Congratulations! You have just finished Module 3.

(Closure)
References Cajigal, R.M., Montanio, M.L. and Leus, M.J. (2014). Assessment
of Learning 2. Quezon City, Philippines. Adriana
Publishing Co. Inc.

Corpuz, B. (2015. Field Study 5 Learning Assessment Strategies.

Quezon City, Philippines. Lorimar Publishing.

Linn, R.L (1999). Educational Measurement. Washington, D.C.:

American Council on Education. The McMillian Book Co.

MODULE
4 Assessment in the Affective Domain

Module Overview Hi, student. Welcome to Module 4. In this module, you will acquaint
yourself in the concepts of Assessment in the Affective Domain.
This module describes a number of non-cognitive variables such as
person’s attitude, interests, and values. The importance of affective
targets, affective traits, and learning targets as well as affective
domain of the taxonomy of educational
objectives will be discussed.
Module At the end of this module, you should be able to:
Objectives/Outcomes
a. recognize the affective taxonomy in the educational
objectives;

b. craft affective learning outcomes for the different levels in

the affective domain; and

c. develop instruments for assessing affective learning.

Lessons in the module This module contains the following lessons:

Lesson 1: The Taxonomy in the Affective Domain
Lesson 2: Affective Learning Competencies
Lesson 3: Development of Affective Assessment Tools

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LESSON 1 The Taxonomy in the Affective Domain

At the end of this module, you should be able to:

a. recognize the affective taxonomy in the educational

objectives; and

b. construct measurable affective objectives.

Time Frame This session is intended for 1 session (1 hour).

Hi, student! Welcome to Module 4 - Lesson 1: The Taxonomy in

the Affective Domain. As a starting point of our discussion in the
assessment in the affective domain, we shall first discuss the
taxonomy developed in the affective domain. This will guide us
as we learn how to assess the students in the affective domain.

Activity 1 Situational Analysis

In this activity, you are tasked to think of a solution that will help
you as a teacher to understand your students and how will you
improve the situation if not totally solve the problem.

1. Carlos is an intelligent kid but never makes it to the top

ten of his class because of his attitude towards some of
(Activity) his teachers.

2. Because she found out that her teacher has a favorite

student, in which the teacher adjusts the grades of her
favorite student for her to become the top student, Maria
became unmotivated and became an average performing
student.

Let us now check how you examined the situations presented

above.

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 QUESTIONS ANSWERS
1. What are the factors you
have considered in the
solutions you have come up?

2. Why is it important to
consider the factors you have
mentioned above?

{Analysis} 3. Do you think that the

learner’s aptitude and attitude
is related to his or her academic
achievement? Why or why
not?

Now, let us have the discussion about the taxonomy in the

affective domain.

In 1964, David R. Krathwohl, together with his colleagues,

extended Bloom’s Taxonomy of Educational Objectives by
publishing the second taxonomy of objectives, this time giving
(Abstraction) emphasis on the affective domain. The affective domain refers to
the way in which we deal with situations emotionally such as
feelings, appreciation, enthusiasm, motivation, values, and
attitudes.

The categories/levels, definition, and example are given as

follow:

Category/ Definition Example

Level
Receiving Concerned with Student does
student’s sensitivity to mathematics
the existence of activities for grade.
certain phenomena
and stimuli, that is,
with student’s
willingness to receive
or to attend to the
stimuli.

