Republic of the Philippines

UNIVERSITY OF SOUTHERN MINDANAO- KIDAPAWAN CITY CAMPUS

Sudapin, Kidapawan City, North Cotabato

AUTHENTIC ASSESSMENT OF THE AFFECTIVE DOMAIN

UNIT 3
Intended Learning Outcomes (ILO):
• Select appropriately developed high quality affective assessment tools;
• Use target-and learner-appropriate affective assessment methods and
tools; and
• Interpret performance assessment data/results for monitoring and
evaluating learner achievement to improve learner performance and
inform instruction.

In the Bloom’s taxonomy, three domains of learning were identified: cognitive,

psychomotor, and affective domains. The cognitive domain includes mental skills (knowledge),
the affective domain dwells on growth in feelings or emotional areas (feelings, emotions,
attitude); and the psychomotor domain is concerned with manual or physical skills (skills). In
short, the three domains of learning are KSA, meaning knowledge, skills, and attitude.

In this Unit, we shall be concerned with the affective domain. For a balanced education,
let us not pay attention only to the development of the mind (cognitive) and the hands (physical
skills). Let us also give attention to the development of the heart (affective). We have heard
people say he/she is “schooled” but not “educated”. This statement points to the fact that much
of what has happened in the education process has been focused on the cognitive domain.
Today, however, we talk about the whole child approach, social and emotional learning (SEL),
emotional intelligence quotient (EQ), positive discipline, and growth mindset, which deliver the
same basic message, the equally important affective function of education.

The Taxonomy of Educational Objectives

The taxonomy in the affective domain contains a large number of objectives in the
literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases
(Krathwohl et al., 1964). The descriptions of each step in the taxonomy culled from Krathwohl’s
taxonomy of Affective Domain are given as follows:

Receiving is being aware of or sensitive to the existence of certain ideas, material, or

phenomena and being willing to tolerate them. Examples include: to differentiate, to
accept, to listen (for), to respond to.

Responding is being committed in some small measure to the ideas, materials, or

phenomena involved by actively responding to them. Examples are: to comply with, to
follow, to comment, to volunteer, to spend leisure time in, to acclaim.

Valuing is willing to be perceived by others as attaching importance to certain ideas,

materials, or phenomena. Examples include: to increase measured proficiency in, to
relinquish, to subsidize, to support, to debate.

Organization is relating the value to those already held and bring it into a harmonious
and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate,
to balance, to examine.

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 Characterization by value or value set is to act consistently in accordance with the values
he or she has internalized. Examples include: to revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve.

More details of the five levels of educational objectives in the affective domain with
examples are given below (Table 1):

Table 1. The Taxonomy in the Affective Domain

Level Definition Example
Receiving Being aware of or attending to Individual would read a book
something in the environment passage about civil rights
Responding Showing some new behaviors as a Individual would answer
result of experience questions about the book,
read another book by the
same author, another book
about civil rights, etc.
Valuing Showing some definite involvement The individual might
or commitment demonstrate this by
voluntarily attending a
lecture of civil rights
Organization Integrating a new value into one’s The individual might arrange
general set of values, giving it some a civil rights rally
ranking among one’s general
priorities
Characterization by Acting consistently with the new The individual is firmly
Value value committed to the value,
perhaps becoming a civil
rights leader

Teachers usually find difficulty in the use of behavioral terms when they formulate
learning outcomes in the affective domain. Below are examples of verbs or behavioral terms that
can be used to state learning competencies in the affective domain (Table 2):

Table 2. Behavioral Verbs Appropriate for the Affective Domain

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

3.1 Affective Targets

3.1.1 Attitudes
Attitude is defined as a mental predisposition to act that is expressed by evaluating a
particular entity with some degree of favor or disfavor. Generally, individuals have their own
attitude that focuses on subjects or any instructions.

Attitudes are attached to metal categories, and mental categories are generally referred
to as values.

