 GROUP 1  GROUP 1 

ABAD, Joy Cheryl Angela M. PARAS, La Purisima D.

GONZALES, Rowilyn F. SALMASAN, Nor Len V.

LLARVES, Diana Shane S. TALAVERA, Maria Angelica C.

“SOME PEOPLE ARE SCHOOLED BUT FEW ARE EDUCATED.”

CHAPTER 5: Assessment in the Affective Domain

In 1965, Benjamin Bloom published his taxonomy consisting of three domains:

cognitive, psychomotor, and affective. Cognitive emphasizes measurements of
reasoning and mental faculties of children, psychomotor is about the ability or skills of the
students, and affective describes learning objectives that emphasize a feeling tone, an
emotion, or a degree of acceptance or rejection.

- expressed as interests, attitudes, appreciations, values, and emotional sets or

biases
- least studied and mostly overlooked domain in educational literature despite
the fact that almost ever researcher or author begins with a premise on the
importance of the affective domain in the teaching-learning process
- the most nebulous and the hardest to evaluate of Bloom’s three domains
- by tapping the potentials of the affective domain in enhancing learning, we
increase the likelihood of real and authentic learning among our students

TAXONOMY IN THE AFFECTIVE DOMAIN

MNEMONIC:

ReResVOC

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CHAPTER 5: Assessment in the Affective Domain

AFFECTIVE LEARNING COMPETENCIES

Affective desired learning competencies are often stated in the form of

instructional objectives (specific, measurable, short-term, observable student behaviors).
It is far more difficult to state an objective in the affective domain because they often
refer to feelings and internal processes of the mind and body that cannot be tested and
measured using traditional methods.

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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.

RECEIVING accept, attend, develop,

CHAPTER 5: Assessment in the Affective Domain

recognize

RESPONDING complete, comply, cooperate,

discuss, examine, obey, respond

VALUING accept, defend, devote, pursue,

seek

ORGANIZATION codify, discriminate, display,

order, organize, systematize,
weigh

CHARACTERIZATION internalize, verify

1. ATTITUDES: 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 – statements of our beliefs, theories, expectancies, cause-and-effect

beliefs, and perceptions relative to the focal object.

b. Affect – refers to our feeling with respect to the focal object such as fear, liking,
or anger.

c. Behavioral intentions – our goals, aspirations, and our expected responses to

the attitude object.

d. Evaluation – often considered the central component of attitudes. Evaluations

consist of the imputation of some degree of goodness or badness to an attitude object.
Evaluations are function of cognition, affect and behavioral intentions of the object. It is
most often the evaluation that is stored in memory, often without the corresponding
cognitions and affect that were responsible for its formation (Robert Scholl, University of
Rhode Island, 2002).

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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

or acting for or against an individual, concept or idea

 Attitudes may influence behavior; hence, people will behave in ways consistent
with their attitudes.

2. MOTIVATION – is a reason or set of reasons for engaging in a particular behavior,

especially human behavior as studied in psychology and neuropsychology. The
reason may include basic needs (e.g., 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.

According to Geen (1995), motivation refers to the initiation, direction,

intensity and persistence of human behavior. There are many theories that explain
human motivation. The need theory is one of these theories.

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

• 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 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:

• Direct behavior toward particular goals

• Lead to increased effort and energy
• Increase initiation of, and persistence in, activities
• Enhance cognitive processing
• Determine what consequences are reinforcing
• Lead to improved performance

There are two kinds of motivation:

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

3. SELF-EFFICACY – is 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. Unlike efficacy,
which is the power to produce an effect (in essence, competence), self-efficacy is
the belief (whether or not accurate) that one has the power to produce that effect.
It is important here to understand the distinction between self-esteem and self-
efficacy. Self-esteem relates to a person’s sense of self-worth, whereas self-efficacy
related to a person’s perception of his ability to reach a goal. For example, say a
person is a terrible rock climber. He would likely have a poor self-efficacy in regard to
rock climbing, but this would need to affect his elf-esteem.

 SELF-REPORT

Self-report 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. In using this measurement tool, the teacher requires the students to
write their thoughts on a subject matter, like. “Why I Like or Dislike Mathematics”.

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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

The easiest instrument in the affective domain to construct is the checklist. 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 attributed and characteristics you wish to observe

relative to the concept being measured. For instance, if the concept is
“interpersonal relation”, then you might want to identify those indicators or
attributes which constitute an evidence of good interpersonal relation.
• Arrange these attributed as “shopping” list of characteristics.
• Ask the students to mark those attributes or characteristics which are
present and to leave blank those which are not.

 RATING SCALE

A rating scale is a set of categories designed to elicit information about a

quantitative attribute in social science. It is a tool used for assessing the performance
of tasks, skill levels, procedures, processes, qualities, quantities, or end products. It
incorporates quality to the “elements‟ in the process or product which can be numeric
or descriptive. Unlike checklists, rating scales allow for attaching quality to “elements‟
in the process or product. The following are common examples of rating scales:

a. Semantic Differential Scale

The semantic differential scale (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.

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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

Louis Leon Thurstone is considered the father of attitude measurement. He

addressed the issue of how favorable an individual is with regard to a given issue. He
developed an attitude continuum to determine the position of favorability on the
issue. Below is an example of a Thurstone scale of measurement.

Example (from Thurstone, 1931):

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
CHAPTER 5: Assessment in the Affective Domain

iv)
each item.

d. Guttman Scale

In 1944, Louis Guttman suggested that attitude should be measured by

multidimensional scales, as opposed to unidimensional scales such as those
developed by Thurstone and Likert. Guttman pointed out that there should be a
multidimensional view of the attitude construct. He developed the Scalogram
Analysis, Cumulative Scaling, or as usually called, Guttman scaling. The major
characteristic of this scale is that the response to one item helps predict the responses
to the other items. For instance, if the individual responds negatively to the item “I like
oranges”, he is not likely to respond positively to the item “Oranges are great for
breakfast”.

Here’s another example of Guttman scaling:

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