It is categorized in 3
subdivision that
shows the different

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 levels of attending the
phenomena:
1. Awareness of the
phenomena
2. Willingness to
receive the
phenomena
3. Controlled or
selected attention to
phenomena
Responding Concerned with Student gives
responses that go special attention to
beyond merely the discussion of
attending to mathematics lesson
phenomena. Students to be able to
are sufficiently answer the
motivated that they activities.
are not just “willing to
attend” but are
actively attending.
Valuing Reflects the student’s Student actively
holding of a particular and consistently
importance or value. participated in the
Students display discussion.
behavior with
sufficient consistency
in appropriate
situations that are
perceived as holding
this value.
Organizing Students successively Student integrates
internalize values; the lessons learned
they encounter in math with
situations in which science.
more than one value
is relevant. This
requires the necessity
of organizing their
values into a system
such that certain
values exercise
greater control.
Characterization Internalization has Student applies the
by Value taken place in an lessons learned in
individual’s value mathematics in
hierarchy to the extent daily

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 that he or she can be activities/real-life
characterized as scenario.
holding a particular
value or set of values.

Moreover, given below are the sample behavioral verbs

appropriate for the affective domain.

Category/Level Behavioral Verbs

Receiving attend, accept, develop,
recognize
Responding complete, comply, cooperate,
discuss, examine, obey,
respond
Valuing accept, defend, devote,
pursue, seek
Organization codify, discriminate, display,
order, organize, systematize,
weigh
Characterization by a Value internalize, verify

If we are desirous to apply the continuum of Krathwohl et.al to

our teaching, then we are encouraging students to not just receive
information at the bottom of the affective hierarchy, instead, as
teachers, we would like them to respond to what they learn, to
value it, to organize it, and even to characterize it.

The affective domain is the least studies and most often

overlooked domain in educational literature despite the fact that
almost every researcher or author begins with a premise on the
importance of the affective domain in the teaching-learning
process. The reson, perhaps, is the fact that affective domain is
the most nebulous and the hardest to evaluate among Bloom’s
three domains. Traditional assessment procedures, for instance,
concentrate on the cognitive aspects of learning and as teachers
majority of us typically focus our efforts on the development of
tasks and instruments for measuring cognitive learning.
However, it is important to realize that by tapping the potentials
of the affective domain in enhancing learning, we increase the
likelihood of real and authentic learning among our students.

Similarly, students may experience affective roadblocks to

learning that can neither be recognized nor solved with using a
purely cognitive approach.

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 Activity 2 Learning Objective Construction

Now that you have recognized and understood the taxonomy in

the affective domain, you are tasked to apply the concepts in the
given situation by crafting affective objectives correctly. The
affective objectives must be measurable. Use the template
provided for your answer.

(Application) Situation:

The school, being sectarian, wants to ensure that their graduates

will embody the character traist that are expected of their
graduates. As such, the president gave an instruction that
religion must be integrated in all subjects and not just during
religion class.

As a teacher, what and how will you support this direction of the
school president so that it will be realized, focusing on the
affective domain of the students?

Category/Level Measurable Affective Objective

Receiving

Responding

Valuing

Organizing

Characterizing by
a Value

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 Congratulations! You have successfully completed the first
lesson of the Module 4. Always remember that the
aforementioned affective taxonomy serves as a valuable part of
assessment of affect. Through them, standard or level of affect
that is part of the target is determined. In addition, it also provides
good suggestions for using student behaviors as indicators of
affect at each of the levels.

You are now ready for Lesson 2, the Affective Learning

Competencies. Good luck!

LESSON 2 Affective Learning Competencies

At the end of this module, you should be able to:

a. identify the different affective traits and learning

targets; and

b. craft affective learning outcomes for the different levels

in the affective domain.

Time Frame This session is intended for 2 sessions (2 hours).

Hi, student! Welcome to Module 4 - Lesson 2: Affective

Learning Competencies. In this lesson, we will look at how
learners’ attitudes towards academic tasks influence their
achievements. We will look at the affect side of the learners on
how it helped the students like the activities and do the activities
better.

Activity 1 Situational Analysis

In this activity, you are tasked to analyze and identify the

characteristics of classroom environment is/are present in the
situation. You need to propose what action/s must be done to
improve the situation. Discuss your answers and give your
comments and suggestions in our big group discussion.