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 Four Components of Attitude:
1. Cognition – these are the beliefs, theories, and cause-and-effect of beliefs and
perceptions. Cognition has nothing to do with "feelings" because it is a statement of
belief that can change from one person to another and from one situation to another.
2. Affective – it refers to the feelings and emotions such as fear, like, and anger.
3. Behavioral Intention – these are our goals and aspirations, as well as our anticipated
reaction to the attitude.
4. Evaluation – it is the degree of goodness or badness towards the attitude.

Attitudes can be influenced by the social community to which we belong. An attitude can
function as the framework to form a conclusion that interprets the actions of an
individual.

3.1.2 Interests

Interest in the affective target is the personal preference for certain kinds of activities. It
is a powerful motivational process that energizes learning, guides academic and career
trajectories, and is essential to academic success. An interest can be an individual experience that
they find more enjoyable and that involves lasting feelings; it can be a psychological state of mind
which can increase the learner’s attention, effort, and excitement toward a specific situation.

The Four Phases of Interest Development

1. Interest develops gradually and with external support – from lecture participation and
school field trips.
2. Students at different stages of interest development may benefit from different types of
external support. It creates a more exciting environment to attract the student’s attention
inside the classroom, constructing a learning activity that can awaken the learner’s
individual interest.
3. Triggered and maintained situational interest – where an individual begins to feel a
personal sense of ownership, they start to go beyond what is required and become more
curious and ask more questions to satisfy their curiosity.
4. Emerging and well-developed individual interests – where students will take personal
responsibility for their curiosity and questions and find the perfect answer to them.

3.1.3 Motivation

Motivation provides information about the type of environment, tasks, and activities that
an individual can be motivated to do. Motivation provides insight into what an individual wants
to do and what they need from a role in order to be engaged and successful.

Five Classroom Tips to Motivate Students for Assessment Success

1. Create Student-Centered Classroom Assessments
For many students who struggle with motivation, giving them more ownership
and the opportunity to offer their own opinions can be helpful. Take advantage of
this fact, and work to make your assessment more student-driven.

2. Tap into Intrinsic Motivation

Interest and motivation go hand in hand. So, when creating your classroom exams,
try to make questions as relevant to your students’ personal interests as possible.

3. Give Students a Say

Letting your students make some decisions about their assessments is a great way
to give them more ownership over their learning – and reap the motivational
benefits that can provide.

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 4. Take the Time to Personalize
Taking the time to work individually with students and tailoring elements of your
lessons to their needs can go a long way towards increasing their motivation for
classroom assessments.

5. Encourage Students to Monitor their Own Progress

When students are able to see their progress towards various academic goals, it
can be a significant factor.

3.1.4 Values
“Values” is defined as a principle, standard, or quality considered inherently worthwhile
or desirable. Individuals, groups, and whole societies hold values. Values are what motivate and
fulfill you.

3.1.5 Self-concept
A self-concept is usually called a mental image of you as a person, as our internal
interpretations of our actions, skills, and specific characteristics. When people are younger and
still going through the self-discovery and identity-forming process, their self-concept appears to
be more malleable. Self-perceptions are becoming more systematic and structured as people
mature, as they form a clearer understanding of who they are and what is important to them.

3.1.6 Locus of Control

The locus of control is an individual’s perception of the underlying main causes of events
in his or her life. In education, the locus of control views the causes of their academic
performance or school failure. It is assumed that whether a student has an internal or external
locus of control has a powerful impact on academic motivation, persistence, and school
achievement.

3.1.7 Self-efficacy
Self-efficacy is a person’s particular set of beliefs that determine how well one can
execute a plan of action in prospective situations (Bandura, 1977).
It is a person’s belief in their ability to succeed in a particular situation. It is also important
to understand the difference between self-efficacy and self-esteem. Self-efficacy is about the
perception of one person to his/her abilities to attain a goal. While self-esteem is about the self-
worth of a person.

