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Chapter 5 Handouts
Chapter 5 Handouts
MNEMONIC:
ReResVOC
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CHAPTER 5: Assessment in the Affective Domain
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Behavioral terms tend to simplify the assessment and measurement
methodologies that are suggested in this chapter. Behavioral objectives focus on
observable behaviors which can then be easily translated in quantitative terms.
recognize
b. Affect – refers to our feeling with respect to the focal object such as fear, liking,
or anger.
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Why study attitudes?
Attitudes can influence the way we act and think in the social communities we
belong.
Function as frameworks and references for forming conclusions and interpreting
CHAPTER 5: Assessment in the Affective Domain
Abraham Maslow’s hierarchy of human needs theory is the most widely discussed
theory of motivation. The theory can be summarized as thus:
✓ Human beings have wants and desires which influence their behavior; only
unsatisfied needs can influence behavior; satisfied needs cannot.
✓ Since needs are many, they are arranged in order of importance, from the
basic to the complex.
✓ The person advanced 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.
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Herzberg’s two factor theory is another need theory of motivation. Frederick
Herzberg’s two factor theory concludes that certain factors in the workplace result in job
satisfaction, while others do not, but if absent lead to dissatisfaction. He distinguished
between:
CHAPTER 5: Assessment in the Affective Domain
• 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 factor is used because like hygiene the presence will make
you healthier, but absence can cause health deterioration. The theory is sometimes
called the Motivator-Hygiene Theory. From a practical point of view (vs. academic)
Herzberg’s two factor theory has proven more powerful than Maslow since its
concepts are simpler to understand.
Finally, created by Clayton
Alderfer, Maslow’s hierarchy of
needs was expanded, leading to
his ERG theory (existence,
relatedness and growth).
Physiological and safety, the lower
order needs, are placed in the
existence category. Love and self-
esteem need in the relatedness
category while the growth
category contained the self-
actualization and self-esteem
needs.
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Motivation is of particular interest to educational psychologists because of the crucial
role it plays in student learning. However, the specific kind of motivation that is studied in
the specialized setting of education differs qualitatively from the more general forms of
motivation studied by psychologists in other fields. Motivation in education can have
several effects on how students learn and their behavior towards subject matter (Omrod,
CHAPTER 5: Assessment in the Affective Domain
2003). It can:
SELF-REPORT
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The teacher ensures that the students write something which would demonstrate
the various levels of the taxonomy e.g., lowest level of receiving up to
characterization.
CHECKLIST
CHAPTER 5: Assessment in the Affective Domain
RATING SCALE
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Good ___ ___ ___ ___ ___ ___ ___ Bad
3 2 1 0 1 2 3
Usually, the position marked 0 is labeled “neutral,” the 1 position are labeled
CHAPTER 5: Assessment in the Affective Domain
“slightly,”, the 2 positions “quite,” and the 3 positions “extremely.” In the illustration
above, for instance a “3” close to bas would be an “extremely bad” reaction. The
scale actually measures two things: directionality of a reaction (e.g., good versus bad)
and also intensity (slight through extreme). Usually, a person is presented with some
concept of interest without any other explanatory remarks, e.g., Math teacher, and
asked to rate it on a number of such scales. Ratings are combined in various ways to
describe and analyze the person’s feelings.
b. Thurstone Scale
Directions: Put a check mark on the blank if you agree with the item.
____1. Blacks should be considered the lowest class of human beings. (scale value =
0.9)
____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 in 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)
c. Likert Scale
In 1932, Rensis Likert developed the method of summated ratings (or Likert‟s scale),
which is still widely used. 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
items to include. Likert scales are derived as follows:
i) You pick individual items to include. You choose individual items that you
know correlate highly with the total score across items.
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ii) You choose how to scale each item. For example, you construct labels for
each scale value (e.g., 1 to 7) to represent the interpretation to be assigned
to the number.
iii) You ask you target audience to mark each item.
You derive a target‟s score by adding the values that target identified on
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iv)
each item.
d. Guttman Scale
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