Activity Classroom Characteristics of Action to

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 Situation Classroom Improve the
Environment Situation

VP for Linkages
complained to the
Office of Student
Affairs that
Section A was so
noisy and unruly,
that their office
operation was
affected, as the
Linkages Office is
adjacent to the
classroom of
Section A. As per
complaint, a group
of students are
quarreling and
others are playing.
The complaint was
brought to the
attention of the
adviser of Section
A. But the adviser
dialed to extricate
what happened
since no one
among the class
wants to tell the
true story.

Let us now check how you examined the situations presented

above.

QUESTIONS ANSWERS
1. Why did you come up
with that action plan?

2. What are the factors you

have considered in the the
decision you have made?

Analysis 3. What do you think is/are

the reason/s why the adviser
of Section A failed to

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 extricate what happened?

4. Do you think that the

environment and attitudes of
the learners affect their
learning? Why or why not?

Now, let us have the discussion about the affective learning

competencies.

Affective desired learning competencies are often stated in the

form of 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.
Abstraction
 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. Different archers
have different styles, so do different teachers. Thus, you
can shoot your arrows (objectives) in many ways. The
important thing is that they reach your target (goals)
score the bulls eye!

In the affective domain, and in particular, when we consider

learning competencies, we also consider the following 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 compoenents:

Cognitions Affect Behavioral Evaluation

Intentions
- beliefs, - refers to - refers to - central
theories, our feelings goals, component

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 expectancies, with respect aspirations, of attitudes.
cause-and- to the focal and our - consists of
effect beliefs, object such expected the
and as fear, response to imputation of
perceptions liking, or the attitude some degree
relative to the anger. object. of goodness
focal object. or badness to
- not the an attitude
same as object.
“feelings” - function of
cognitive,
affect and
behavioral
intentions of
the object.

Why study attitudes?

 Can influence the way we act and think in the social
communities.
 Can function as frameworks and references for forming
conclusions and interpreting or acting for or against an
individual.

Motivation. A reason or set of reasons for engaging in a

particular behavior, especially human behavior as studied in
psychology and neuropsychology. According to Geen (1995),
motivation refers to the initiation, direction, intensity, and
persistence of human behavior.

The Need Theory (Abraham Maslow Hierarchy of Human

Needs). One of the theories that explain human motivation. It
can be summarized as follows:
 Human beings have wants and desires which influence
their behavior; only unsatisfied needs can influence
behavior, satisfied needs cannot.
 Arranged in order of importance, from the basic to the
complex.
 The person advances to the next level of needs only after
the lower need is at least minimally satisfied.
 The further the progress up the heierachy, the more
individuality, humanness and psychological health a
person will show.

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 The Two-Factor Theory by Frederick Herzberg. One of the
theories that explain human motivation. He stated that certain
factors in the workplace result in job satisfaction while others do
not, but if absent lead to dissatisfaction. He distinguished
between:
 Motivators (challenging work, recognition,
responsibility- positive satisfaction
 Hygiene factors (status, job security, salary and fringe
benefits) which do not motivate if present, but if absent
will result in demotivation.

The ERG Theory (Existence, Relatedness, and Growth) by

Clayton Alderfer. He expanded the Maslow’s hierarchy of
needs.

Self-efficacy. An impression that one is capable of performing

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.

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 Affective Traits and Learning Targets
The word affective refers to a variety of tarits and dispositions
that are different from knowledge, reasoning, and skills. This
term means the emotions or feelings that one has toward
someone or something. Shown in the table below are the
different affective traits and its corresponding description:

Trait Description
Attitudes Predisposition to respond
favorably or unfavorably to
specific situations, concepts,
objects, institutions, or
persons
Interests Personal preference for
certain kinds of activities
Values Importance, worth, or
usefulness of modes or
conduct and end states of
existence
Opinions Beliefs about specific
occurences and situations
Preferences Desire to select one object
over another
Motivation Desire and willingness to be
engaged in behavior
including intensity of
involvement
Academic self-concept Self-perception of
competence in school and
learning
Self-esteem Attitudes 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 development Growth, change, and
awareness of emotions and
ability to regulate emotional
expression
Social relationships Nature of interpersonal
interactions and functioning
in group setting
Altruism Willingness and propensity

