has internalized. Examples: to revise, to require, to be rated high in the value, to avoid, to resist, to
manage, to resolve.

Affective Learning Competencies

Affective desired learning competencies are often stated in the form of instructional objectives.
What then are instructional objectives?
• 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 resist spontaneity or constrain the vision of education in the
discipline; but to ensure that learning is focused clearly enough that both students and teachers
know what is going on.

Figure1. The Taxonomy in the Affective Domain

Level Definition Example

Receiving Being aware of or attending The individual would read a book
to something in the passage about civil rights.
environment
Responding Showing some new behaviors The individual would answer
because of experience questions about the book, read
another book by the same author,
another book about civil rights, etc.
Valuing Showing some definite The individual might demonstrate
involvement or commitment this by voluntarily attending a
lecture on civil rights.
Organization Integrating a new value into The individual might arrange a civil
one’s general set of values, rights rally.
giving it some ranking among
one’s general priorities
Characterization Acting consistently with the The individual is firmly committed
by Value new value to the value, perhaps becoming a
civil rights leader.

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NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

Figure 2. 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

In the affective domain, when we consider learning competencies, we also consider the following
focal concepts:

Attitudes - are defined as a mental predisposition to act that is expressed by evaluating a

particular entity with some degree of favor or disfavor. Individuals generally have attitudes that focus on
objects, people, or institutions. Attitudes are also attached to mental categories. Mental orientations
towards concepts are generally referred to as values. Attitudes are comprised of four components:

A. Cognitions – our beliefs, theories, expectancies, cause-and-effect beliefs, and perceptions relative
to the focal object. This concept is not the same as ‘feelings’ but just a statement of beliefs and
expectations.

B. Affect – it refers to our feelings with respect to the focal object such as fear, liking, or anger.

C. Behavioral Intentions – are our goals, aspirations, and our expected responses to the attitude
object.

D. Evaluation – is often considered the central component of attitudes. It consists of the imputation
of some degree of goodness or badness to an attitude object.

Why study attitudes? Attitudes can influence the way we act and think in the social communities
we belong. They can function as frameworks and references for forming conclusions and interpreting or
acting for or against an individual, a concept, or an idea. For instance, think about your attitude towards
mathematics and mathematical equations. Do these attitudes shape the way you think and
correspondingly act? What is your response? How is your response informed by each of these attitudes?

Several studies in the past, for instance, concluded that poor performance in school mathematics
cannot be strictly attributable to differential mental abilities but to students’ attitudes toward the subject.
When mathematics classes are recited, students with a negative attitude towards mathematics tend to
pay less attention and occupy their minds with something else. Thus, attitudes may influence behavior.
People will behave in ways consistent with their attitudes.

Motivation is a reason or set of reasons for engaging in a particular behavior, especially human
behavior as studied in psychology and neuropsychology. The reasons may include basic needs (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. The motivation for a
behavior may also be attributed to less-apparent reasons such as altruism or morality. According to
Geen (1995), motivation refers to the initiation, direction, intensity, and persistence of human behavior.

Abraham Maslow’s hierarchy of human needs is summarized as follows:

• Human beings have wants and desires which influence their behavior; only unsatisfied needs can
influence behavior, and satisfied needs cannot.
• Since needs are many, they are arranged in order of importance, from the basic to the complex.

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

• The person advances to the next level of needs only after the lower-level need is at least minimally
satisfied.
• The further the progress up the hierarchy, the more individuality, humanness, and psychological
health a person will show.

The needs, listed from basic (lowest, earliest) to the most complex (highest, latest) as follows:
• Physiological: food, clothing, shelter
• Safety and security: home and family
• Social: being in a community
• Self-esteem
• Self-actualization

Frederick Herzberg’s Two Factor Theory:

• Motivators; (e.g. challenging work, recognition, responsibility) which give positive satisfaction and
• Hygiene factors; (e.g. status, job security, salary, and fringe benefits) which do not motivate if
present, but if absent will result in demotivation.

