Assessing the Affective domain at

elementary level students

Submitted by: Bakhtawar Hayyat

Submitted to: Dr Mushtaq
Content
• Introduction
• Statement of the problem
• Objectives of the study
• Methodology
• Significance of the study
• Review of Literature
• Comprehensive Approaches and strategies for
assessing the affective domain at elementary-level
students:
• Practices for assessing affective domain in
elementary level students:
• Analysis and Conclusion
Introduction
• Bloom’s taxonomy is a widely accepted framework
for categorizing different domains of learning.
• It consist of three domains: cognitive, psycho
motor and affective. The cognitive domain
encompasses the mental skills and knowledge that
learners acquire, the psycho motor domain involves
the physical skills and abilities that learners
develop, and the affective domain relates to the
feelings and emotions that learners experience.
Primary education plays a crucial role in shaping the
affective domain of children, as it exposes them to
various social situations and behaviors that influence
their attitudes and values (Krathwohl, 1973).
Affective Domain
The affective domain is one of three domains in Bloom's
Taxonomy, with the other two being the cognitive and
psychomotor the affective domain includes the manner
in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations,
and attitudes (Engel hart, 1956).

It is classified into five levels; those are: receiving,

responding, valuing organizing, and characterizing. Its
levels are developed in low to high sequence manner.
(bloom, 1973).
Statement of the Problem:

• The affective domain refers to the emotional and

social aspects of learning, such as attitudes, values,
interests, and motivation .
This study aims to explore how the affective domain
can be assessed in elementary level students using
various methods and instruments.
Objectives of the Study:

The objectives of this study is

I. To develop comprehensive approaches
and strategies for assessing the affective
domain in elementary-level students.
II. To investigate practices for assessing
affective domain in elementary level students.
Methodology:
• This study is a qualitative overview to provide
detailed and comprehensive information about
assessing affective domain at elementary level
students. The data was collected from various
research articles and literature review to find
out the challenges in assessing affective
domain at elementary level students.
Significance of the study:

The significance of this study is rooted in its

examination of the affective domain within the
elementary-level education context. Understanding the
emotional and affective experiences of young students is
critical for their comprehensive development within the
educational system. Additionally, This research is
valuable to society as it recognizes the holistic nature of
education and highlights the significance of addressing
students' socio emotional development alongside their
cognitive growth.
Review of Literature:
• Krathwohl, Bloom, and Masia (1964) developed one of
the first taxonomies of educational objectives for the
affective domain.
• Gephart and Ingle (1976) later proposed a broader
descriptive taxonomy of the affective domain.
• . Keller (1983) then developed a model for the design of
motivating instruction. This model was later named
ARCS—an acronym for its four categories of attention,
relevance, confidence, and satisfaction. Keller integrated
the works of Bandura (1977) in self-efficacy,
• Weiner (1979) in attribution theory, McClelland
(1976) in motives, and a number of other theorists
into a model that has achieved some importance in
the field of instructional systems technology

• Spielberger (1966) and Tobias (1979) have

performed significant work in the area of anxiety.
• According to Majid and Firdaus (2014) the
assessment of the affective domain in learning is
useful to measure the advancement of learners’
attitudes
• Shermis and Vista (2001) state that affective
behavior covers attitude, interest, motivation,
opinion, personality, and appreciation.
• Anderson (1981) has the same idea and states
that affective characteristic deals with
emotions and feelings.

• Anderson (Gable 2013) says that affective

characteristics contain some aspects such as
attitude, self efficacy, score, self-concept, and
interest. Meanwhile, Curriculum 2013
focuses on affective domain and attitude.
• Mardapi (2011) states that the assessment of
the affective domain can produce both
quantitative and qualitative data. Quantitative
data can be obtained using attitude scales and
assessment scales, while qualitative data can
be collected through observations, interviews,
and anecdotal notes.

• According to Suparno (2002), the weakness of

quantitative data lies in its inability to build
moral awareness of the learners.
• Several studies have focused on developing
and validating measurement instruments to
assess students' emotions and affective states
(Lichtenfeld et al., 2012; Suzuki &
Tonegawa, 2020; Herwin & Mardapi, 2017).