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 to help others
Moral development Attainment of ethical
principles that guide decision-
making and
behavior
Classroom development Nature of feeling tones and
interpersonal relationship in a
class

Activity 2 Learning Objective Construction

Now that you have recognized and understood the affective

learning competencies, you are tasked to apply the concepts by
giving a learning competency objective in the affective domain
for each of the levels in the taxonomy of Krathwohl. Assume that
you are teaching a subject in your field of specialization. Use the
template below in crafting your affective learning competencies.

Topic:
Application
Brief Description of the Topic:

Learning Competency Objective:

Receiving:

Responding:

Valuing:

Organization:

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 Characterization by Value:

Congratulations! You have successfully completed the second

lesson of the Module 4. Always remember that positive affective
traits influence motivation, involvement, and cognitive learning.
Moreover, the affective domain defines different levels of affect
in hierarchical manner, from attending to something to using
something as a factor in determining one’s life.

You are now ready for Lesson 3, the Assessment in the Affective
Domain. Good luck!

LESSON 3 Development of Affective Assessment Tools

Time Frame This session is intended for 3 sessions (3 hours).

Hi, student! Welcome to Module 4 - Lesson 3: Development of
Affective Assessment Tools. In this lesson, you are expected to be
equipped with knowledge about developing affective assessment
tools since the practice of routinely assessing the affective learning
constructs are often left behind.

Activity 1 Concept Mapping

To start off our discussion, you are tasked to construct a concept

map showing the use or purpose of using affective assessment
tools.

AFFECTIV
Activity
E
ASSESSM
ENT
TOOLS

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 Let us now check how you constructed your concept map.

QUESTIONS ANSWERS
1. What is the purpose of
affective assessment tools?

Analysis

2. How did you come up with

those ideas?

3. What makes the affective

assessment tools different from
the cognitive and psychomotor
assessment
tools?

4. How will the affective

assessment tools help in the
development of the learner?

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 Now, let us have the discussion about the affective assessment
tools.

Assessment tools in the affective domain, in particular, those which

are used to assess attitudes, interests, motivations, and self-
efficacy, have been developed.

Three feasible methods of assessing affective traits and

dispositions:
1. teacher observation
Abstraction 2. student self-report
3. peer ratings

Three considerations in assessing affect:

1. Emotions and feelings change quickly most especially for
young children and during early adolescence.
2. Use varied approaches in measuring the same affective
trait as possible.
3. Decide what type of data or results are needed: individual
or group data.

Teacher Observation
This is often used when the teacher wants to observe the approach
behaviors (positive) and avoidance behaviors (negative). There
are two types of this kind of observation: the unstructured and
structured observation.
 Unstructured observation- normally open-ended, no
checklists or rating scale is used. Everything that is
observed is just simply recorded.
 Structured observation- checklist or rating forms are to be
made since it will be used to record observations.

Student self-report
 Student interview- there is an opportunity that teachers
may have direct involvement with the students wherein
teachers can probe and respond for better understanding.
 Surveys and questionnaires- there are two types of using
survey and questionnaires: the constructed response, in
which it I straightforward approach asking the students
about their affect by responding to simple statement of
question; the selected-response, in which students can
choose from options and this assures anonymity.

Peer ratings

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  Least common method in assessing affect because students
may not take this seriously. However, the teachers can
accurately observed what is being assessed in peer ratings
since teachers also engage with the students.

Sample of Affective Assessment Tools

a. Checklists
- contain criteria that docus on the intended outcome or
target. It helps students in organizing the tasks assigned to
them into logically sequenced steps rhat will lead to
successful completion of the task.