Characteristics of students with high self-efficacy:

1. Students with a strong sense of efficacy are more likely to challenge themselves with
difficult tasks and be intrinsically motivated. Intrinsically motivated means that for every
act they do, they are not expecting any external reward because they do it because it’s
fun, enjoyable, and interesting.
2. Put forth a significant effort to meet commitments. They often exert a high degree of
effort on what they are doing.
3. Attribute failure to things which are in their control rather than blaming external factors.
4. Students with high self-efficacy quickly and easily recover from obstacles that they are
facing and from disappointment.
5. They are likely to achieve personal goals, things they set out to achieve for themselves.
Those specific goals can be short-term or long-term goals.

Characteristics of students with low self-efficacy:

1. Students with low self-efficacy believe they cannot be successful. They are more focused
on failing and negative outcomes.

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 2. They are less likely to make a concerted, extended effort. They are not exerting effort and
losing interest in what they are doing, especially in difficult situations because of a lack of
confidence.
3. They often avoid challenging tasks that they see as threats, not opportunities for
improvement.
4. They have low ambition; they don’t see good opportunities and goals in the future, which
may result in disappointing academic performances.

Teachers need high self-efficacy too. Teachers who have a high sense of efficacy in their
teaching abilities may find it easier to motivate their students and improve their cognitive
development. These teachers may also be able to rebound from setbacks and be more willing to
experiment with new ideas or techniques. Low-efficient teachers may rely more on controlling
their teaching style and may be more critical of students.

How can students gain self-efficacy?

There are four sources of self-efficacy that teachers can use to build self-efficacy in
various ways:

1. Mastery Experiences (Performance Outcomes)

• This is the most influential source among the four sources of self-efficacy. Mastery
experiences refer to the experiences of one person that she/he has gained when they
do new challenges, and they successfully do this challenge or task.
• Positive and negative experiences can influence the ability of an individual to do a
task. If someone performed well at the previous task they are more likely to do well
and exert more effort in doing the task that is connected from the previous task. But
if they fail, they often expect that they will fail in the future if they try to do that task.

2. Vicarious Experiences (Social Role Models)

• Vicarious experiences involve observing other people successfully completing a task.
By observing other people doing a task and they are doing it successfully, you become
more confident because you see someone else doing the task successfully. Then you
may come to believe that you will succeed as well.
• Social role models can be your parents, teachers, classmates, friends, and other
people that influence you positively.

3. Social Persuasion
• Social persuasion is one way to build and gain self-efficacy. Receiving positive
and encouraging feedback from others is a huge help in gaining self-efficacy
because you become confident, and they convince you to believe that you
have the skills and are capable of being successful.
• For example, your teacher is motivating you by giving you good feedback for
you to put it your best effort, and by that, the teacher can boost your self-
efficacy.

4. Emotional and Physiological States

• The emotional, physical, and psychological well-being of a person can influence how
they feel about their personal abilities in a particular situation.
• Positive emotions can boost our confidence in our skills. It leads to an energized state
which drives a person to complete a task or to be successful while anxiety can weaken
it. Teachers can reduce stressful situations and lessen the anxiety that students are
experiencing.

3.1.8 Anxiety
Anxiety is directly related to feelings of uneasiness, frustration, self-doubt, fear, or worry. Anxiety
can be defined by levels: Some people can be anxious about many things, or just by situations. Others are
anxious for particular events or acts.

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 How anxiety affect students’ learning and performance in school?

• Students who are experiencing anxiety can negatively impact their ability to learn and
enjoy their time in school, which may lead to social and behavioral problems, poor
performance and learning, neglected hygiene, poor self-care practices, and low self-
esteem. This can include a lack of engagement in the classroom, poor relationships with
peers and teachers, and a disinterest in pursuing passions and planning for the future.
• The effect of anxiety on academic performance is not always obvious. A student may
appear fine one minute and then have an outburst or panic attack the next.
• Teachers and staff need training to be able to properly handle these unexpected
occurrences.

