Romeo Padilla School of Education and Arts

Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

ASSESSMENT IN LEARNING 2 (EDU10)

Module 3: Assessment in the Affective Domain

INTRODUCTION:
As teachers, we naturally emphasize the cognitive domain in our teaching.
Students think and learn with cognitively and information processing occurs
in their minds. Yet the affective domain can significantly enhance, inhibit or
even prevent student learning. The affective domain includes factors such as
student motivation, attitudes, perceptions and values. Teachers can increase
their effectiveness by considering the affective domain in planning courses,
delivering lectures and activities, and assessing student learning

AFFECTIVE LEARNING COMPETENCIES:

Affect describes several non-cognitive variables such as a person’s
attitude, interests, and values.
Why should teachers be aware of students’ affects?
Learners’ attitudes are related to their academic achievement of
(Tanner 2001).

In a class, it would be an obvious evidence that experience appears to be

consistent from student to student, still some perform better than the
others. This difference among students needs to be part of the
information to assess students better.
 Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

The learners’ attitudes toward academic tasks influence their

achievements (Harter 1988; Lefrancois, 1994). Attitude is associated with
what is called the individual's affective domain, and affect adds a
significant dimension to assessment.
 Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

Importance of Affective Targets:

Researches have established the clear link between affective and cognitive
learning. (Ormrod, 2004). Students are more proficient in problem-solving if
they enjoy what they do.

Students who are in good mood and emotionally involved are more likely
to pay attention to information, remember it meaningfully and apply it.
Too much anxiety obstructs learning and greater motivation is necessary
for maximum performance. A more positive environment fosters good
student engagement and learning than in a classroom with negative
climate (Fraser, 1994).

Motivation and involvement of students in learning activities are affected

by students' attitude toward learning, respect for others, andconcern for
others. Though these factors are known to teachers, yet most teachers do
not utilize any kind of formal affective assessment.

Possible reasons are: (1) school routines are organized based on subject
areas, and 2) assessment of affective targets is burdened with difficulties
(McMillan, 2007).
 Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

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 no easy to define
attitudes, values, and interests.

The second possible reason is that many potential sources of error in

measuring affective traits often result in low reliability. Motivation is of
primary concern. Students need to take such assessments seriously to
provide accurate results, but still many may restrain from giving honest
answer if the responses are not treated with anonymity and
confidentiality.

Though a lot of demotivating instances were mentioned in the previous

paragraphs, these discouraging instances should not hinder the
assessment of the students affect.
 Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

AFFECTIVE TARGETS (McMillan, 2007)

Trait Descriptio
n
Attitudes Predisposition to respond favorably or unfavorably to
specified situations, concepts, objects, institutions, or
persons
Behavior Implies the actions, moves, conduct or functions of an
individual or group towards other persons
Interests Personal preference for certain kinds of activities
because they arouse one’s attention
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
Motivations Desire and willingness to be engaged in behavior
including intensity of involvement
Academic Self- Self- perception of competence in school and learning.
Concept
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 expression
Emotional Growth, change, and awareness of emotions and ability
Development to regulate emotional expression
Social Nature of interpersonal interactions and functioning in
Relationship group setting
Altruism Willingness and propensity to help others
Moral Attainment of ethical principles that guide decision-
development making and behavior
Classroom Nature of feeling tones and interpersonal relationship
Development in a class
 Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

AFFECTIVE ASSESSMENT:

These are assessments that focus on students’ attitudes, interests, and values. For
instance, an assessment that measures how students view themselves as
learners would be an example of an affective assessment instrument.

Dr. Popham (2006) has a bias towards affective measures. He argues that
affective measures are equally, if not more, important as cognitive measures.
Whereas cognitive assessments measure what students can do, affective
assessments measure what students will do in the future.

ASSESSMENT IN THE AFFECTIVE DOMAIN

The affective domain is the least studied and most often overlooked domain
in educational literature.
1. Affective domain is the most nebulous domain of learning to evaluate
2. Traditional tests concentrate on the cognitive aspects of learning.

In the affective domain, when we consider learning competencies, we also

consider the following focal concepts:
1. Attitudes. Attitudes are defined as mental predispositions 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- Cognitions are our beliefs, theories, expectancies,

cause-and-effect beliefs, and perceptions relative to the focal object.
b. Affect- The affective component refers to our feeling with respect tothe
focal object such as fear, liking, or anger.
What feelings are associated with the following colors?
RED BLACK BLUE GREEN WHITE

c. Behavioral Intentions- Behavioral intentions are our goals, aspirations,

and our expected responses to the attitude object.
 Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

d. Evaluation- Evaluations are often considered the central component of

attitudes. Evaluations consist of the imputation of some degree of
goodness or badness to an attitude object. When we speak of a positiveor
negative attitude toward an object, we are referring to the evaluative
component. Evaluations are a function of cognitive, 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).
Development of Assessment Tools:

a. 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 his/her thoughts on a
subject matter, like, "Why I Like or DislikeMathematics". The teacher
ensures that the students write somethingwhich would demonstrate the
various levels of the taxonomy e.g. lowest level of receiving up to
characterization.
“What Do I Feel about Online Class?”

b. A rating scale 15 a set of categories designed to elicit information about

a quantitative attribute in social science. Common examples are the:
• Likert scale and 1-10 rating scales for which a person selects the
number which is considered to reflect the perceived qualityof a
product. The basic feature of any rating scale is that it consists of
several categories. These are usually assigned integers.

