ASSESSMENT OF LEARNING II

Chapter 5
Affective Learning Competencies
Overview
 Affect describes a number of non-cognitive variables
such as person’s attitudes, interests and values.

 Student affect is important and teachers can help

their students acquire positive attitudes.
Overview
 Reasons why it is important to assess affect are:
(1) Educators should be interested in assessing 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 test
(3) Information regarding students’ affect can help teachers teach
more effectively on a day-to-day basis.
Section Intended Learning
Outcome
Able to develop instruments for assessing
affective learning
Chapter Intended Learning
Outcome
Able to craft affective learning outcome for
the different levels in the affective domain.
Aptitudes Dimensions of learners that need to be
assessed aside from students’ academic
Attitudes performance

Associated with what is called the

individual’s affective domain

Adds a significant dimension to assessment

1. Importance of Affective Targets
Positive affective traits and skills are essential for:
 effective learning
 being an involved and productive member or our society
 preparing for occupational and vocational satisfaction and
productivity (e.g. 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
2. Affective Traits and Learning Targets
Affective
variety of traits and dispositions that are
different from knowledge, reasoning and skills
(Hohn, 1995)
means the emotional or feelings that one has
toward someone or something
2. Affective Traits and Learning Targets
Different Affective Traits and its Corresponding Description
TRAITS DESCRIPTION
Predisposition to respond favorably or unfavorably to
Attitudes specified situations, concepts, objects, institutions, or
persons
Interests Personal preference for certain kinds of activities
Importance, worth, or usefulness of modes or conduct
Values
and end states of existence
Opinions Beliefs about specific occurrences and situations
2. Affective Traits and Learning Targets
Different Affective Traits and its Corresponding Description
TRAITS DESCRIPTION
Preferences Desire to select one object over another
Desire and willingness to be engaged in behavior including
Motivation
intensity of involvement
Academic Self-Concept Self-perception of competence in school and learning
Attitudes toward oneself; degree of self-respect,
Self-Esteem
worthiness, or desirability of self-concept
Self-perception of whether success and failure is
Locus of Control
controlled by the student or by external influences
 2. Affective Traits and Learning Targets
Different Affective Traits and its Corresponding Description
TRAITS DESCRIPTION
Growth, change, and awareness of emotions and ability to
Emotional Development
regulate emotional expression
Nature of interpersonal interactions and functioning in
Social Relationships
group setting
Altruism Willingness and propensity to help others
Attainment of ethical principles that guide decision-making
Moral Development
and behavior
Nature of feeling tones and interpersonal relationship in a
Classroom Development
class
2. Affective Traits and Learning Targets
2.1 ATTITUDE TARGETS
Attitudes – internal states that influence what students are
likely to do
Can in some degree determine in learning institutions, this is
positive or negative or favorable
or unfavorable reaction toward contingent to subjects, teachers,
an object, situation, person or other students, homework, and
group of objects, general other objects or persons.
environment, or group of
persons
2. Affective Traits and Learning Targets
Some of the attitudes are listed below:
A POSITIVE ATTITUDE TOWARD A NEGATIVE ATTITUDE TOWARD
Learning Cheating
Math, Science, English and other
Drug use
subjects
Assignments Bullying
Classroom rules Cutting classes
Teachers Dropping out
2. Affective Traits and Learning Targets
Three components or contributing factors of attitudes
(Forsyth, 1999):
1. An affective component of positive or negative feelings.
2. A cognitive component describing worth or value.
3. A behavioral component indicating a willingness or
desire to engage in particular actions.
 2. Affective Traits and Learning Targets
When the teacher describes a students as liking math or enjoying art,
the teacher is focusing on the affective component. (FEELINGS)
A cognitive component is shown when a students can think
history as useless and science valuable. (EVALUATION)
When a student likes science, the student thinks it is valuable, and
reads science related materials at home, it translates that the student has
a very strong positive attitude, thus showing behavioral component.
(ACTION)
 2. Affective Traits and Learning Targets
2. VALUE TARGETS
Value – refers either to end states of existence or to
modes of conduct that are desirable or sought
(Rokeach, 1973)
Conditions and aspects of oneself and
Are manifested in what a person
the kind of world that a person wants
believe is appropriate and needed
such as safe life, world peace, freedom,
in everyday existence such as
happiness, social acceptance, and
being honest, cheerful, ambitious,
wisdom
loving, responsible, and helpful
 2. Affective Traits and Learning Targets
2. VALUE TARGETS
In setting value targets, it is necessary to stick to non-
controversial and those that are clearly related to academic learning
and school and department of education goals.
2. Affective Traits and Learning Targets
Below are values that are commendable and non-controversial:
VALUE SAMPLE VALUE TARGET
Students should learn to value honesty in their dealing with
Honesty
others

