Republic of the Philippines

Commission on Higher Education

Region V (Bicol)

Polangui Community College

A.Y 2021-2022

Prof. Ed 7
ASSESSMENT IN LEARNING 2
CHAPTER 6:
ASSESSMENT IN THE AFFECTIVE
DOMAIN

Submitted by:

IBARRETA, RUBILYN O.

BSED-FILIPINO 3
Submitted to:

MR. CRISTOBAL SAYAGO

INSTRUCTOR

(APRIL 28, 2022)

 CHAPTER 6:
ASSESSMENT IN THE AFFECTIVE DOMAIN
EXERCISES

1. Enumerate the different levels in the taxonomy of the affective domain. Discuss each of these
levels.

 Receiving

Receiving refers to the student’s willingness to attend to particular phenomena or stimuli

(classroom activities, textbook, music, etc.). From a teaching standpoint, it is concerned with
getting, holding, and directing the student’s attention. Learning outcomes in this area range from
the simple awareness that a thing exists to selective attention on the part of the learner. Receiving
represents the lowest level of learning outcomes in the affective domain.

 Responding

Responding refers to active participation on the part of the student. At this level he not only attends
to a particular phenomenon but also reacts to it in some way. Learning outcomes in this area may
emphasize acquiescence in responding (reads beyond assignments) or satisfaction in responding
(reads for pleasure or enjoyment). The higher levels of this category include those instructional
objectives that are commonly classified under interest; that is, those that stress the seeking out and
enjoyment of particular activities.

 Valuing

Valuing is concerned with the worth or value a student attaches to a particular object,
phenomenon, or behavior. This ranges in degree from the simpler acceptance of a value (desires to
improve group skills) to the more complex level of commitment (assumes responsibility for the
effective functioning of the group). Valuing is based on the internalization of a set of specified
values, but clues to these values are expressed in the student’s overt behavior that is consistent and
stable enough to make the value clearly identifiable. Instructional objectives that are commonly
classified under attitudes and appreciation would fall into this category.

 Organizing

Organizing is concerned with bringing together values, resolving conflicts between them, and
beginning the building of an internally consistent value system. Thus the emphasis is on comparing,
relating, and synthesizing values. Learning outcomes may be concerned with the conceptualization
of a value (recognizes the responsibility of each individual for improving human relations) or with
the organization of a value system (develops a vocational plan that satisfies his need for both
economic security and social service). Instructional objectives relating to the development of a
philosophy of life would fall into this category.
  Characterization by Value or Value-Set

At Characterization level of the affective domain, the individual has a value system that has
controlled his behavior for a sufficiently long time for him to develop a characteristic life style.
Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this level cover a
broad range of activities, but the major emphasis is on the fact that the behavior is typical or
characteristic of the student. Instructional objectives that are concerned with the student’s general
patterns of adjustment (personal, social, emotional) would be appropriate here.

2. What is an "attitude"? Why is the study of attitude important? How will understanding of
attitudes and predisposition enhance teaching?

 Attitude is a psychological construct, a mental and emotional entity that a person possesses
or characterizes. They are complex and an acquired state as a result of experiences. It is a
person's predisposed state of mind regarding a value that is precipitated by a responsive
expression towards oneself, a person, place, thing, or event (the attitude object), which
influences the individual's thought and action. Attitude is important to study because it
allows us to determine what other people's attitudes and actions are like. Attitude can have
an impact on how we act and think in the social communities to which we belong. They can
serve as frameworks and references for drawing conclusions and interpreting or acting for
or against an individual, a concept, or an idea. Understanding attitudes and predispositions
improves teaching because it can be used to ensure students are ready to learn. A learner's
presence or absence of specific attitudes, motivations, and dispositions. Improve or limit
their ability to learn, as well as their willingness to grapple with, persevere with, and make
sense of discipline-specific knowledge and content. Furthermore, when a teacher has the
right attitude and disposition for teaching, he can apply specific skills to teach the students.
Furthermore, attitude and disposition demonstrate how much knowledge the teacher
possesses in order to impart into the lives of students.