3.1.9 Creativity

Treffinger (2005) described different ways in which he understood creativity: creativity as

the potential for anyone to be able to think of new and useful ideas, to look at a problem in a
new way and find an original and workable solution, and to use one’s mind in a productive way
to generate and apply new ideas.

Creativity is very important in teaching and learning because when the teacher is creative
and innovative in creating different techniques in teaching, the students will be productive in
studying and won’t find the class boring. Creativity helps both sides a lot in many ways. Most
students think that studying is boring because the teacher just focuses on the discussion itself.
That’s why it is important that a teacher provides different techniques, such as giving them fun
activities related to the topic to make their discussion exciting.

3.1.10 Epistemological Beliefs

According to Bakx, VanDer Sanden, Sijtsma, Croon, & Vermetten (2006), epistemology
explores the beliefs we hold about knowledge, what knowledge is, how knowledge is
constructed, and what constitutes knowledge. Beliefs about the sources of knowledge will
influence our decision-making processes, guide critical thinking practices, and facilitate self-
regulated learning.

An epistemological belief discusses the ideas we have about knowledge and how it
develops and is constructed. Also, these beliefs are important as they affect our thinking skills,
especially in the decision-making process. There are different aspects that affect one’s
knowledge and beliefs. Most of the epistemological beliefs that we have now are because of our
experiences in our daily lives. Our family and peers play an important role in developing our
epistemology. It is important to not disregard the epistemological beliefs of the students inside
the classroom because their differences affect their performance inside the classroom.

3.2 Appropriate Methods

Appropriateness of Assessment Methods are the strategies, techniques, tools, and

instruments for collecting information to determine the extent to which the students
demonstrate the desired learning outcomes.

3.2.1 Types of Appropriate Assessment Methods

1. Written-Response Instruments

This includes multiple-choice, true/false, matching, short answer, and other objective
tests, essays, exams, and checklists.

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 2. Product-Rating Scale

These scales measure products that are frequently rated in education, such as book
reports, maps, charts, diagrams, notebooks, essays, and creative endeavors of all sorts.

3. Performance Test

One of these is the performance checklist, which consists of a list of behaviors that make
up a certain type of performance.

4. Oral Questioning

An appropriate assessment method when the objectives are:

- To the students’ stock knowledge; and

- To determine the student’s ability to communicate ideas in a coherent verbal
sentence

5. Observation and Self-Report

These are useful supplementary assessment methods when used in conjunction with oral
questioning and oral testing.

3.2.2 Selection of Appropriate Assessment Methods

• Observation
Effective teachers observe their students from the time they enter the classroom. During
instruction, teachers observe students’ behavior to gain information about the students’
levels of interest and understanding of the material or activity.

• Questioning
Teachers ask questions for many instructional reasons, including keeping students’
attention on the lesson; highlighting important points and ideas, promoting critical
thinking, allowing students’ to learn from each other’s answers, and providing
information about students’ learning.

3.2.3 Development of Affective Assessment Tools

McMillan (2007) gives three feasible methods of assessing learning or a learner’s

development in the affective domain. The first item on the list is teacher observation. The two
others are student self-report and peer-ratings. These methods of assessing learning in the
affective domain make use of tools such as the Likert scale, semantic differential, checklist, and
sentence completion.

1. Teacher Observation
Teacher observation can be unstructured or structured. It is unstructured when
observation is open-ended. A teacher’s observation is not limited to items on a checklist
or rating scale. Teacher observation is structured when he/she is guided in what to
observe by a checklist or rating scale. To make teacher observation work in relation to the
assessment of affective learning, the following should be observed:

• Determine behaviors to be observed in advance.

• Record students’ important data such as time, date, and place.
• If unstructured, record brief descriptions of relevant behavior.
• Keep interpretations separate from the description.