• The Semantic Differential (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.
My ability to speak English in the class.
Good 3 2 1 0 1 2 3 Bad
Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave
 Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

MEANING AND TYPES OF MOTIVATION:

Motivation is defined as the process that initiates, guides, and maintains goal-
oriented behaviors. Motivation is what causes us to act, whether it is getting a glassof
water to reduce thirst or reading a book to gain knowledge.

There are three major components to motivation:

1. Activation involves the decision to initiate a behavior. For example, deciding

to enroll in an online class.
2. Persistence is the continued effort toward a goal even though obstacles may
exist. An example of persistence would be taking more psychology courses in
order to earn a degree although it requires a significant investment of time,
energy, and resources.
3. Intensity can be seen in the concentration and vigor that goes into pursuing a
goal. For example, one student might coast by without much effort, while
another student will study regularly, participate in discussions, and take
advantage of research opportunities outside of class. The first student lacks
intensity, while the second pursues his educational goals with greater intensity.

TYPES OF MOTIVATION:

1. Intrinsic Motivation
• Intrinsic motivation means that the individual's motivational stimuli are
coming from within. The individual has the desire to perform a specific task,
because its results are in accordance with his belief system or fulfillsa desire
and therefore importance is attached to it.

2. Extrinsic Motivation
• Extrinsic motivation means that the individual's motivational stimuli are
coming from outside. In other words, our desires to perform a task are
controlled by an outside source. Note that even though the stimuli are
coming from outside, the result of performing the task will still berewarding
for the individual performing the task.
✓ Employee of the month award
✓ Benefit package
Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

✓ Bonuses
✓ Organized activities
 Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

Factors Affecting Motivation:

1. Rewards / Incentives – “I want to get [specific reward], so I’m going to do

[action].”
2. Fear of consequences – “I want to avoid [bad thing], so I’m going to do
[action].”
3. Achievement – “I want to achieve [triumph, milestone, award,
publicrecognition], so I’m going to do [action].”
4. Growth – “I want to feel like I am continually improving, progressing, moving
forward, so I’m going to do [action].”
5. Power – “I want to feel strong, powerful and influential, so I’m going to do
[action].”
6. Social factors – “I want to feel a sense of belonging, like I am part of a tribe,coven
or community, so I’m going to do [action].

I want to pass the board exam so that .

THEORIES ON MOTIVATION:
A. MASLOW’S HIERARCHY OF NEEDS:
• Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA,
and the Hierarchy of Needs theory remains valid today for understanding
human motivation, management training, and personal development.

THE HIERARCHY:
• Needs are hierarchical. Lower-order needs must be satisfied adequately
before higher-order needs can influence behavior.
 Romeo Padilla School of Education and Arts
Assessment of Learning 2
A.Y. 2022-2023 First Term, Second Wave

a. Physiological needs, the lowest on the hierarchy, concern necessities such

as food, air, and water. These needs are satisfied for most people most ofthe
time, but they become potent when
they are not satisfied.
b. Safety needs, which involve
environmental security, dominate
during emergencies: People fleeing
from rising waters will abandon
valuable property to save their lives.
Safety needs are also manifested in
activities such as saving money,
securing a job, and taking out an
insurance policy. Once physiological
andsafety needs are adequately met…
c. Belongingness (love) needs become
important. These needs involve having intimate relationships with others,
belonging to groups, and having close friends and acquaintances. A sense of
belonging is attained through marriage, interpersonal commitments,
volunteer groups, clubs, churches, and the like.
d. Esteem needs comprise self-esteem and esteem from others. These needs
manifest themselves in high achievement, independence, competent work,
and recognition from others. The first four needs are deprivation needs:
Their lack of satisfaction produces deficiencies that motivate people to
satisfy them. Severe or prolonged deficiencies can lead to mental problems:
“Most neuroses involved, along with other complex determinants,
ungratified wishes for safety, for belongingness and identification, for close
love relation- ships and for respect and prestige” (Maslow, 1968, p. 21).
e. At the highest level is the need for self-actualization, or the desire for self-
fulfillment. Self-actualization manifests itself in the need to become
everything that one is capable of be- coming. Behavior is not motivated bya
deficiency but rather by a desire for personal growth.