Assessment in Learning

II (EDCK 3)
Katherine Parangat, Ed. D.
Instructor
 Chapter 3
Assessing Affective
Learning Outcomes

Prepared by: Group 2

Francheska Lian U.
Arrieta
Rubillee Ann Merza
Christian Jan D. Villa
 Report Overview
• Affective Traits and Learning Outcomes
• Affective Traits
• Affective Domain of the Taxonomy of Educational Objectives
• Levels of Affective Domain
• Methods of Assessing Affective Learning Outcomes
- Affective Learning Outcomes
- Teacher Observation
Steps in Using Teacher’s Observation
Two Methods of Teaching Observation
• Student Self-report
- Constructed- response Format
- Selected- response Format
Rating Scale
Semantic Differential Scale
Checklist
 Affective Traits and
Learning Outcomes

• The term “affective” refers to a variety of traits and dispositions that are
different from knowledge, reasoning, and skills. This term means the
emotions or feelings that one has toward someone or something.

• Anderson (1981) proposed that the affective dimension of students could

be categorized by the characteristics of values, academic self-esteem,
anxiety, interest, locus of control, attitude, and preferences.

• Affective Domain describes learning objectives that emphasize a feeling,

tone, emotion, or degree of acceptance or rejection.

• Affective Objectives vary from simple attention to selected phenomena to

complex but internally with consistent qualities of character and
conscience.
 Affective Traits and
Learning Outcomes
Affective desired learning competencies are often stated in the form of
instructional objectives.

• Instructional objectives are specific, measurable, short-term, observable

student behaviors.

• Objectives are the foundation upon which you can build lessons and
assessments that you can prove meet your overall course or lesson goals.

• Think of objectives as tools you use to make sure you reach your goals.

• The purpose of objectives is not to restrict spontaneity or constraint the

vision of education in the discipline, but to ensure that learning is focused
clearly enough that both students and teacher know what is going on,
and so learning can be objectively measured.
 Affective Traits
Affective Traits refers to a person’s average level or typical amount of a
given emotion, whereas affective states are more temporal, situation-bound
experiences of moods and emotions.

• Attitudes- predisposition to respond favorably or unfavorably to specific

situations, concepts, objects, institutions, or persons.

• Interests- personal preference for certain kinds of activities.

• Values – importance, worth, or usefulness of modes or conduct and end

states of existence.

• Opinions - beliefs about specific occurrences and situations.

 Affective Traits
• Preferences- desire to select one object over another.

• Motivation- desire and willingness to be engaged in behavior including

intensity of involvement.

• Academic self-concept- self-perception of competence in school and

learning.

• Self- esteem- attitudes toward oneself; degree of self-respect,

worthiness, or desirability of self- concept.

• Locus of control- self-perception of whether success and failure are

controlled by the student or by external influences.
 Affective Traits
• Emotional development- growth, change, and awareness of emotions
and ability to regulate emotional expression.

• Social relationships- nature of interpersonal interactions and functioning

in group setting.

• Altruism- willingness and propensity to help others.

• Moral development- attainment of ethical principles that guide decision-

making and behavior.

• Classroom development- nature of feeling tones and interpersonal

relationships in a class.
Affective Domain of the Taxonomy of
Educational Objectives
 Affective Domain of the Taxonomy of
Educational Objectives
• RECEIVING - developing awareness of the phenomena.
Verbs: accepts, asks, chooses, describes, follows, gives, holds, identifies,
locates, names, points to, selects, sits, erects, replies, uses.

• RESPONDING- active participation on the part of the learner. Attends and

reacts to a particular phenomenon. Learning outcomes may emphasize
compliance in responding, willingness to respond, or satisfaction in
responding (motivation).
Verbs: answers, assists, aids, complies, conforms, discusses, greets,
helps, labels, performs, practices, presents, reads, recites, reports, selects,
tells, writes.

• VALUING- the worth or value a person attaches to a particular object,

phenomenon, or behavior.
Verbs: completes, demonstrates, differentiates, explains, follows, forms,
initiates, invites, joins, justifies, proposes, reads, reports, selects, shares,
 Affective Domain of the Taxonomy of
Educational Objectives

• ORGANIZING- organizes values into priorities by contrasting different

values, resolving conflicts between them, and creating a unique values
system.
Verbs: adheres, alters, arranges, combines, compares, completes,
defends, explains, formulates, generalizes, identifies, integrates, modifies,
orders, organizes, prepares, relates, synthesizes.