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 • Record both positive and negative behaviors.
• Have as much observation of each student as necessary.
• Avoid personal bias. Be objective.
• Immediately record the observations.
• Apply a simple and efficient procedure.

A student may also do an observation of a classmate or peer. For his/her observation to

be reliable like the teacher, the overall purpose of the observation must be made clear.

2. Student Self-Report

A student self-report requires the student to provide an account of his or her attitude or
feelings toward a concept, idea or person. A self-report is also referred to as a “written
reflection”. A teacher may require a student to write his thoughts on topics like “Why I Like
or Dislike Physics” or “Why I Like or Dislike Coming to School”.

A student self-report can also be derived by way of a student interview or by way of a

questionnaire and survey. A teacher may interview a student to find out whether the student
likes or hates Physics as a subject and why. One advantage of an interview is that the teacher
can probe into the answers of the student right there and then.

Another means to derive a student self-report is by way of a survey and a questionnaire.

These surveys and questionnaires can give us a constructed-response format like an essay.
“Why is Physics My Favorite Subject?” or “Why is Physics My Pet Peeve?” may be the title of
an essay that the teacher asks the student to write about to determine the student’s attitude
toward Physics.

The teacher may also get a student self-report by means of a selected-response format
by means of assessment tools such as a checklist, a rating scale (like a Likert Scale) or a
Semantic differential scale.

• Likert Scale
A Likert Scale is one example of a rating scale. It makes use of a five-point scale from
Strongly Disagree (1), Disagree (2), Undecided (3), Agree (4) to Strongly Agree (5). Below
is a Likert Scale used to assess a student’s attitude toward teaching as a profession to
determine each student’s attitude toward teaching after a lesson on teaching as a
profession.

Example:
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
1. Teaching is the noblest
profession.
2. Teaching is for those who
can’t make it in the other
professions.
3. Teaching is meant for
women.
4. Teaching is the lowest
paid profession yet most
demanding.
5. Teaching has many
rewards teaching.

• Semantic Differential
A student is asked 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.

Example:
Direction: Which item is true for your Math class? Check the item that applies to you.
Mark X the item that does not apply to you.

2 1 0 -1 -2
Exciting Boring
Fulfilling Frustrating
Demanding Easy

• Checklist
In a checklist, as the name implies, the student simply checks an item that is observed or
present or possessed or that applies to him/her. A student is asked to evaluate the extent
to which he/she possesses a growth mindset.

Example:
Direction: Check the item which applies to you.
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 difficulties.
7. I view effort as path to mastery.
8. I learn from criticism.
9. I believe that success is a matter or luck.

3. Peer Ratings

How else may a teacher know if a student is realizing the intended learning outcome in
the affective domain other than the teacher observing the student or the student making a
report about himself/herself. Another way is to ask the student’s peers to rate him/her on
affective items where the teacher wants to rate the student.

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 Ideally, a teacher’s observation of a student’s realization of an affective learning outcome
should coincide with the student’s self-report and that of a peer rating of the student. Many
times, it does not happen, however.

3.2.4 Interpretation and Utilization of the Different Methods

Each of the three feasible methods (Student Self Report, Teacher Observation, and Peer
Rating) has its own advantages and disadvantages. Consider the following factors when choosing
which method or methods to utilize:

• Type of affect that needs to be assessed

A common response to something or someone can best be gathered through observation.

Nevertheless, if an attitude component is to be diagnosed, a self-report will give better
knowledge.

• If the information needed is from grouped or individual responses

If grouped responses and tendencies are required, the selected response self-report method
is suitable because it guarantees anonymity and is easily scored.

• The use of information

If the intention of the affective assessment is to utilize the outcomes as supporting input to
grading, then multiple approaches is essential and be mindful of the plausibility of having fake
comes from self-report and even from peer judgment.