The name Hygiene factors are used because, like hygiene, the presence will make you healthier,
but absence can cause health deterioration.

Clayton Alderfer’s ERG Theory:

Maslow’s hierarchy of needs was expanded, leading to his ERG theory (existence, relatedness,
and growth). Physiological and safety (lower-order needs) are placed in the existence category, Love
and self-esteem need in the relatedness category. The growth category contained the self-actualization
and self-esteem needs.

Effects of Motivation on how students learn and their behavior towards subject matter can:

1. direct behavior toward goals

2. lead to increased effort and energy.
3. increase initiation of, and persistence in, activities.
4. enhance cognitive processing.
5. determine what consequences are reinforcing.
6. lead to improved performance.

Two kinds of Motivation:

1. Intrinsic – 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.

2. Extrinsic – comes into play when a student is compelled to do something or act a certain way because
of factors external to him or her (money or good grades.)

Self-Efficacy – is an impression that one can perform in a certain manner or attaining certain
goals. It is a belief that one has the capabilities to execute the courses of actions required to manage
prospective situations. Self-esteem refers to a person’s sense of self-worth, whereas self-efficacy
relates to a person’s perception of their ability to reach a goal.

Development of Assessment Tools

Assessment tools in the affective domain those which are used to assess attitudes, interests,
motivations, and self-efficacy, have been developed. We consider a few of the standard assessment
tools in the affective domain.

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
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Self-Report

It is the most common measurement tool in the affective domain. It essentially requires an individual
to provide an account of his attitude or feelings toward a concept or idea or people. Self-reports are also
sometimes called ‘written reflections.’ The teacher ensures that the students write something, which
would demonstrate the various levels of the taxonomy e.g., the lowest level of receiving up to
characterization.

Rating Scales

It is a set of categories designed to elicit information about a quantitative attribute in social

science. e.g. Likert Scale and 1-10 rating scale for which a person selects the number which is
considered to reflect the perceived quality of a product. The basic feature of any rating scale is that it
consists of several categories. These are usually assigned integers.

Semantic Differential Scales. The Semantic Differential (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. An example of SD is:

Good ---------- ----------- ----------- ----------- ----------- ----------- ----------- Bad

3 2 1 0 1 2 3

Where: 0 = neutral 1 = slightly 2 = quite 3 = extremely

Basic considerations involved in SD methodology:

• Bipolar adjective scales are a simple, economical means for obtaining data on people’s reactions.
With adaptations, such scales can be used with adults or children, persons from all walks of life, and
persons from any culture.

• Ratings of bipolar adjective scales tend to be correlated, and three basic dimensions of response
account for most of the co-variation in ratings. The three dimensions, which have been labeled
Evaluation, Potency, and Activity (EPA), have been verified and replicated in an impressive variety of
studies.

• Some adjective scales are almost pure measures of the EPA dimensions; for example, good-bad for
Evaluation, powerful-powerless for Potency, and fast-slow for Activity. Using a few pure scales of
this sort, one can obtain, with considerable economy, reliable measures of a person’s overall
response to something.

• EPA measurements are appropriate when one is interested in affective responses. The EPA system
is notable for being a multi-variate approach to affect measurement. It is also a generalized approach,
applicable to any concept or stimulus, and thus, it permits comparisons of affective reactions to widely
disparate things. EPA ratings have been obtained for hundreds of word concepts, stories, poems,
social roles, stereotypes, colors, sounds, shapes, and individual persons.

• The SD has been used as a measure of attitude in a wide variety of projects. SD was used to assess
attitude change because of mass media programs and as a result of messages structured in different
ways.