Sample Observation Checklist

Name: Subject: Date:

Type of Assignment
Not Yet Some- Fre-
times quently
Gets work done on time
Organizes work
Works well with others

Comments:

b. Rating Scale
- helps students understand th learning target/outcomes
and to focus students’ attention to performance. It gives
feedback to students as far as their strengths and
weaknesses with respect to the targets to which they are
measured. Students not only learn the standards but also
may internalize the set standards. In addition, ratings help
to show each student’s growth and progress.

Sample Rating Scale

Directions: Put the score on the column for each of the statement
as it applies to you. Use 1 to 5, 1 being the lowest and 5 the

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 highest possible score.

SCORE
1. I am happy during Mathematics class.
2. I get tired doing board work and drills.
3. I enjoy solving word problems.

c. Likert Scale
- It is a list of clearly favorable and unfavorable attitude
statements. The students are tasked to respond to each of
the statement that usually uses a five-point scale: Strongly
Agree, Agree, Undecided, Disagree, Strongly Disagree.

Sample of Likert Scale

Direction: Put a check on the column for each of the statement

that applies to you.

Legend:
Strongly Agree (SA)
Agree (A)
Undecided (U)
Disagree (D)
Strongly Disagree (SD)

(SA) (A) (U) (D) (SD)

5 4 3 2 1
1. I am happy during
Mathematics class.
2. I get tired doing board work
and drills.

d. Semantic Differential Scale

- This uses adjective pairs that provide anchors for
feelings or beliefs that are opposite in direction and
intensity. Students would place a check between each pair
of adjectives that describes positive or negative aspects of
the trait.

Sample of Semantic Differential Scale

Traits/attitude toward Mathematics subject

Boring Interesting
Important Useless

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 e. Sentence Completion
- It captures whatever comes to mind from each student.

Sample of Sentence Completion

1. I think Mathematics as a subject is

.

2. I like my Mathematics teacher the most because

.

Activity 2 Learning Objective Construction

Now that you have recognized and understood the affective

assessment tools, it is not your turn to construct tools that would
help teachers assessing and measuring the affective domain of the
learner. Your task is to craft one affective assessment tool of each
of the following:

a. Checklist
b. Rating Scale
c. Likert Scale
d. Semantic Differential Scale
Application e. Sentence Completion

Congratulations! You have successfully completed the third lesson

of the Module 4. Always remember that proper, on-going
assessment of the affective domain (students’ attitudes, values,
dispositions, and ethical perspectives) is essential in any efforts to
improve academic achievement and quality of the educational
experience provided.

Hats-off! You have just finished the Module 4. You are now ready
for Module 5. Good luck!

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MODULE SUMMARY

MODULE 4 LEARNING KEY POINTS

 Positive affective traits influence motivation, involvement, and cognitive learning.

 The term affect refers to emotions and feelings, yet affective targets include cognitivw
and behaviroal traits.
 Attitudes refer to predispositions to respond favourably or unfavourably. They include
cognitive, affective, and behavioural components.
 Motivation is the purposeful commitment to learn.
 Motivation is determined by self-efficacy and the value of learning.
 The affective domain of Bloom’s taxonomy defines different levels of affect in
hierarchical manner, from attending to something to using something as a factor in
determining one’s life.
 The three methods to assess student affect are: teacher observation, student self-report,
and peer ratings.
 Students affect can be measured through checklist, rating scale, likert scale, semantic
differential scale, and sentence completion..
 A holistic approach is required so as to have a meaningful evaluation of student learning.

REFERENCES

Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon City: Adriana
Publishing Co. Inc.
Navarro, R. and Santos, R. (2013). Authentic Assessment of Student Learning Outcomes
Assessment 2 (2nd Edition). Quezon City: Lorimar Publishing Inc.

Project WRITE XI: An Easy Guide for Course Pack making and Module
Development