3.3 Other Affective Measures and Assessments

3.3.1 Non-Test Indicators

Every student goes through an assessment to measure if they achieved the expected
learning outcomes at the end of the course. Academic tests are typically relied upon to assess
the performance of students in educational tasks that focus more on their cognitive
development. “Educated but not well–mannered.” A school must pursue goals that don’t just
focus on the high-test scores of its students but also on their personality, attitude, and behavior
while learning, which affects their social well-being. This can be seen in the students’
performances while not being informed that they are being judged. The assessment tools that
can be included are portfolios, anecdotal records, non–test instruments such as questionnaires,
interview guidelines, observation guidelines, checklists, and rating scales.

3.3.2 Transversal Competencies

Transversal Competencies (TVC) refer to knowledge, skills, values, and attitudes that are
integral to life in the 21st century. We need to adapt and collaborate with our fast-changing
world, technological advances that are continuously shaping our lives and workplaces. A change
from old educational goals is needed in order to achieve this. Students who will become future
workers need to be ready and must have sophisticated and complex problem–solving skills, as
well as communication and coordination skills. This will help the success of an individual and also
a well-functioning society.

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 Figure 1. Categories of Transversal Competencies

3.3.3 21st Century Skills

21st century skills are needed to be equipped by students to become globally competitive
and able to adapt to the fast–changing world and advanced technologies.

• Learning Skills
These are the four C’s (Critical thinking, Creativity, Collaboration, and Communication)
that teach students about the mental processes needed to adapt to a new work
environment and strengthen it.

- Critical Thinking – this is how we find solutions to problems that may arise. For
example, in a company that is facing a problem, as we identify the problem, we
should also be ready and know the solution to it.

- Creativity – thinking outside the box, we should be able to innovate ideas, new
things, that may help to adapt and to become successful.

- Collaboration – this is how well we work with our workmates or classmates.

Combining each other’s ideas, doing each other parts or responsibilities, and each
other’s willingness. “Two is better than one.”

- Communication – this is how we talk to others with the challenging part of having
different beliefs, philosophy, but still able to understand each other ideas and
messages trying to convey. Having good communication will avoid conflicts and
the failure of a project.

• Literacy Skills
These are usually called the IMT skills (Information, Media, and Technology), which are
concerned with different elements of digital understanding.

- Information – being able to understand facts from fiction, figures, statistics, and
data we’ve searched on the internet.

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 - Media – this is our skill of identifying which of the pieces of information we read,
watched, or heard are true or if they are credible or not. As technology advances,
it is easy for people to edit what they’re posting online to attract netizens and
make them believe easily. As for us, we must not be one sided or focus on just one
source, we must also look for other sources that will back it up to make sure that
it is credible and true.

- Technology – Knowing how to use technology or performing with it is important

in the twenty-first century. Like in everyday class, it is already outdated to use
cartolina, manila paper, or blackboard for teaching or presenting lessons, but we
are now using projectors, laptops, and PowerPoint.

• Life Skills

Also called FLIPS (Flexibility, Leadership, Initiative, Productivity, and Social Skills), these
are the skills we need in our daily life wherever we are, especially in the workplace

- Flexibility – this emphasizes the willingness and ability to adapt to changing

circumstances. For example, knowing that you are wrong about something
requires you to know, admit, and accept that you are wrong, and then change for
the betterment of yourself. Since learning is a lifelong process, there’s always a
room for failure, and the important thing is making up for that.

- Leadership – is the leading of a particular group that motivates your members to

act to achieve a particular goal set.

- Initiative – voluntarily doing what is needed to be done without expecting rewards

in exchange of it.

- Productivity – this is how we accomplish goals in our daily lives. Giving importance
to time, knowing that you should not waste it and completing tasks within the
given specific time.

- Social Skills – this is how we are able to socialize and interact with others. Being
an extrovert is so much of an advantage since socializing with different types of
people is easy to do.

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 Figure 2. Categories of 21st Century Skills

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