University of Education

Lahore

Course Title: Curriculum Design and Instruction

Program: Multiple

Course Code: EDUC 2118

Instructor: Dr. Shaista Syeda

 Learning Objectives
• Recap: Explain the reasons for affective domain has not been addressed more
vigorously in instruction.

• Differentiate between the affective domain assessments and cognitive one.

• Explain “Measuring Student Actions, Not Student Knowledge”.

Birbeck, D., & Andre, K. (2009, November). The affective domain: beyond simply knowing. In ATN Assessment Conference 2009: Assessment in Different
Dimensions (Vol. 40).

Savickiene, I. (2010). Conception of Learning Outcomes in the Bloom's Taxonomy Affective Domain. Quality of Higher Education, 7, 37-59.
 Why The Affective Domain Has Not Been
Addressed More Vigorously In Instruction?
• Imposing discipline are treated as administrative functions and performed
outside the classroom except in the primary grades.

• Krathwohl: honesty, organizational loyalty or drug abuse prevention

objectives dealing with values and attitudes- may be achieved only over
considerable time

• We might not trust the professed evidence of an attitude because of the

difficulty in determining whether a response was sincere
 Validity Criteria of Learning Outcomes In
Affective Domain

• Description of a learning outcome by a single verb

• Focus of a learning outcome on a student.

• Conformity of a learning outcome with its purpose

• Correlation among learning outcomes

• Relationship between a learning outcome and assessment of its achievement.

 How Affective Domain Assessment Is Different?

Assessment of learning achievements in the affective domain is a complicated

and the main reasons why written formulations of learning outcomes in this
domain are being avoided.
Appropriate assessment tools:
1. A test or a questionnaire students’ projects, reflective journals or diaries, etc.
2. Person’s actions and behavior when he/she is directly observed

Assessment should be formative and enhancing the culture of self-assessment.

 Assessment Of Learning Outcomes In
Affective Domain
• Boud (2000): “If assessment tasks within courses at any level act to undermine
lifelong learning they cannot be regarded as making a contribution to sustainable
assessment”.
For developing the student’s capacity to move beyond simply knowing what is ethical,
on to developing the confidence, the resilience and the courage to act
ethically………………
Assessment criteria, therefore, must be developed in terms of student actions, not
student knowledge.
 Measuring Student Actions, Not Student
Knowledge
The assessment of ethics within group / team work is useful example
of how the development of ethical actions might be imbedded in
situations that require students to truly enact their ethical beliefs.

Students believe that an individualized mediation of marks within a

team is fair and one often finds that if this is done well that students are
more supportive (Kavanagh & Crosthwaite, 2007).
 Measuring Student Actions, Not Student
Knowledge
Assessment in the affective domain requires teachers to first:

1. Set basic team / group work roles and expectations

2. Roles and expectations has been established and understood by the team
members

3. Framed as an exercise in ethics and trust.

4. Use Peer assessment and self reflection on how one behaves within a group
(one’s sense of responsibility to self and group).
 Measuring Student Actions, Not Student
Knowledge
Tools can be used to assess ethics and trust in the team work:

Peer assessment and self reflection

How one behaves within a group is about ethics and one’s sense of responsibility
to self and group. The peer assessment and self reflection take on a completely
different perspective.
In this type of assessment one is not assessing a student’s ability to critically
reflect or analyze an ethical problem.

It is about actual ethical behavior. What was done and why?

 Measuring Student Actions, Not Student
Knowledge
Teachers in an affective domain aligned assessment of “acting ethically” might require
answers of the following questions:

• Did the student meet their agreed commitments?

• Did the student fulfil their agreed role within the group/team structure?
• Did the student defend their ideas?
• Was the student willing to confront team members who were not meeting their
obligations?
• Was the student willing to take risks?
• When decisions were reached by consensus did the student commit?

Students are explicitly required to consider one’s behavior, that is, one’s ‘actions’ and
those of others.
 Issues Related To Assessing Students Learning
Outcomes In Affective Domain
• Students tend to show themselves in a more favorable way when their attitudes and values
are being assessed.
• If the assessment of students’ achievements in the affective domain is presented in the form
of marks, the subjectivity will not be evaded.
• Assessment should be carried out with the aim to gather evidence of achievements but not
as a punishment tool.

Appropriate methods for achieving learning outcomes in the affective domain:

discussions, open debates, role playing, problem based learning, simulations, case
studies, expert engagement, etc. (Shephard, 2008).