Assessment in the Affective

Domain
 OBJECTIVES
• explain the meaning of assessing learning outcomes
in the affective domain;
• discuss soft skills in relation to assessment in the
affective domain;
• cite the methods and tools for assessing learning in
the affective domain and
• develop assessment tools to measure learning in the
affective domain.

INSTITUTE OF EDUCATION AND TEACHER TRAINING

1. Soft Skills

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 Soft skills
are non-technical skills that refer to
how one works in the workplace,
how one interacts with others in the
workplace and how one looks at
problems and solves problems
INSTITUTE OF EDUCATION AND TEACHER TRAINING
 Categories of Soft Skills
1)social skills
2)self-management skills
3)academic soft skills
4)approaches to learning

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 Soft Skills Observable Behavior
Provides peers with positive feedback
Offers help or assistance to peers
Initiates interactions with peers
Participates in discussions with peers
Social Skills Has sense of humor, shares amusement with
peers
Has friends
Can carry out leadership activities
Engages in appropriate social behavior

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 Soft Skills Observable Behavior
Controls displays of temper when angry
Accepts legitimate rules
Compromises with others to avoid
conflict
Responds in socially appropriate ways
Self-
to criticism from others
Management
Handles teasing and social
provocations
Cooperates with others
Maintains attention to tasks
Is respectful to teachers and staffs
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 Soft Skills Observable Behavior
Works independently
Cotnpletes assigned tasks
Listens to and carries out teacher directions
Produces work of acceptable quality for ability
Academic level
Soft Skills Brings requires materials to school
Arrives at school on time and without undue
absences
Asks for assistance as needed, ask questions
Uses appropriate study skills
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 Soft Skills Observable Behavior
Enjoys school
Takes on challenging tasks
Has confidence in abilities
Approaches
to Learning Works hard
Is enthusiastic and adventurous
Is involved with extracurricular school
activities

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2. Taxonomy of
Educational Objectives

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1. Receiving is being aware of or sensitive to the
existence of certain ideas, material, or phenomena
and being willing to tolerate them.
2. Responding is being committed in some small
measure to the ideas, materials, or phenomena
involved by actively responding to them.
3. Valuing is willing to be perceived by others as
attaching importance to certain ideas, materials, or
phenomena.

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4. Organization is relating the value to those
already held and bring it into a harmonious
and internally consistent philosophy.

5. Characterization by value or value set is to

act consistently in accordance with the values
he or she, has internalized.

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 Level Definition Example
Being aware or attending to Individual would read a book passage
Receiving
something in the environment about civil rights.

Individual would answer questions

Showing some new behaviors as a about the book, read another book
Responding
result of experience by the same author, another book
about civil rights, etc.

The individual might demonstrate this

Showing some definite involvement
Valuing by voluntarily. attending a lecture on
or commitment
civil rights.
Integrating a new value into one's
general set of values, giving it The individual might arrange a civil
Organization
some ranking among one's rights rally.
general priorities

Characterization by Acting consistently with the new The individual is firmly committed to the
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Value value value, perhaps a civil rights leader.
Receiving Responding Valuing Organization Characterization
• accept • complete • accept • codify • Internalize
• attend • comply • defend • discriminate • verify
• develop • cooperate • devote • display
• recognize • discuss • pursue • order
• examine • seek • organize
• obey • systematize
• respond • weigh

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3. Methods of Assessing
Learning in the
Affective Domain

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 Methods of Assessing Learning in the
Affective Domain

1. Teacher Observation
2. Student self-report
3. Peer-ratings

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Teacher observation

1.Unstructured - when observation is open-

ended.
2.Structured - when he/she is guided in what to
observe by a checklist or rating scale.

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 Student Self-Report
A student self-report requires the
student to provide an account of his
her attitude or feelings toward a
concept or idea or people.

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Peer Ratings
Asking the student's peer to rate
him/her on affective items where
teacher wants to rate the student.

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4. Affective
Assessment Tools

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 Affective Assessment Tools

1.Likert Scale
2.Sentence completion
3.Semantic Differential
4.Checklist
5.Student’s Written Reflections

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1.Likert Scale
Direction: Each statement is supposed to measure your
attitude toward teaching as a profession. Indicate your
response with a check ( ✓ ).
Legend:
5 - Strongly Agree
4 – Agree
3 - Undecided
2 - Disagree
1 - Strongly Disagree

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 5 4 3 2 1
Teaching is the
noblest
profession
Teaching is for h
those who can't
make it in the
other profession
Teaching is
meant for
women
Teaching is the
lowest paid
profession yet
most demanding
Teaching has
many rewards

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 h

Sentence completion
As the name implies, the student is asked to complete a
given incomplete sentence related to the intended
learning outcome.

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Examples:
In my opinion...
I assume... h

From my point of view .

If you ask me...
As far as I can tell...
To my mind...
The way I see things is that...
It seems to me that... I believe... I would say...

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Semantic Differential
A student is asked
h to assess his Science class
as a whole by way of a Semantic Differential
scale as shown below. The scales are pairs of
adjectives on feelings or beliefs that are
opposite.

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 2 1 0 -1 -2

Exciting h
Boring

Fulfilling Frustrating
Demanding Easy

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 Checklist
In a checklist, as the name implies, the
h

student simply checks an item that is

observed or present or possessed or
that applies to him/her.

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Direction: Check the item which applies to you.
h
1. I believe that intelligence can be developed.
2. I do not easily give up.
3. I accept criticism.
4. I draw inspiration from the success of others.
5. I see challenges as opportunities to grow
6. I persist in the face Of diffculties
7. I view effort as path to mastery.
8. I learn from criticism.
9. I believe that success is a matter of luck.

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 Student's Written
h
Reflections
The teacher asks the students,
In using this measurement tool, and feelings on
a thoughts for example, to write their personal
subject or topic given by the teacher

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