Chapter 1

Assessment in Affective
Domain
AFFECTIVE DOMAIN

 The affective domain is one of three domains in Bloom’s

taxonomy, with the other two being
the cognitive and psychomotor(Bloom, et al., 1956
 The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things
emotionally such as feelings, values, appreciation,
enthusiasm, motivations, and attitudes.
 Affective learning
- is demonstrated by behaviors indicating attitudes of
awareness, interest, attention, concern, and responsibility,
ability to listen and respond in interactions with others
 For a balance education, let us not pay attention only to
the development of the mind (cognitive) and the hands
(physical skills). Let us also give the attention to the
development of the heart (affective)
 For,as the bible says,” what does it profit a man if he
gains the whole world but loses his soul”?
 Indeed , what does it profit a man/woman if he/she
accumulates a lot of wealth with the use of his/her mind
(cognitive) and hands (psychomotor), if he/she is not
happy or has no sense of fulfillment (affective)
 The affective domain is a part of a system that was
published in 1965 for:
 Identifying
 Understanding
 Addressing
on how people learn.
 The affective domain describes learning objectives that
emphasize a feeling tone, an emotion, or a degree of
 Navarro and Santos (2013) assert
The affective domain is the least studied and most often
overlooked domain in educational literature despite the fact
that almost every researcher
author begins with a premise on the importance of the
affective domain in the teaching-learning process
Indeed, learning is not only a cognitive process. It is also an
emotional process
 Research shows that social and emotional learning(SEL) not only
improves achievement by an average of 11 percentile points, but it
also increase prosocial behavior (such as kindness, sharing, and
empathy), improves student attitudes toward school and reduces
depression and stress among students.
 The five key skills of SEL namely: self-awareness, self-
management, social awareness, relationship skills and responsible
decision making are in the affective domain.
Soft Skills in Affective Assessment

- Learning outcomes in the affective domain include

soft skills in contrast to the hard skills, (technical skills).
Soft skills are non-technical skills that refer to how one
works in the workplace, how one interacts with other in the
workplace and how one looks at problems and solves
problems.
Categories of Soft Skills
 Social skills

- provides peers with positive feedback

- offers help or assistance to peers
-initiates interaction with peers
-participates in discussion with peers
 -has sense of humor, shares amusement with
peers
- has friends
- can carry out leadership activities
- engages in appropriate social behavior
 Self Management
-controls display of temper when angry
- accepts legitimate rules
- compromise with others to avoid conflict
-handles teasing and social provocations
-cooperate with others
 -maintain attention to task
-is respectful to teachers and staffs
-respond in socially appropriate ways to
criticism from others
 Academic Soft Skills
- work independently
- complete assign tasks
- listens to and carries out teacher directions
-produces work of acceptable quality for
ability level
 -brings requires materials to school
-arrives at school on time and without undue
absences
-ask for assistance as needed, ask questions
-uses appropriate study skills
 Approaches to Learning
- enjoys school
- takes on challenging task
- has confidence in abilities
- works hard, is enthusiastic and adventure
- is involved with extracurricular school
activities
 The taxonomy of Affective Domain
 Receiving
- it is being aware of or sensitive to the
existence of certain ideas, materials, or phenomena
and being willing to tolerate them. ( To differentiate,
to accept, To listen (for), To respond to)
Behavioral verbs: accept, attend, develop, recognize
 Responding

- Is committed in some small measures to the

ideas, materials, or phenomena involved by actively
responding to them
( To comply with, To follow, To commend, To
volunteer, To spend leisure time in, To acclaim)
Behavioral Verbs: complete, comply, cooperate,
discuss, examine, obey, respond
 Valuing
- Is willing to be perceived by others as attaching
importance to certain ideas, materials, or phenomenon
( To increased measured proficiency, To relinquished,
To subsidize, To support, To debate)
Behavioral Verbs: accept, defend, devote, pursue, seek
 Organization
- Is relating the value to those already held and bring
it into a harmonious and internally consistent philosophy.
( To discuss, To theorize, To formulate, To balance, To
examine)
Behavioral Verbs: codify, discriminate, display, order,
organize, systematize, weigh
 Characterization
- By value or value set is to act consistently in
accordance with the values he/she has internalized.
( To resist, To manage, To resolve )
Behavioral Verbs : internalize, verify
 Methods of assessing learning in the affective domain

 Teacher Observation
- Teacher observation can be unstructured or
structured. It unstructured when observation is open-ended.
Teacher’s observation is not limited to items in a checklist
or rating scale.
- Teacher observation is structured when he/she is
guided in what to observe by a checklist or rating scale.
 To make teacher observation work in relation to the assessment of
affective learning, the following should be observed.
 Determine behaviors to be observed in advance
 Record student’s important data such as time , data, and place
 Record both positive and negative behaviors.
 Avoid personal bias, Be objective
 -As teacher , we need to be careful about our actions
that may negatively impact on student’s attitude which go
straight into the affective domain
-For instance, facial expression that reveal sarcasm
(Harsh), body movements that betray distrust and dislike,
should all be avoided.
 Student Self-Report
- A student self-report requires the student to
provide an account of his/her attitude or feelings toward a
concept or idea or people.
- A self-report is also referred to as “written
reflection”
 Peer Ratings
- Another way is to ask the student’s peer to rate
him/her on affective items where teacher wants to rate the
student.
- Ideally, teacher’s observation of a student’s
realization of affective learning outcome should coincide
with students self-report and that of peer rating of the
student.
 Affective assessment tools

-Assessment tools in the affective domain, in

particular, those which are used to asses attitudes, interest,
motivations, and self-efficacy.
-The different methods of assessing learning or
development in the affective domain, namely : observation,
student self-report and peer ratings-make use of assessment
tools such
 Likert Scale
- A Likert Scale is one of example of a Rating Scale. It makes
use of a five-point scale from Strongly Disagree (1), Disagree (2),
Undecided (3), Agree (4) to strongly Agree (5)
 Sentence Completion
- As the name implies, the student is asked to complete a given
incomplete sentence related to the intended learning outcome.
 Semantic Differential
- The Semantic Differential (SD) tries to asses an
individual’s reaction to specific words, ideas or concept in
terms of ratings on bipolar scales defined with contrasting
adjectives at each end
- A student is asked to asses his Science class as a
whole by way of a Semantic Differential scale
 Checklist
- In a checklist, as the name implies, the student
simply checks an item that is observed or present or
possessed or that applies to him/her. A student is asked to
evaluate the extent to which he/she possesses a growth
mindset
 ASSESSMENT IN THE AFFECTIVE DOMAIN

Reporters:
Ritchel D. Ursal
Jeymar C. Mahinay