AFFECTIVE DOMAIN

***Affective – refers to a variety of traits and dispositions that are different from knowledge,
reasoning, and skills (Hohn, 1995).
AFFECTIVE TRAITS
1. Attitude – predisposition to respond favorably or unfavorably to specified situations,
concepts, objects, institutions, or persons.
2. Interest – personal preference for certain kinds of activities.
3. Value – importance, worth, or usefulness of mode or conduct and end state of
existence.
4. Opinions – beliefs about specific occurrence and situations.
5. Preference – desire or propensity to select one object to another.
6. Motivation – desire or willingness to be engaged in behavior and intensity of
involvement.
7. Academic self – concept – self-perception of competence in school and learning.
8. Self-esteem – attitude toward oneself; degree of self-respect, worthiness, or desirability
of self-concept.
9. Locus of control – self – perception of whether success and failure is controlled by the
student or by external influences.
10. Emotional development – growth, change, and awareness of emotions and ability to
regulate emotional expression.
11. Social relationship – nature of interpersonal interactions and functioning in group
settings.
12. Altruism – wiliness and propensity to help others.
13. Moral development – attainment of ethical principles that guide decision making and
behavior.
14. Classroom environment – nature of feeling tone and interpersonal relationships in a
class.

AFFECTIVE DOMAINS 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.
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.
 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 overt behaviors.
4. To organize – this is the level where the learners has internalized and integrated his or
her feelings , emotions, beliefs, opinions, etc., resulting to actions where new values and
traits emerged. In this level, the learner is able to discern independently the right from
wrong.
5. To characterize – in this level, the learner demonstrates his or her beliefs and attitudes
not only on a single event or situation but in multiple event, showing consistency of the
behavior that establishes an image or character of the learner.
***If we deal with measurement of feelings, attitude, or interest, we are into affective
assessment.
Three considerations in assessing affect.
1. Emotions and feelings change quickly most especially for young children and during early
adolescence.
2. Use varied approaches in measuring the same affective trait as possible.
3. Decide what type of data or results are needed, is it individual or group?

METHODS OF ASSESSING AFFECTIVE LEARNINBG OUTCOMES

1. Teacher Observation – is one of the essential tools for formative assessment.
a) Steps in using teacher’s observation
1. Determine in advance the specific behavior related to the targets.
2. Develop a list of positive and negative behaviors.
3. Decide the type of observation you want to use.
b) Two methods of teacher observation
1. Unstructured observation – is also known as open-ended observation.
- The teacher monitors his students in natural classroom setting, taking notes
of the observations about the classroom environment and the behaviors and
characteristics of the students being assessed.
***ANECDOTAL RECORD – is a description of student behavior or a report of observed
behavioral
incidents.
- This can be utilized by the teacher when using unstructured observation
type.
2. Structured observation – it usually involves the utilization of checklist, rating
scale, and sometimes the use of rubrics.
2. Student self - report – is also a method of assessing affective learning outcomes that allows
students to express their feelings or attitudes toward a given specific classroom activity.
a) Interview method – allows the teacher to probe and clarify information in order to avoid
ambiguity.
- can be done using individual or group interview, round table
discussions, or c casual conversations.
b) Questionnaire or Survey method
1. Constructed -response format is done using a completion item or an essay item.
Example: Complete the statements below:
1. I think Science is _____________________.
2. Mathematics subject is ____________________.
2. Selected – response Format – used to assess attitudes, beliefs, and interests of the
participants.
a) Rating Scale – is a set of categories designed to gather information on quantitative
attributes in social sciences.
***Likert scale is the most widely used to assess attitudes.

Example: Rate each item by putting check on the box that corresponds to your answer.

Opinions Strongly Agree Neutra Disagree Strongly

Agree (A) l (D) Disagree
(SA) 4 (N) 2 (SD)
5 3 1
1. Mathematics
is a boring
and dull
subject.
2. I enjoy
studying
Mathematics
at school.

b) Semantic Differential Scale – is another type of selected-response format in which

a pair of adjectives are used to provide connections with feelings, beliefs, and
opinions that can be measured by degrees of agreement that show both opposite
directions and intensity.
 Example:
Mathematics Test
Easy _____ _____ _____ _____ ____________ ______Difficult
3 2 1 0 1 2 1
c) Checklist – is the easiest tool to develop compared to rating scale and semantic
differential scale.

Three steps in developing checklist:

1. Enumerate all attributes and characteristics you wish to observe relative to the
concept being assessed.
2. Arrange these attributes as a “shopping” list of characteristics.
3. Ask students to mark attributes or characteristics which are present and to leave
blank to those which are not.

Sample checklist:

Observations yes no
1. Students will attend classes on time.
2. Students will submit assignments on
time.

3. Peer Rating – is the least method to be used in assessing affective learning outcomes.

a) Guess-who approach – students are asked to write the name/s of their classmate/s
who is
described in the form.
b) Sociometric approach – is used to assess social structure of the class and interaction
patterns among the students (McMillan, 2001).