ASSESSMENT IN

THE AFFECTIVE ‘-

DOMAIN
CHARICE MAE L. LUNGSOD
IZELLE DELFIN
ANGEL MATUDAN
BSED SCIENCE-1A 1
Learning Objectives:
At the end of this lesson, students should be able to;
1. Explain the meaning of assessing learning outcomes in the
effective domain;
‘-
2. Discuss soft skills in relation to assessment in the affective
domain;
3. Cite the methods and tools for assessing learning in the
affective domain and;
4. Develop assessment tools to measure learning in the
affective domain. 2
 ‘-
LET’S PLAY
Tumpakners with a twist!
3
Game mechanics:
1. The class will be divided into 4 groups.
2. Each group should have a pair as a representative to play the game.
3. Each pairs in each group will be provided a pen and paper to write their answers.
4. Each pair must have the same answer. If one person only got the correct answer, it is not
‘-
counted.
5. Players will be given a 10 seconds to write their answers. Once the timer ends, the
facilitator will count 1-3 as a go signal to face their partners.
6. Group who gained a high score will be the winner.

Scoring: 1 point each question.

4
SCHOOLED VS. EDUCATED

The terms "schooled" and "educated" may seem similar, but they have distinct meanings:

Schooled – Refers to formal instruction received in a structured environment like a school. A

‘-
person who is schooled has undergone systematic training but may not necessarily have deep
understanding or critical thinking skills.

Educated – Implies a broader, deeper understanding gained through experience, reflection, and
continuous learning. An educated person applies knowledge critically and practically, beyond just
memorization.
5
 The affective domain

Navarro and Santos (2013) state:

The affective domain is the least explored and most frequently
‘-
overlooked in educational literature. Despite this, nearly every
researcher or author acknowledges its significance in the teaching-
learning process. This neglect may stem from the fact that the affective
domain is the most abstract and the most challenging to assess
among Bloom’s three domains. 6
Soft Skills in Affective Domain

Learning outcomes within the affective domain include soft

skills, which differ from hard skills (technical skills). Soft skills are
‘-
non-technical abilities related to workplace behavior, including how an
individual collaborates with others, interacts in professional settings,
approaches challenges, and solves problems effectively.

7
 Categories Soft
Skills
1. Social Skills – Encompasses how students interact with their peers and adults, as
observed by teachers.

‘-
2. Self-Management Skills – Refers to self-regulation, or a student’s ability to
control impulses, plan, focus attention, and reframe experiences using mental
strategies. A lack of self-management is evident when students react impulsively or
without consideration.
.

8
 Categories Soft
Skills
3. Academic Soft Skills – Involves both social and cognitive aspects
that support academic tasks, such as working independently.
‘-

4. Approaches to Learning – Includes engagement in school,

enjoyment of learning, and managing anxiety related to academic
performance.

9
 Observable Behaviors of Soft
Skills
Social Skills
- Provides positive feedback to peers - Offers help or assistance to peers
- Initiates interactions with peers ‘- in peer discussions
- Participates
- Has a sense of humor and shares amusement - Builds friendships
- Demonstrates leadership abilities -Engages in appropriate social behavior

10
 Observable Behaviors of Soft
Skills
Self-Management
- Controls temper when angry - Accepts legitimate rules
‘-
- Compromises to avoid conflict -Responds appropriately to
criticism
- Handles teasing and social provocations - Cooperates with others
- Maintains attention to tasks - Shows respect to teachers and staff

11
 Observable Behaviors of Soft
Skills
Academic Soft Skills
- Works independently - Completes assigned tasks
- Listens to and follows teacher directions ‘-
- Produces quality work based on ability level
- Brings required materials to school
- Attends school on time without unnecessary absences
- Seeks assistance when needed and asks questions
- Uses appropriate study skills
12
 Observable Behaviors of Soft
Skills
Approaches to Learning
- Enjoys school
‘-
- Takes on challenging tasks
- Displays confidence in abilities
- Works hard
- Is enthusiastic and adventurous
- Participates in extracurricular activities
13
THE TAXONOMY OF
EDUCATIONAL
OBJECTIVES ‘-