• These instruments, such as the Achievement

Emotions Questionnaire-Elementary School
(AEQ-ES), have been used to measure
students' achievement emotions and their
experiences in various academic settings
(Lichtenfeld, 2012).
Furthermore, physical education classes have
been found to contribute positively to the
development of students' social-emotional skills,
demonstrating the importance of incorporating
affective domain assessment in different subject
areas (DIJAMCO, 2023)

• Additionally, programs that focus on social-

emotional learning have been found to enhance
students' social skills, problem-solving abilities,
and peer acceptance (Kim & Park, 2021; Adiba
& Latip, 2021; Wong et al., 2014).
• To support the successful implementation of
affective assessment, an appropriate
assessment design is needed, such as
designing an assessment instrument in
advance (Tausih & Marno, 2021) In addition,
in implementing affective assessment teachers
can apply learning models that are in
accordance with the learning that will be
delivered to students.
2.3 Comprehensive Approaches and strategies for
assessing the affective domain at elementary-level
students:
Assessing affective domain at elementary
level students involves evaluating their
emotions, values, and interpersonal skills. This
idea is in line with Goleman (2007) who states
that 80% of someone’s success is affected by his
or her emotional intelligence and only 20% of it
is determined by the brain intelligence (IQ).
1 Observation Method
and Self Report:
According to Anderson (1981), there are two
methods that can be used to measure affective
domain, those are observation method and self-
report. The use of observational methods is based
on the assumption that affective characteristics
can be seen from the behaviors or activities
displayed or psychological reactions. The self-
reporting method assumes that one who knows
one’s affective state is only himself.
• The affective domain, which covers
emotional expression, social
interactions, and class engagement, can
be measured by teachers using
observation checklists that are specific
to these behaviors.
Questionnaires and Surveys:

• Emotion Regulation
Questionnaire for Children and
Adolescents (ERQ–CA) can be
used to assess emotion
regulation in elementary-level
students.
Questionnaires and Surveys used to assess
affective domain at elementary level
• How I Feel Thermometer: A visual tool that allows
students to indicate their emotional state by selecting a
facial expression on a scale. "How I Feel About
Myself" scale (Coopersmith, 1967) can help estimate
their self-esteem and self-concept.
Mood Meter: A tool that divides emotions into
quadrants based on energy levels and pleasantness,
allowing students to indicate their mood.
• Emotion Observation Checklist: A checklist for
teachers to observe and document students' emotional
expressions and behaviors.
• Feelings and Emotions Questionnaire (FEQ): A self-
report measure that asks students to rate their experiences
of various emotions.
• Emotion Regulation Questionnaire for Children and
Adolescents (ERQ–CA):Assesses emotion regulation
strategies in children and adolescents.
• Affective Social Competence Scale (ASCS):A tool
designed to measure social and emotional competence in
elementary students.
• Social Skills Improvement System (SSIS) Rating
Scales:
• The "Teacher Rating Scale" from the Social Skills
Improvement System (SSIS) can help assess students'
social competence and problem behaviors (Gresham &
Elliott, 2008). This instrument assesses students’ affective
domain by measuring their social skills, problem
behaviors, and academic competence.
Emotion Regulation Questionnaire for
Children and Adolescents (ERQ–CA):
• Assesses emotion regulation strategies in children
and adolescents
• ERQ-CA was developed by Eleonora Gullone and
John Taffe in 2012.
• It is a revision of the adult measure, the Emotion
Regulation Questionnaire (ERQ).
Evaluated as a valid age-appropriate measure for
investigating emotion regulation strategies during the
childhood and adolescence developmental periods.
• The study involved a sample of 827 participants aged
between 10 and 18 years and found that the ERQ-CA
demonstrated sound internal consistency, stability
over a 12-month period, and construct and
convergent validity.
• The revised version of the ERQ-CA included
simplified item wording and a five-point
response scale.
• The study also investigated associations
between ERQ-CA scores and self-reported
depressive symptomatology and personality
traits.
• The findings were consistent with past
research for younger participants but not
for older participants, suggesting the need
for further investigation.
• Overall, the ERQ-CA provides a valuable
tool for studying emotion regulation in
children and adolescents.
• A study was conducted by Jillian E. Lauer, in 2018.
The paper assessed math and spatial anxiety in 394
elementary schoolchildren aged 6 to 12 years
All three forms of anxiety (math, spatial, and verbal)
displayed some domain specificity in their relations
to cognitive performance.
Results
Girls reported significantly greater math and spatial
anxiety compared to boys, but there were no gender
differences in verbal anxiety.
The results suggest that math and spatial anxiety are
unique constructs early in development and show
specificity in their associations with gender and
cognitive performance during the first years of formal
schooling. The researchers evaluated children's verbal
anxiety and reading ability to determine the domain
specificity of relations between anxiety and cognitive
performance during childhood .
Limitation:
The study only focuses on elementary schoolchildren
aged 6 to 12 years, limiting the generalizability of the
findings to other age groups.
Self-Reports and Journals:

• Encouraging students to reflect on their

emotions and attitudes through self-reports
and journals.
Provide students with structured
journal prompts to express their feelings and
experiences. These entries can be reviewed
periodically to assess their emotional
development (Zimmer-Gembeck & Skinner,
2011).
Peer and Teacher Assessments:
• Gathering feedback from peers and
teachers to assess students' social and
emotional development.
Strategy: Use peer evaluation and teacher
assessments to gauge a student's
interpersonal skills and behavior. Tools like
the "Social Skills Rating System" can be
employed for this purpose (Gresham &
Elliott, 2008).
Portfolio Assessment:

• Creating portfolios that showcase students'

affective development over time.
• Strategy: Students can compile a
collection of their work, reflections, and
projects that demonstrate their growth in
emotional understanding and interpersonal
skills (McTighe & Ferrara, 1998).
• Project-based assessments require students to
work on group projects, encouraging teamwork,
empathy, and communication skills. The
Collaborative for Academic, Social, and
Emotional Learning (CASEL) provides
resources and guidelines for implementing
project-based assessments (CASEL, n.d.).
Rubrics for Social and Emotional Skills:
• Developing rubrics for assessing social and
emotional skills can provide a structured framework.
Collaborative organizations like CASEL offer rubrics for
assessing specific skills such as self-awareness and
responsible decision-making (CASEL, n.d.).
 Standardized Tests:
Some standardized tests include sections that assess social and
emotional skills.
Strategy: Administer standardized assessments such as the
"Devereux Student Strengths Assessment" to measure social-
emotional competence (LeBuffe & Naglieri, 2012).
• Longitudinal Studies: Description: Conducting longitudinal
studies to track the development of affective traits over time.
Strategy: Collect data on students' emotional development at
multiple points throughout their elementary school years to identify
trends and patterns (Vitiello, 2010). Parent and Guardian Input:
• Involving parents or guardians in assessing students' affective
development.
Strategy: Use structured interviews or surveys to gather insights
from the adults who know the child well (Collins, 2008).
 Differentiation in affective
characteristics across their
communication
competency levels.
A study was conducted by Ayla Ata Barana and
Tangul Kabaelb ( 2021) in Turkey