Integrity Students should firmly observe their own codes of values

Students should support the view that all citizens should be

Justice the recipients of equal justice from government law
enforcement agencies
Students should belive that democratic countries must
Freedom
provide the maximum level of freedom to their citizens
Popham, 2005
 2. Affective Traits and Learning Targets
2.3 MOTIVATION TARGETS
Includes the students’ initiation of
learning, the intensity of effort
In education, it is the extent to exerted, the students’ commitment,
which students are involved in and the students’ persistence
trying to learn

Determined engagement in learning in order to

gain mastery of knowledge or skills; students take
learning seriously and give importance to
opportunities to learn
2. Affective Traits and Learning Targets
Expectancy Y Value Framework – implies that motivation is
determined by students’ expectations, their beliefs about whether
they are likely to be successful, and the relevance of the outcome

Self-perception of the Self-efficacy of the students

importance of the
performance
Student’s self-perception of his or her
capability to perform successfully
 2. Affective Traits and Learning Targets
2.3 MOTIVATION TARGETS
Will it meet some social and psychological need? (such as self-
worth, competence, or belonging)
Will it help the student meet an important goal?
 Is the activity students engage in are enjoyable or satisfying?
 2. Affective Traits and Learning Targets
2.3 MOTIVATION TARGETS
 Students who believe that they have the capability to be successful and
that the activity they engage in themselves are important to them and
relevant, they will be highly motivated to learn.
 Even if they value the outcome, and yet the students believe that they
don’t have the capability to attain success, their motivation will be weak.
There are many students capable but are unmotivated because the
activity that they are asked to do holds no importance for these
students.
 2. Affective Traits and Learning Targets
2.3 MOTIVATION TARGETS
 Like attitudes, motivation is too ambiguous to use the general
definition as an outcome because it is difficult to pinpoint the source of
lack of effort and involvement.
Mcmillan (2007) suggest that motivation targets should focus on self-
efficacy and value, distinct by academic subject and type of learning
(like knowledge, understanding, reasoning).
 2. Affective Traits and Learning Targets
2.3 MOTIVATION TARGETS
Some examples of motivation targets:
• Students will believe that they are capable of learning how to write
simple computer programs using Java. (self-efficacy)
• Students will believe that it is important to know how to write
simple computer programs using Java. (value)
 2. Affective Traits and Learning Targets
2.3 MOTIVATION TARGETS
In assessing motivation, it is important to consider why students are
learning, the reasons students’ give for their actions.
When students do something or engage themselves in activities because
they find the activities interesting, enjoyable, or challenging, they are
intrinsically motivated.
While extrinsic motivation is doing something because it leads to a
reward or punishment.
 2. Affective Traits and Learning Targets
2.4 ACADEMIC SELF-CONCEPT TARGETS
Academic self-concept is the way students describe themselves as learners.
In setting targets, it is helpful to remember that self-concept and self-
esteem are multi-dimensional (Marsh & Craven, 1997)
Self-esteem is how students feel about themselves.
Self-concept is how students see themselves.
Targets that are specific to subject areas will yield to a more useful
information.
 2. Affective Traits and Learning Targets
2.5 SOCIAL RELATIONSHIP TARGETS
Nature of Social Relationships that can be used
A complex set of interaction as targets:
skills, including identification peer relations friendship
of and appropriate responses
cooperation collaboration
to social indications
taking a stand conflict resolution
These examples are mostly
relevant in basic education, functioning as a group assertiveness
specifically in the elementary level prosocial behavior* empathy
as these social traits are needed
skills in academic achievement. *behaviors that are intended to help others
 2. Affective Traits and Learning Targets
Some examples of social relationship areas as corresponding targets:
SOCIAL TARGET
EXAMPLE
RELATIONSHIP CONCERN
Showing interest in others
Students will share their
Peer Listening to peers
ideas in small group
relationship Sharing to a group
discussion
Contributing to group activities
Sharing
Listening
Students will demonstrate
Cooperative Volunteering ideas and suggestions
that the are able to negotiate
Skills Supporting and accepting others’ ideas
with others and compromise
Taking turns
Criticizing constructively
2. Affective Traits and Learning Targets
2.6 CLASSROOM ENVIRONMENT TARGETS
CHARACTERISTICS DESCRIPTION

