Assessment in

the Affective

Domain

Reported by:JEONALYN S. CASTRO

1. COGNITIVE 2. AFFECTIVE3. PSYCHOMOTOR

3 Domains:(Bloom’s Taxonomy, 1965)

Cognitive Domain- emphasizes intellectual

learning and problem solving activities and is

much concern with knowledge comprehension

and analysis.

Affective Domain-involves behavior and

educational objectives that have some

emotional overtones that deals with attitudes,

values, interests, beliefs and appreciation.

Psychomotor Domain- deals with motor and

manipulative skills

1. RECEIVING- BEING AWARE OF OR SENSITIVE

TO THE EXISTENCE OF CERTAIN IDEAS, MATERIALS,

OR PHENOMENA AND BEING WILLING TO TOLERATE

THEM.

The taxonomy in the Affective Domain(Krathwohl’s Taxonomy of Affective Domain, 1964)

2. Responding- committed in some small

measure to the ideas, materials, or phenomena

involved by actively

responding to them.

3. Valuing- willing to be. perceived by others as

attaching importance to certain ideas, materials,

or phenomenon.

4. Organization- relating the value to those

already held and bring it into a harmonious

and internally consistent philosophy.

5. Characterization- act consistently in

accordance with the values he or she

has internalized.

Affective Learning Competencies

Instructional Objective

-specific, measurable, shirt-term, observable

student’s behaviours.

Objectives are the foundation upon which you

can build lessons and assessments that you can

prove to meet your overall course or lesson

goals.

Figure 1. Appropriate Behavioural Verbs for Affective Domain

Receiving Responding Valuing Organization Characterization

• Accept

• Attend

• Develop

• Recogniz

e

• Complete

• Comply

• Cooperate

• Discuss

• Examine

• Obey

• Respond

• Accept

• Defend

• Devote

• Pursue

• Seek

• Codify

• Discriminate

• Display

• Order

• Organize

• Systematize

• weigh

• Internalize

• Verify

Affective

Learning

Competencies

Attitude

defined as a mental predisposition to act

that is to expressed by evaluating a

particular entity w/ some degree of favor

or disfavor.

Comprised of four components.

a. Cognitions

b. Affect

c. Behavioral Intentions

d. Evaluation

1. Cognitions

beliefs, theories , expectancies , cause-

and –effect beliefs and perceptions

relative to the object.

2. Affect

refers to our feeling with respect to the

focal object such as fear, liking, or anger.

3. Behavioural Intentions

goals, aspirations, and our expected

responses to the attitude object

4. Evaluation

Consist of the imputation of some

degree of goodness or badness to an

attitude object.

Considered the central component of

attitudes.

Why study of attitudes?

A reason or set of reasons for engaging in

a particular behavioral.

Refers to the initiation, direction, intensity

and persistence of human behavior.(Geen,

1995)

2. Motivation

The Need Theory

I. Abraham Maslow’s Hierarchy

2. Frederick Herzberg’s

Two factor Theory

concludes that certain

factors in the workplace

result in the job

satisfaction, while

others do not, but if

absent lead to

dissatisfaction.

o Motivators

o Hygiene Factors

3. Clayton Alderfer Dictum of ERG Theory

MOTIVATION IN EDUCATION

Can have several effects on how students learn

and their behavior towards the subject matter

(Ormrod, 2003).

1. Direct behavior toward particular goals.

2. Lead to increased effort and energy.

3. Increase initiation of and persistence in ,

activities.

4. Enhance cognitive processing.

5. Determine what consequences are reinforcing.

6. Lead to improved performance.

Two Kinds of Motivation1. Intrinsic Motivation

Occurs when people are internally

motivated to do something.

2. Extrinsic Motivation

Comes into play when a student is

compelled to do something or act in

a certain way.

Two Kinds of Motivation

3.

an impression that one is capable of

performing in a certain manner or

attaining certain goals.

A belief that one has the capabilities

to execute the courses of actions

required to manage prospective

situations.

3. SELF -EFFICACY