3. What is "motivation"? Discuss the need theories on motivation Maslow, Herzberg and ERG
theories.

 Motivation is a reason or set or reasons for engaging in a particular behavior especially

human behavior as studied in psychology and neuropsychology. The reason may include
basic needs (e.g. food, water, shelter) or an object, goal, state of being, or ideal that is
desirable, which may or may not be viewed as "positive" such as seeking a state of being in
which pain is absent.
 Maslow’s Hierarchy of Needs
 Abraham Maslow, one of the most prominent psychologists of the twentieth century,
created a hierarchy of needs, illustrated by a pyramid representing how human needs are
ranked. Maslow’s theory is based on the premise that human beings are motivated by needs
ranked in order hierarchically. Some of these needs are simply essential to all human
beings. When a basic need is satisfied, we begin to seek higher-order needs.
  The first essential motivational needs, according to Maslow, are our physiological needs,
such as air, food, and water. Once our physiological needs are satisfied, we become
concerned about safety, which includes our own physical safety and security, as well as our
employment security. The next need to fill is social: our need to bond with other human
beings. The need for love, friendship, and family is considered to be a fundamental human
motivation. When we have achieved a sense of belonging, our need for esteem—the desire to
be respected by one’s peers, feel important, and be appreciated—becomes more salient. The
highest level of the hierarchy is the need for self-actualization, which refers to “becoming all
you are capable of becoming.” People can fulfill this need by learning new skills, taking on
new challenges, and taking action to pursue their life goals
 Two-Factor Theory
 When studying motivation, Frederick Herzberg started by asking employees what was
satisfying and dissatisfying on the job. Herzberg found that certain factors just had to be
met and did not raise satisfaction. However, if these factors, called hygiene factors, were not
met, it led to strong dissatisfaction. The hygiene factors causing dissatisfaction were part of
the context in which the job was performed. Company policies, supervision, working
conditions, salary, safety, and security on the job are some examples of hygiene factors. For
example, you may not link your satisfaction to your office having good lighting, but you
would be very dissatisfied if the lighting was too poor to read.
 Motivators are the factors that employees need in order to give higher levels of effort.
According to Herzberg, the strongest motivators are interesting work, responsibility,
achievement, recognition, growth, and advancement.
 ERG Theory
 Clayton Alderfer modified Maslow’s hierarchy of needs into three categories: existence,
relatedness, and growth (ERG). The figure below illustrates how the ERG needs correspond
to Maslow’s five levels. Existence corresponds to psychological and safety needs; relatedness
corresponds to social and self-esteem needs; and growth corresponds to self-actualization
needs. The ERG theory does not force the order of needs fulfillment, and it supports the
pursuit of different levels simultaneously. As a manager, you may notice some people
regressing, which shows up when they continue to put effort into lower-level needs rather
than pursuing the higher-level needs. The theory suggests that managers will need to help
regressing employees see the importance of their pursuit of higher needs to their personal
growth. This is referred to as the frustration-regression principle.

4. Why are the "needs" as presented by Maslow arranged in a hierarchy? Why is meant by
hierarchy of needs?

 Maslow proposed that human needs can be organized into a hierarchy in order to better
understand what motivates people. This hierarchy ranges from more concrete needs like
food and water to abstract concepts like self-actualization. Maslow's hierarchy of needs
theory has given rise to a new way of looking at people's needs.

5. The phrase: "Motivation Hygiene" is often used to describe Herzberg's two-factor therory.
What are hygiene factors? Why are they important in the education process?
  Extrinsic elements of the work environment such as company policy, relationships with
supervisors, working conditions, relationships with peers and subordinates, salary and
benefits, and job security are what Herzberg referred to as hygiene factors (also known as
dissatisfiers). The importance of these hygiene factors may lead to job dissatisfaction, and
management's role should be to mitigate the negative effects. While manipulation of hygiene
factors may result in some short-term improvements in motivation and performance, it will
not ensure motivation and performance in the long run.

6. What is "self-efficacy"? How does this concept figure in the educational measurement field?
Why is this concept important to teachers?

 Self-efficacy refers to an individual's belief in his or her ability to carry out the behaviors
required to achieve specific performance goals. Self-efficacy is a belief in one's ability to
exert control over one's own motivation, behavior, and social environment. In educational
research, perceived self-efficacy is frequently measured using self-report surveys that ask
participants to rate the degree to which they believe they can perform the required
activities. Teachers' self-efficacy is important because teachers' beliefs in their ability to
effectively handle the tasks, obligations, and challenges associated with their professional
activity play a key role in influencing important academic outcomes (e.g., students'
achievement and motivation) and well-being in the workplace.

7. Give one example of learning competency objective in the affective domain for each of the levels
in the taxonomy of Kratwohl et. al. Assume that you are teaching a subject in your field of
specialization.

 Through role playing, the student will demonstrate a positive increase in attitude toward
non-discrimination of race if given the opportunity to work in a team with several people of
different races inside the classroom. It is measured using a checklist that non-team
members use and complete.