PREPARED BY: ANGEL REMEDIOS

C. MATUDAN

14
THE TAXONOMY OF EDUCATIONAL
OBJECTIVES
The taxonomy in the affective domain contains a large
scale of objectives in the literature expressed as
‘-
interest, attitudes, appreciations, values, and emotional
sets or biases.( Krathwohl et.al, 1964). The description

15
The descriptions of each step in the
taxonomy culled from Kratwohl's taxonomy
of Affective Domain (1964) are given as
following:
RECEIVING
‘-
RESPONDING

VALUING

ORGANIZATION

CHARACTERIZATION 16
RECEIVING
Receiving is being aware of or sensitive to
the existence of certain ideas, material, or
‘-
phenomena and being willing to tolerate
them. Examples include: to differentiate, to
accept, to listen (for), to respond to.

17
RESPONDING
Responding is being committed in some small
measure to the ideas, materials, or phenomena
‘-
involved by actively responding to them. Example are:
to comply with, to follow, to commend, to volunteer, to
spend leisure time in, to acclaim.

18
VALUING
Valuing is willing to be perceived by others as
attaching importance to certain ideas,
‘-
materials, or phenomena. Examples include:
to increase measured proficiency in, to
relinquish, to subsidize, to support to debate.

19
ORGANIZATION
Organization is relating the value to those
already held and bring it into a harmonious
‘-
and internally consistent philosophy. Examples
are: to, discuss, to theorize, to formulate, to
balance, to examine.

20
CHARACTERIZATION
by value or value set is to act consistently in
accordance with the values he or she has
‘-
internalized. Examples include: to revise, to
require, to be rated high in the value, to avoid, to
resist, to manage, to resolve.

21
 The Taxonomy in the Affective Domain
LEVEL DEFINITION EXAMPLE
RECEIVING Being aware of a Individual would read a
attending to something book passage about
in the environment civil rights
RESPONDING Showing some new ‘- Individual would
behaviors as a result of answer questions
experience about the book, read
another book by the
same author, another
book about civil rights,
etc.
22
VALUING Showing some definite The individual might
involvement or demonstrate this by
commitment voluntarily. attending a
lecture on civil rights.
ORGANIZATION Integrating a new value The individual might
into one's general set of
‘- arrange a civil rights rally.
values, giving it some
ranking among one's
general priorities
CHARACTERIZATION Acting consistently with The individual is firmly
BY VALUE the new value committed to the value,
perhaps becoming a civil
rights leader.

23
‘-

24
Methods of Assessing Learning in
the Affective Domain
Change in attitude, values and habits is the end result
of effective teaching-learning in the affective domain.
‘-
Change in attitude is manifested in our change of
beliefs, feelings, aspirations and attitudes toward
something or someone. These changes in our beliefs
and values in turn have an impact on our level of
motivation and concept of self-efficacy.
25
According to McMillan ( 2007), the three primary
methods for assessing learning and learner
development in the affective domain are: teacher
observation, student self-report, and peer ratings;
‘-
essentially, observing student behavior, asking
students to self-report on their feelings and attitudes,
and getting feedback from peers about a student's
affective behaviors.

26
Teacher Observation
Teacher observation can be unstructured or structured. It is unstructured
when observation is open-ended. 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.
•If unstructured, record brief descriptions of relevant behavior.
•Keep interpretations separate from description.
•Record both positive and negative behaviors.
•Have as much observation of each student as necessary.
27
 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". A teacher may require a student to
write his thoughts, on topics like "Why I Like or Dislike
Physics" or "Why I Like or Dislike Coming to School".

28
PEER RATINGS
How else may a teacher know if a student is realizing the
intended learning outcome in the affective domain other
than teacher observing the student or the student making a
‘-
report about himself/herself. 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 student's
self-report and that of peer rating of the student. 29