Thurstone and Likert Scales. Thurstone is considered the father of attitude measurement. He
developed an attitude continuum to determine the position of favorability on the issue. Below is an
example of a Thurstone scale of measurement:

Directions: Put a checkmark in the blank if you agree with the item.
_________ 1. Blacks should be considered the lowest class of human beings.
(scale value = 0.9)
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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
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_________ 2. Blacks and whites must be kept apart in all social affairs where they might be
taken as equals. (scale value = 3.2)
_________ 3. I am not interested on how blacks rate socially. (scale value = 5.4)
_________ 4. A refusal to accept blacks is not based on any fact of nature, but on a prejudice which
should be overcome. (scale value = 7.9)
_________ 5. I believe that blacks deserve the same social privileges as whites.
(scale value = 10.3)

The Likert scale requires that individuals tick on a box to report whether they “strongly agree”,
“agree”, are “undecided”, “disagree”, or “strongly disagree”, in response to a large number of items
concerning an attitude object or stimulus. Likert scales are derived as follows:
1st you choose individual items that you know correlate highly with the total score across items.
2nd choose how to scale each item. e.g., you construct labels for each scale value
3rd ask your target audience to mark each item.
4 th
derive a target’s score by adding the values that the target identified on each item.

Below is an example of the use of the Likert Scale:

Statement: I do not like to solve algebraic equations.
Response options: 1. Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree

Checklists

A checklist consists of simple items that the student or teacher marks as ‘absent’ or ‘present’.
Here are the steps in the construction of a checklist:
• Enumerate all the attributes and characteristics you wish to observe relative to the concept being
measured.
• Arrange these attributes as a “shopping” list of characteristics
• Ask the students to mark those attributes or characteristics which are present and to leave a blank
those which are not.

Below is an example of a checklist for Teachers (Observable Guide) with emphasis on the
behavior: ‘Getting Students’ Attention” by Sandra F. Rief (1997).

Checklists for Teachers

By: Sandra F. Rief, M.A. E74 (1997)

Getting students’ attention

• Ask an interesting, speculative question, show a picture, tell a little story, or read a related poem to
generate discussion and interest in the upcoming lesson.

• Try ‘playfulness,’ silliness, and a bit of theatrics (props and storytelling) to get attention and peak interest.

• Use storytelling. Students of all ages love to hear stories, especially personal stories. It is very effective
in getting attention.

• Add a bit of mystery. Bring in an object relevant to the upcoming lesson in a box, bag, or pillowcase.
This is a wonderful way to generate predictions and can lead to excellent discussions or writing
objectives.

• Signal students auditorily: ring a bell, use a beeper or timer, play bar music on the piano or guitar, etc.

• Vary your tone of voice: loud, soft, whispering. Try making a louder command “Listen! Freeze! Ready!
Followed by a few seconds of silence before proceeding in a normal voice to give directions.

• Use visual signals: flash the lights or raise your hand which signals the students to raise their hands and
close their mouths until everyone is silent.
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• Frame the visual material you want students to be focused on with your hands or with a colored box
around it.

• If using an overhead, place an object (e.g., a little toy car or plastic figure) to be projected on the screen
to get attention.

• Clearly signal: “Everybody…. Ready …”

• Color is very effective in getting attention. Make use of colored dry-erase pens on whiteboards, and
colored overhead paper to highlight keywords, phrases, steps to computation problems, spelling patterns,
etc.

• Model excitement and enthusiasm about the upcoming lesson.

• Use eye contact. Students should be facing you when you are speaking, especially while instructions
are being given. If students are seated in clusters, have those students not directly facing you turn their
chairs and bodies around to face you when signaled to do so.

VI. LEARNING ACTIVITIES

Group Activities:

A. Measuring Levels of Attitude: Based on the following theories, make rating scale items to
measure different levels of attitude and/or motivation:
1. Maslow’s Hierarchy of Needs
2. Kohlberg’s Moral Development Theory

B. Constructing Assessment Tools: Based on a viewed film, construct the following tools to
measure the attitude of the movies’ main characters.
1. Semantic Differential Scale
2. Likert Scale
3. Checklist

VII. EVALUATION

Online Quiz
Portfolio/Project Entry. Another output will be required of the students (Module 5, on Portfolio
Assessment), with its content to include all activities in AL2)

VIII. REFERENCES

Teaching Guide in Assessment in Learning 2

Other references indicated in the Course Outline

Prepared by:

JANE D. NAVALTA
Professor

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