PERIOD 2 NOTES ON PERFORMANCE ASSESSMENT

EDU 535 ASSESSMENT IN LEARNING 2

Topics:
Assessment in Affective Domain
 Affective Domain learning competencies
o Importance of affective domain
o Taxonomy in the affective domain
o Traits and learning targets
 Developing affective domain assessment tools
o Common assessment methods in the affective domain
o Affective domain assessment tools

ASSESSMENT IN THE AFFECTIVE DOMAIN

As we have previously discussed, there are three different kinds of learning: learning about things you can "know,"
learning about things you can "do," and learning about things you "feel." We will refer to these as knowledge, skills, and
attitudes, or "KSAs" for short. In these notes, we're going to consider the "attitudes" domain more closely. The
information below is based on the theories of Krathwohl, Bloom, and Masia (1973),

The Affective Domain of Learning & Learning Objectives

The affective domain can be broken down into a hierarchy. The hierarchy includes 5 different levels of attitudes, from
the simplest to the most complex. We'll list and explain each below, and we'll give a list of behaviors that learners must
perform to show they've mastered the attitude at each level. This will help you pick the verb you'll use when writing
learning objectives dealing with skills.

Five Levels of Attitudes

The attitudes in the affective domain are divided into five different levels, ranging from the most simple--basically the
willingness to pay attention--to the most complex--when a person's behaviors are consistently controlled by their value
system. They represent not so much different kinds of attitudes but rather different degrees. The five levels of attitudes,
in order from simplest to most complex, are:
1. Receiving: Learner is willing to pay attention and listen with respect.
2. Responding: Learner actively responds and participates.
3. Valuing: Learner places value on a behavior, idea, person, institution, etc.
4. Organization: Learner prioritizes values and resolves conflicts between them.
5. Internalizing values: Learner's value system is internalized and controls his or her behavior.
The levels of the affective domain are often represented as different levels of a pyramid, with receiving, the simplest
level, making up the bottom of the pyramid and internalizing values, the most complex level, making up the top.
Creating Stronger "Attitudes" Learning Objectives for the Affective Domain
Now, let's apply what we just discussed above to the best way to write a learning objective. You probably remember
that when you write a learning objective, one part of the objective describes a behavior the learner must perform, and
this behavior is expressed as a verb within the objective. So, we can make it easier to write a learning objective by
coming up with a collection of verbs that describe behaviors in each level of the affective taxonomy above. Check out
the list below to get some ideas.
1. Receiving: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits,
erects, replies, uses
2. Responding: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices,
presents, reads, recites, reports, selects, tells, writes
3. Valuing: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies,
proposes, reads, reports, selects, shares, studies, works
4. Organization: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates,
generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes
5. Internalizing values: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes,
qualifies, questions, revises, serves, solves, verifies
Keep these different levels of the "attitudes" in mind, and the verbs to use when writing learning objectives for each
level, and you'll not only create better learning objectives, you'll create better training materials too.

Affective Learning Competencies

Affect describes a number of non-cognitive variables such as a person's attitude, interests, and values. Student affect is
important and teachers can help their students acquire positive attitudes. According to Popham (2003), the reason why
it is important to assess affect are:
1. educators should be interested in assessing affective variables because these variables are excellent predictors
of students' future behavior;
2. teachers should assess affect to remind themselves that there's more to being a successful teacher than helping
students obtain high scores on achievement tests;
3. information regarding students' affect can help teachers teach more effectively on a day-to-day basis
Tanner (2001) posits that aptitudes and attitudes are related to the academic achievement of learners. Information
about learners' experiences with a subject or n activity is only part of what is needed as input in order to explain their
performance.

Importance of Affective Targets

Researches have established a clear link between affect and cognitive learning (Omrod, 2004). Students are more
proficient in problem-solving if they enjoy what they do. Students who are in a good mood and emotionally involved are
more likely to pay attention to information, remember it meaningfully and apply it.

Though the linkage of effect and learning of students has been well-established, there remains very little systematic
assessment of affect that is applied in classroom instruction. Motivation and involvement of students in learning
activities are affected by students' attitudes toward learning, respect for others, and concern for others. Though these
factors are known to teachers, yet most teachers do not utilize any kind of formal affective assessment. Possible reasons
are:
 school routines are organized based on subject areas, and
 assessment of affective targets is fraught with difficulties
Cognitive subject matter targets are agreed on as desirable for all students. This places affect in a position of importance
but still secondary to cognitive learning. It also makes difficult to determine which affective targets are appropriate for
all students. It is simply not easy to define attitudes, values, and interests.

Affective Traits & Learning Targets

Positive affective traits and skills are essential for:
 effective learning;
 being an involved and productive member of our society;
 preparing for occupational & vocational satisfaction and productivity (for example work habits, willingness to
learn, interpersonal skills);
 maximizing the motivation to learn at present and in the future;
 preventing students from dropping out of school

The word affective refers to a variety of traits and dispositions that are different from our knowledge, reasoning, and
skills (Hohn, 1995). Technically, this term means the emotions or feelings that one has toward someone or something.
Nevertheless, attitudes, values, self-concept, citizenship, and other traits are usually considered to be non-cognitive.
Most kinds of student affect involve both emotion and cognitive beliefs. Shown in the table below are different affective
traits and its corresponding description:
 TRAIT DESCRIPTION
Attitude Predisposition to respond favorably or unfavorably to specified
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 occurrences and situations
Preferences Desire to select one object over another
Motivation Desire and willingness to be engaged in behavior including the
intensity of involvement
Academic Self-Concept Self-perception of competence in school and learning
Self-Esteem Attitudes toward oneself; a 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 Growth, change, and awareness of emotions and the ability to
Development regulate emotional expression
Social Relationships Nature of interpersonal interactions and functioning in a group
setting
Altruism Willingness and propensity to help others
Moral Development Attainment of ethical principles that guide decision-making and
behavior
Classroom Nature of feeling tones and interpersonal relationship in a class
Development

Attitude Targets
McMillan (1980) defines attitude as internal states that influence what students are likely to do. The internal state can in
some degree determine positive or negative or favorable or unfavorable reactions toward an object, situation, person,
or group of objects, the general environment, or group of persons. It does not refer to behaviors, what a student knows,
right or wrong in a moral or ethical sense, or characteristics such as race, age or socioeconomic status.

Forsyth (1999) found out that attitudes consist of the following components:
 an affective component of positive or negative feelings
 a cognitive component describing worth or value (thoughts)
 a behavioral component indicating a willingness or desire to engage in particular actions

The affective component consists of the emotion or feeling associated with an object or a person. A strong and stable
attitude is manifested when all three components are consistent. This means that if a student like Science (affective
component), the student thinks it is valuable (cognitive component), and reads Science related materials at home
(behavioral component), it translates that the student has a very strong positive attitude. On the other hand, it is likely
that for many students, these components will contradict one another. For example, a certain student may not like
English very much but thinks that English is important. The question is, what would be her attitude towards English?
That would depend on what components of the attitude is being measured. If it is only affective component then the
attitude would be negative; but if it the cognitive component, it would translate to a positive attitude.

Visit this link for the second part of our lesson about Affective Assessment Methods and Tools:
https://www.studocu.com/ph/document/university-of-rizal-system/bachelor-of-secondary-education-
english/development-of-affective-tools/20877072

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