PRAYER

LET’S DANCE
 classroom rules
Listen
actively Ask
to each questions Respect
teacher

Raise Allow
your everyone
hand to the
chance to
speak
speak
 Cebrian, Jafar
Meet the Alahay, Robert
group 7 : Borlagdan, Nicca
Authentic Assessment of the
Affective Domain
Other affective Targets (Continuation)
OBJECTIVES
At the end of the lesson, learners will be able to:
A. Define the affective targets in education and
its significance in holistic learning.
B. Appreciate the importance of assessing the
affective targets in classroom setting.
C. Write an affective autobiography describing how
learning is affected by affective targets.
REview
 ACTIVITY: Spelling BEE
The class will be divided into four groups. Each group should
write and spell words correctly, and raise their hand with their
answer when done. The group that corrects and first to answer
will have the power to choose which group number will share or
provide ideas about the word they spelled.
Authentic Assessment of the
Affective Domain
Other affective Targets (Continuation)
 The Taxonomy
in the Affective Domain
The taxonomy in the affective domain contains a large
number of objectives in the literature expressed as
interests, attitudes, appreciations, values, and emotional
sets or biases. [from Krathwohl et al, 1964 ]
The descriptions of each step in the taxonomy called
from Kratwohl Taxonomy of Affective Domain (1964)
are given as follows:
Receiving is being aware of or
sensitive to the existence of certain
ideas, material, or phenomena and
being willing to tolerate them.
 Responding is committed in some
small measure to the ideas,
materials, or phenomena involved by
actively responding to them.
Valuing is willing to be perceived
by others as valuing certain ideas,
materials, or phenomena.
Organization is to relate the value
to those already held and bring it
into a harmonious and internally
consistent philosophy.
Characterization by value or value
set is to act consistently in
accordance with the values he or
she has internalized.
Affective Learning Competencies - Affective learning
competencies refer to the skills, behaviors, and capacities that
individuals develop in the affective domain through education
and experience.

Affective Domain – it addresses the feeling, emotion, behavior,

attitude.

David Krathwohl – author of the book “TAXONOMY OF

EDUCATIONAL OBJECTIVES” in 1965
Verbs of behavioral terms that can be used to express learning
competencies or objectives in the affective domain

RECEIVING RESPONDING VALUING

-Accept -Complete -Accept

-Attend -Comply -Defend
-Develop -Cooperate -Devote
-Discuss -Pursue
-Recognize
-Examine
-Seek
-Obey
-Respond
ORGANIZATION CHARACTERIZATION
-Codify BY VALUE
-Discriminate
-Internalize
-Display
-verify
-Order
-Organize
-Systematize
-Weigh
other affective targets
(continuation)
 6. LOCUS OF CONTROL
- A locus of control orientation is a belief about whether the
outcomes of our actions are contingent on what we do
(internal control orientation)

-or on events outside our personal control (external control

orientation), explained psychologist Philip Zimbardo in his 1985
book Psychology and Life.
 What Role Does Your Locus of Control
Play in Your Life?
o Internal locus of control is often used synonymously with
"self-determination" and "personal agency."

o In some situations, having an external locus of control can

be a good thing particularly when a person's level of
competence in a particular area is not strong.

o Research has suggested that men tend to have a higher

internal locus of control than women and that locus of control
tends to become more internal as people grow older.
 Locus of Control Theory
INTERNAL EXTERNAL
If you have an external locus If you have an internal locus of
of control, you believe that control, you believe that your
your actions do not control the actions directly influence
outcomes in your life. outcomes.

Example: You think you failed Example: You think you failed your
your exams because your exams because you didn't study
teacher is biased or grades are hard enough. You believe you can
really luck of the draw. As a do better if you study harder next
result, you're less motivated to time, so you create a study plan
study. and get to work.
 7. SELF-EFFICACY
-Self-efficacy is an impression that one is capable of performing
in a certain manner in attaining certain goals.

-It is a belief that one has the capabilities to execute the

courses of actions required to manage prospective situations.

-Self-esteem refers to a person's sense of worth, whereas self-

efficacy refers to a person's perception of their ability to reach
a goal.
 8. ANXIETY
-Anxiety is defined as a painful or apprehensive
uneasiness of mind usually over an impending or
anticipated ill. (Merriam 3 Webster, 2012).

-Some students can be motivated by anxiety. Stress

is how a person mentally and physically reacts to
circumstances that are considered difficult or
challenging (Beckner, 2004).
Normal Anxiety vs. Problem Anxiety
Normal anxiety problem anxiety
-Triggered by certain -Interference
events and situations with daily life

-Intermittent -Irrational

-Beneficial -Chronic
 9. CREATIVITY
-Creativity is defined as the tendency to generate or
recognize ideas, alternatives, or possibilities that may be
useful in solving problems, communicating with others,
and entertaining ourselves and others.

-The ability to generate alternatives or to see things

uniquely does not occur by change; it is linked to other,
more fundamental qualities of thinking, such as flexibility,
tolerance of ambiguity or unpredictability, and the
enjoyment of the unknown.
 SIGNIFICANT BENEFIT OF CREATIVITY
IN THE CLASSROOM
1. Creativity is multidisciplinary.
2. Creativity reduces stress and anxiety.
3. Creativity allows one to enter his "happy zone" and have fun.
4. Creativity gives a sense of purpose.
5. Creativity leads to feelings of accomplishment and pride.
1. Creativity is multidisciplinary.
2. Creativity reduces stress and anxiety.
3. Creativity allows one to enter his
"happy zone" and have fun.
4. Creativity gives a sense of purpose.
5. Creativity leads to feelings
of accomplishment and pride.
 10. EPISTEMOLOGICAL BELIEFS
-Epistemological beliefs are individuals' fundamental
assumptions about knowledge, its nature, and appropriate
ways to create it (Hofer and Pintrich 2002; Schommer 1994).

-In this way, an understanding of these beliefs is relevant

for understanding paid work, because modern working life -
as well as society more broadly - is subject to constant
change. Hence, employees face demands to constantly
develop their individual competence throughout their working
lives (Harteis and Gruber 2004).
Does Anyone have a
Question ?
APPLICATION: MY AFFECTIVE AUTOBIOGRAPHY
After learning the affective targets, your task is to
come with your own AUTOBIOGRAPHY describing how your
learning is affected by these concepts. Your autobiography
must contain all the key words/concepts discussed in the
lesson. Also, provide examples or situations on how these
concepts affect your learning. This should consist of NOT
more than 250 words and minimum of 4 paragraphs. Observe
carefully the standards.
RUBRIC
ASSESSMENT
 Thank you!

Alahay, Robert Jr. Cebrian, Jafar

Borlagdan, Nicca