The purpose of this study was to investigate

eighth grade students’ mathematical
communication
competency, affective characteristics, and the
differentiation in affective characteristics across
their
communication competency levels.
Differentiation in affective characteristics across their
communication competency levels.
The purpose of this study was to investigate eighth grade students’ mathematical communication
competency, affective characteristics, and the differentiation in affective characteristics across their
communication competency levels. The mixed method sequential explanatory design was used.
The quantitative data were collected from 140 students through Mathematical Communication
Competency Measurement Tool and Affective Domain Scale.
The qualitative data were collected from 31 students, who represent students across all competency
levels, through semi-structured
and clinical interviews. The results showed that main difficulties of students, whose competency
was level-0 or below, were making sense of statements/questions, explaining ideas about the
problem. The students, whose competency level was level-1 and level weighted-1, had challenges
in explaining a mathematical result or presenting a verbal/written justification. Finally, self-efficacy,
anxiety and openness to problem solving of students, whose competency was level-0 or below,
differed significantly from other students
Practices for assessing affective domain in elementary level
students:
• Assessing this domain involves evaluating a student's emotional and
social growth, as well as their ability to express and manage their
feelings, develop empathy, and interact with others.
• Self-Report Measures:
Self-report measures are questionnaires or surveys that students
complete to assess their emotional and social well-being. For elementary-
level students, age-appropriate self-report measures can be used. For
example, the "How I Feel About Myself" scale (Coopersmith, 1967) can
help gauge their self-esteem and self-concept.
• 2. Observations:
Observations involve teachers or school counselors observing students'
behavior and interactions with peers. The Achenbach System of
Empirically Based Assessment (ASEBA) offers observation-based tools
for assessing emotional and behavioral problems in children (Achenbach
& Rescorla, 2000).
• Peer and Teacher Ratings:
• Peer and teacher ratings involve collecting feedback from peers and educators about a
student's social and emotional behavior. The "Teacher Rating Scale" from the Social
Skills Improvement System (SSIS) can help assess students' social competence and
problem behaviors (Gresham & Elliott, 2008).
• Portfolios and Journals:
• Students can maintain portfolios or journals in which they reflect on their emotions and
experiences. Teachers can review these documents to gain insights into the affective
domain. This practice aligns with the constructivist approach to assessment (Brooks,
1999).
• Project-Based Assessments:
• Project-based assessments require students to work on group projects, encouraging
teamwork, empathy, and communication skills. The Collaborative for Academic, Social,
and Emotional Learning (CASEL) provides resources and guidelines for implementing
project-based assessments (CASEL, n.d.).
•
DESSA ( Devereux Student
Strengths Assessment )
•Devereux Student Strengths Assessment
(DESSA), are designed to measure social and
emotional skills in students (LeBuffe,2015).

•A study was conducted by Sepanta Mandana,

Hashemi Juzdani Mahbobeh, in 2017.

•The purpose of the study was to examine the

psychometric properties of the Devereux
Student Strengths Assessment (DESSA;
Lebuffe, Shapiro & Naglieri, 2009) scale in
Iranian children.
Seven hundred forty four children aged 5 to 14 years
(384 girls and 360 boys) was selected by multistage
random sampling method from Isfahan city in 2015-
2016 academic year.
The DESSA scale measures various domains,
including the affective domain, which encompasses
emotions, self-regulation, and interpersonal skills .
The reliability of the DESSA scale was assessed
through internal consistency and inter-item
correlations, indicating acceptable psychometric
properties for all subscales and the total scale .
 The validity of the DESSA scale was examined by
correlating its subscales with divergent validity,
specifically with the Ratter's Child Behavior
Questionnaire for parents, and satisfactory results were
obtained.
 Therefore, the DESSA scale can be used as a reliable
and valid tool to assess the affective domain in
elementary-level children, providing valuable
insights into their emotions, self-regulation, and
interpersonal skills.
•
Chapter#3 Analysis and Conclusion

By using a combination of observational

techniques, self-report instruments, creative
expressions, and collaborative efforts with
parents, educators can assess the affective
domain in elementary students in a
comprehensive and nuanced way. This approach
allows for a holistic understanding of affective
development and enables targeted interventions
to enhance the overall learning experience.
References:

Sujati, H. (2018). The implementation of affective

domain assessment in elementary school. In
Character Education for 21st Century Global
Citizens (pp. 607-611). Routledge.

Toth, A. (2022). The emotional and relational

impact of starting kindergarten for non-native
speaking children: a case study of a three-year-
old child. Gyermeknevelés Tudományos
Folyóirat, 10(2–3), 291-297.
Brett, A., Smith, M., Price, E., & Huitt, W. (2003). Overview of
the affective domain

Setiawan, A., Mardapi, D., Supriyoko, & Andrian, D. (2019).

The Development of Instrument for Assessing Students’
Affective Domain Using Self- and Peer-Assessment Models.
International Journal of Instruction, 12(3), 425-438.