Affective Assessment

Jay Pee L. Manuta

“ How do you assess affective
outcomes of students’
learning?”
 Learning Outcomes:

• Develop an assessment tool to

measure affective outcomes of
learning.
What is affective assessment?
Why assess affective domain?

How do you feel doing mathematics?

What do you like in Mathematics?

Affective Assessment
- deals with measurement of feelings,
attitude or interest, or in general it deals with
the affect dimension of students’ learning.

- Affective domain (derives from the Latin

word affectus, which means “feelings”
Affective Assessment
- this is non-cognitive outcomes of learning
that are not easily seen or explicitly
demonstrated.
-This type of assessment is not aimed to
determine what the students have learned.
Rather, it looks into how students feel while
they are learning, how their learning
experiences have influenced their emotions
and future behaviour.
Affective Assessment
- Assessment on the affective domain is not
only on the part of teachers to know
information about students. It is also useful for
student themselves. Self-awareness of feelings,
emotions, and attitudes can make students
reflect on how they are in the process of
learning.
Affective Assessment
- unlike cognitive and psychomotor
assessment, AA does not determine the grades
the students get. It rather helps teachers
determine what steps need to be taken to help
students achieve academic success.
Affective Assessment
- it can provides supplemental information
about a learning difficulty or behaviour
problem that affects learning. For example, if
students feel nervous in just seeing numerical
symbols and sign of operations, how will the
students be helped in this kind of anxiety?
Fear about mathematics will cause
nervousness and possibly lead to poor
performance, if not failure.
What is the taxonomy of affective domain in
learning?
In the assessment of cognitive domain, you
have used the Revised Bloom's Taxonomy of
Cognitive Processes identified as
remembering, understanding, applying,
analyzing, evaluating, and creating. These ca
be guide in doing affective assessment.
What is the taxonomy of affective domain in
learning?
1. To receive: In this level of affective behavior, the
learner demonstrates an awareness in an activity that is
happening such that he/she gives attention to that
activity. This level involves willingness to receive the
stimulus. For example, looking at the teacher during
lecture is an awareness on a learning stimulus, but
listening and paying attention indicate willingness in
receiving that stimulus.
What is the taxonomy of affective domain in
learning?
2. To respond: In this case, the learner reacts to a
given stimulus or information that has been
received. If a learner participates in a class
discussion, and not merely listening, then the
learner is in this level of behavior. This behavior
may be compliance to a given task, voluntary
engagement, or doing an activity with interest.
What is the taxonomy of affective domain in
learning?
3. To value: This is the level where the learner
demonstrates commitment to the object, knowledge,
or activity. Here, the learner has internalized a set of
specific values such that these values are manifested
through obvious behaviors. For example, picking up
messes outside the classroom without teacher's
presence or saving money for a book, or putting off
lights after class on own decision are "valuing"
behaviors.
What is the taxonomy of affective domain in
learning?
4. To organize: This is the level where the learner has
internalized and integrated his or her feelings,
emotions, beliefs, opinions, etc., resulting to actions
where new values and personalities developed. In this
level, the learner is able to distinguish independently
the right from wrong, and he/she is able to make a
decision on what is more valuable based on his or her
own judgment.
What is the taxonomy of affective domain in
learning?
5. To characterize: In this level of affective trait, the
learner demonstrates his or her beliefs and attitudes
not only in a single event or situation but in multiple
events, showing consistency of the behavior that
establishes an image or character of the learner. The
behavior extends beyond the school setting and
becomes part of his or her lifestyle. For example, if
doing an experiment has instilled the value of patience,
such trait could be carried over to the student's
nonscience activities.
What are the affective variables in learning?

1. Attitude
2. Values and Beliefs
3. Interest
4. Motivation
5. Self-Confidence
What assessment tools are used to measure
affective learning?
1. Self-Report Questionnaires
a. Likert Scale
b. Semantic Differential
c. Checklist
2. Interviews
3. Student Journals
4. Observation