Affiliation The extent to which student like and accept each other

The extent to which students are interested in and

Involvement
engaged in learning
The extent to which classroom activities are focused on
Task Orientation
the completion of academic tasks
The extent to which students share norms and
Cohesiveness
expectations
2. Affective Traits and Learning Targets
2.6 CLASSROOM ENVIRONMENT TARGETS
CHARACTERISTICS DESCRIPTION

Competition The emphasis on competition between students

Favoritism Whether each student enjoys the same privileges

The extent to which each student influences classroom

Influence
decisions
Friction The extent to which students bicker with one another
2. Affective Traits and Learning Targets
2.6 CLASSROOM ENVIRONMENT TARGETS
CHARACTERISTICS DESCRIPTION

Formality The emphasis on imposing rules

The extent to which communication among students and

Communication
with teacher is honest and authentic
The extent to which students care about each other and
Warmth
show concern
2. Affective Traits and Learning Targets
2.6 CLASSROOM ENVIRONMENT TARGETS
One of the relevant inputs to improve the classroom
environment is to compare students’ perspectives with those
of teachers’ perspectives as far as classroom ambiance.
3. Affective Domain of the Taxonomy of
Educational Objective
Bloom’s Taxonomy of Educational Objectives
LEVEL DESCRIPTION EXAMPLE
Receiving Concerned with student’s sensitivity to the Student does mathematics
(Attending) existence of certain phenomena and stimuli, activities for grade.
that is, with student’s willingness to receive
or to attend to this stimuli.
It is categorized in three subdivisions that
shows the different levels of attending to
phenomena:
1. Awareness of the phenomena
2. Willingness to receive the phenomena
3. Controlled or selected attention to
phenomena
3. Affective Domain of the Taxonomy of
Educational Objective
Bloom’s Taxonomy of Educational Objectives
LEVEL DESCRIPTION EXAMPLE
Responding Concerned with responses that go beyond Student gives special
merely attending to phenomena. attention to the discussion of
Students are sufficiently motivated that they Mathematics lessons to be
are not just “willing to attend” but are able to answer the activities.
actively attending.

Valuing Reflects the student’s holding of a particular Student actively and

importance or value. consistently participates in
Students display behavior with sufficient the discussion and
consistency in appropriate situations that are interestingly answers all the
perceived as holding this value. activities in Mathematics.
3. Affective Domain of the Taxonomy of
Educational Objective
Bloom’s Taxonomy of Educational Objectives
LEVEL DESCRIPTION EXAMPLE
Organizing Students successively internalize values, they Student integrates the lessons
encounter situations in which more than one learned in Math with Science.
value is relevant.
This requires the necessity of organizing their
values into a system such that certain values
exercise greater control.
Characterizing by Internalization has taken place in an Student applies the lessons
a Value or Value individual’s value hierarchy to the extent that learned in Mathematics in
Complex he or she can be characterized as holding a daily activities such as buying,
particular value or set of values. cooking, and others.
3. Affective Domain of the Taxonomy of
Educational Objective
Bloom’s Taxonomy of Educational Objectives
 serves as a valuable part of assessment of affect
 standard or level of affect that is part of the affect is
determined
 it provides good suggestions for using student behaviors as
indicators of affect at each of the levels
LEARNING KEY POINTS
Positive affective traits influence motivation, involvement,
and cognitive learning.
The term affect refers to emotions and feelings, yet
affective targets included cognitive and behavioral traits.
Attitude refers to predispositions to respond favorably or
unfavorably. They include cognitive, affective, and behavioral
components.
LEARNING KEY POINTS
Motivation is the purposeful commitment to learn.
Motivation is determined by self-efficacy (student’s beliefs
about his or her capability to learn) and the value of learning.
Social relationship targets involve interpersonal interaction
and competence.
Classroom environment is the climate established through
factors such as affiliation, involvement, cohesiveness,
formality, friction and warmth
LEARNING KEY POINTS
The affective domain of Bloom’s taxonomy defines different
levels of affect in hierarchical manner, from attending to
something to using something as a factor in determining one’s
life.