8. Describe the potential of tapping that affective domain in enhancing the learning of students.
 Student motivation, attitudes, perceptions, and values are examples of affective domain
factors. Teachers can improve their effectiveness by planning courses, delivering lectures
and activities, and assessing student learning with an eye toward the affective domain.
However, the affective domain has the potential to significantly enhance, inhibit, or even
prevent student learning. Student motivation, attitudes, perceptions, and values are
examples of affective domain factors.

EXERCISES
A. What is a self-report? What should such a self-report essentially contain? How should a teacher
instruct the students in writing self-reports?
  In the affective domain, self-report is the most commonly used measurement tool. It
essentially asks an individual to provide an account of his or her feelings or attitudes toward
a concept, idea, or people. A self-report study is a type of survey, questionnaire, or poll in
which respondents read the question and choose a response on their own. A self-report is
any method that asks a participant about their feelings, attitudes, beliefs, and so on. The
teacher instructs students on how to write self-reports by assigning written activities such as
essays and reflections that include questions to ensure that students use critical thinking
and experiential learning.

B. What is a rating-scale? Enumerate the various type of rating scales and explain how these
rating scales are formulated?

 A rating scale is one of the most commonly used questionnaire types for online as well as
offline surveys. It consists of close-ended questions along with a set of categories as options
for respondents. A rating scale helps gain information on the qualitative and quantitative
attributes.

Popular Types of Rating Scales

 When conducting an survey, there are four types of rating scales that can be used
effectively:
 Graphic rating scale
 Numerical rating scale
 Descriptive rating scale
 Comparative rating scale

1. Graphic Rating Scale

 The Likert scale is a familiar example of a graphic rating scale. Typically depicted in a table
or matrix, the responder can select either a number (e.g., 1-3, 1-5) or a worded response
(Very satisfied – Very unsatisfied) along the top of the matrix or table that corresponds to a
list of items being asked.
 Example of graphic rating scale

For example, in a question about a restaurant’s service, we see this grid where the item in question
is represented on the left-hand side, meaning the responder can select their appropriate sentiment
in the corresponding box.

2. Numerical Rating Scale

 A numerical rating scale uses numbers instead of words. This is one of the simplest and
most common types of rating scale and will be familiar through its use as a numeric pain
rating scale, which measures 0-10 — with 0 as no pain and 10 as the worst pain imaginable.

3. Descriptive Rating Scale

  The descriptive rating scale does not require numbers, instead offering responders the
choice of descriptive statements.
 For example, the question “How happy were you with our service?” could be answered by
either Unhappy, Neutral, or Happy.

4. Comparative Rating Scale

 A comparative rating scale is used when a researcher employs a point of comparison, like
McDonald’s, to compare with a different fast food restaurant like Burger King.
 For example: Rate Burger King in comparison to McDonald’s.
 Excellent
 Very good
 Good
 Both are the same
 Poor
 Very poor
 A comparative rating scale allows the researcher to interpret the resulting data in relation
to another company or product.

C. What is the difference between a Thurstone scale and a Likert scale? In what way does
Guttman scaling improve on both types of scales?

 The Thurstone scale is more laborious and time-consuming than the Likert scale in the
method of scoring, summating, and validating the responses. The Likert scales usually
results in co-efficients with higher reliability and with fewer items than the Thurston scales.
 Guttman suggested that attitude should be measured by multidimensional scales, as
opposed to unidimensional such as those developed by Thurstone and Likert. Guttman
pointed out that there should be a multidimensional view of the attitude construct. He
developed Scalogram Analysis, Cumulative Scaling, or as usually called, Guttman scaling.
The major characteristic of this scale is that the response to one item helps predict the
responses to other items.

D. What is semantic differential scale? Illustrate the use of a semantic differential scale in the
measurement of attitude.

 A semantic differential scale is a survey or questionnaire rating scale that asks people to
rate a product, company, brand, or any 'entity' using a multi-point rating option. These
survey response options are grammatically on opposite adjectives at each end. The semantic
differential scale is commonly used in psychological assessments of attitudes and beliefs.
The researcher creates a series of rating scales in which the respondent is asked to make a
decision on something along an ordered dimension, usually of seven points.

E. Construct a rating scale for each of the following situation.

1. Measuring attitude towards mathematics.

ATTITUDE SCALE ITEM NUMBER TOTA

L

Usefulness of Mathematics 1, 8, 15, 22, 29, 36, 43 7

Feelings of anxiety and mathematics pobhia 2, 9, 16, 23, 30, 37, 44, 47, 49, 50 10

Liking-enjoyment of mathematics 3, 10, 17, 24, 31, 38, 45, 48 8

Motivation and Confidence 4, 11, 18, 25, 32, 39 6

Teacher's attitude as perceived by the students 5, 12, 19, 26, 33, 40 6

Perception of difficulty 6, 13, 20, 27, 34, 41, 46 7

Subject perceived as a male domain 7, 14, 21, 28, 35, 42 6

50

2. Measuring interest in literary arts

QUESTIONS YES NO

Are you great at making art?

Do you know anything about the techniques used to create art?

Do you have any prior experience creating art?

3. Motivation to study

RATING SCALE PERFORMANCE SHAPING FACTORS

MOTIVATION/MORALE

5 Highly motivated/ high morale

3 Somewhat motivated

1 Not all motivated

4. Predisposition to work
5. Measuring attitude towards language studies

DIMENSION ITEMS TOTAL

Self-confidence in learning English 1, 2, 3, 4, 5

Motivation to study English 6, 7, 8, 9, 10

Commitment to the English language 11, 12, 13, 14, 15

Importance and usefulness of the English language 16, 17, 18, 19, 20

Sense of belonging to the English language 21, 22, 23 ,24, 25

Need for the English language 26, 27, 28, 29, 30

F. Construct a checklist for each of the following activities.

1. Classroom observation for a practice teacher.

1. The practice teacher plans effectively and sets clear objectives that are 3 2 1
understood.

a. Objectives are communicated clearly at the start of the lesson

b. Materials are ready

c. There is structure of the lesson

d. The lesson is received at the end

2. The practice teacher shows knowledge and understanding

a. Practice teacher has thorough knowledge of the subject content covered in the
lesson

b. Instructional materials were appropriate for the lesson

c. Knowledge is made relevant and interesting for students

3. Teaching methods used enable all students to learn effectively

a. The lesson is link to previous teaching or learning

b. The ideas and experiences of the students are drawn upon

c. A variety of activity and questioning techniques are used

d. Instructions and explanations are clear and specific

e. The practice teacher involves all the students, listen to them and responds
appropriately

f. High standard of efforts, accuracy and presentations are encouraged

4. Students are well managed and high standards of behavior are insisted upon

a. Students are praised regularly for their effort and achievement

b. Prompt action is taken to address poor behavior

c. All students are treated fairly

5. Students work is assessed thoroughly

a. Student's understanding is assessed throughout the lesson by useof teacher's

questions

b. Mistakes and misconceptions are recognized and used constructively to facilitate

learning

c. Student's written work are assessed regularly and accurately

6. Homework is used effectively to reinforce and extend learning

a. Homework is appropriate

b. Homework is followed up if it is set previously

7. Medium of instruction

a. The practice teacher integrated ICT device in the lesson

b. The instructions materials used capture the interest of the students

LEGENDS: 3- Strong 2- Apparent 1- Not displayed

2. Good interpersonal relations checklist

STATEMENT Always Sometimes Never

1. Pays attention in class

2. Works well with other children

3. Participates actively in discussion

4. Complete assigned seatwork

5. Annoys or interferes with Peter's work

6. Doesn't seem to know what is going on in class

7. Approaches new assignments with sincere effort

8. Ask questions to get more information

9. Talks with classmates too much

10. Raises his/her hand to answer a question or volunteer

information

11. Tries to finish assignments even when they are difficult

12. Gets discouraged and stops trying when encounter an

obstacle in school work; is easily frustrated

13. Is withdrawn, uncommunicative

3. Checklist for behavior demonstrating good manners and right conduct

Excellent Satisfactory Needs

improvement

1. Did he raised his hand?

2. Did he put all his materials away?

3. Did he handle a conflict well or help a friend?

4. Did he listen well?

5. Did he stay in his own personal space?

6. Did he sit properly with self-control?

7. Did he read quietly or concentrate on individual

work?

8. Did he use an inside voice?

9. Did he handle his emotions calmly?

10. Did he cooperate with the teacher and others?

4. Checklist for good paractices in typing

1. Proper Posture Good Very Excellent

Good

a. Sit up straight

b. Elbows hang naturally

c. Body centered at keyboard

d. Eyes off the keyboard

2. Wrist and Finger position

a. Wrists off the keyboard

b. Fingers curved and upright

c. Fingers are keep on the HOME keys before and after very stroke

5. Checklist for good paractices in laboratory experiments

 Biology majors must demonstrate competency in the following areas:

1. Basics statistics

 Probability ______________

 Chi-square test ______________

2. Laboratory techniques

 Slide staining/light microscopy ______________

 Use of micropipette ______________

 Restriction enzyme digestion of DNA ______________

 Gel electrophoresis ______________

 Culture maintenance ______________

 Bacterial transformation ______________

3. Experimental protocols

 Testing hypothesis ______________

 Interpreting results ______________

4. Laboratory report

 Format ______________

 Content ______________

 References ______________

 Writing style ______________