• CHARACTERIZING- has a values system that controls their behavior. The

behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner.
Verbs: acts, discriminates, displays, influences, listens, modifies,
performs, practices, proposes, qualifies, questions, revises, serves, solves,
verifies.
- Levels of Affective Domain
- Methods of Assessing
Affective Learning Outcomes
- Affective Learning Outcomes
- Teaching Observation
Reporter: Christian Jan D. Villa
“Levels of Affective Domain”
Taxonomy divides educational objectives into three overlapping “domains”: cognitive
(knowledge), affective (attitude), and psychomotor (skills). The model supports
effective student learning by helping teachers determine the appropriate teaching
strategies to be used (Bloom et al., 1956, 1984; Savickienë, 2010; Testa et al.,
2018). The Taxonomy of the Affective Domain contains five levels, from lowest to
highest: receiving, responding, valuing, organization, and characterization
(Krathwohl et al., 1964; Anderson et al., 2001). This taxonomy was applied to
written self-evaluations to assess changes in affective learning. Each level is
described as follows (Krathwohl et al., 1964; Anderson et al., 2001):
Receiving- awareness of the need.
Responding- actively participating.
Valuing- ability to judge.
Organization comparing and classifying values.
Characterization- establishment of a value system.
“Methods of Assessing Affective Learning
Outcomes”
• There are three feasible methods of assessing affective traits and dispositions.
These methods are: teacher observation, student self-report, and peer ratings.

How can you assess affective?

• The best and easiest way to assess these affective measures is to use self-reports.
Ask students to report their degree of agreement with statements using a Likert
scale. (I might write more about how to develop a Likert scale in the future.
• This domain is categorized into five levels, which include receiving, responding,
valuing, organization, and characterization. These subdomains form a hierarchical
structure and are arranged from simple feelings or motivations to those that are
more complex.

When should rubrics be used?

• Rubrics are most often used to grade written assignments, but they have many other
uses:
• They can be used for oral presentations.
• They are a great tool to evaluate teamwork and individual contribution to group
tasks.
• Rubrics facilitate peer-review by setting evaluation standards.
• Rubrics allow one to organize and clarify your thoughts.
• They tell you what was important enough to assess.
• They allow comparison of lesson objectives to what is assessed.
• Instruction can be redesigned to meet objectives with assessed items.
• Students can use them as a guide to completing an assignment.
“Affective Learning Outcomes”
Affective Learning Outcomes. Affective learning outcomes involve attitudes,
motivation, and values. The expression of these often involves statements of
opinions, beliefs, or an assessment of worth (Smith & Ragan, 1999).
Attitudes- learned or established predispositions to respond. (Zimbardo &
Leippe, 1991)
Attitude Change- change in one attitude that may lead to change in others
(Zimbardo & Leippe, 1991)
“Teaching Observation”
Our classroom observation service has two components. First, a CFT teaching
consultant observes you teach during a class session of your choosing. Second,
you meet with the teaching consultant a few days later and discuss the class
session observed. This discussion is not intended to be judgmental. Instead,
it is intended as a supportive way to help you analyze your teaching and
identify your strengths as a teacher and areas for improvement.
The purpose of a teaching observation and consultation is to help you become a
more reflective and intentional teacher.
Who will my teaching consultant be?
Steps in Using
Teacher`s
Observation
 Steps in Using
Teacher`s Observation

The final report

Analysis and strategy
Classroom session
observation
Pre-observation
conference
 Pre Observation Conference

❑ The main purpose of the session is for the observer

to get a clear picture of your goals for the class and
the lessons.
❑ You as a teacher must be critically examining the
observer’s questions before this pre-session.
❑ You should before the meeting use the questions to
think through your role as a teacher.
 Classroom Observation

❑ You inform the students that there is a visitor and why

he is there.
❑ Don’t try to over-perform.
❑ The observer follows the lesson and collects the
agreed tasks.
❑ Some observers need to take small notes
 Analysis and Strategy Session

❑ Feedback should occur after every observation. You

might have this de-briefing in the same classroom as
the observation.
❑ You shall give your account of the student’s lesson.
 The Final Report

❑ The final report should always be written by the

observator.
✔ An overview of the questions discussed.
✔ The observations from the actual learning session
✔ Suggestions to the teacher.
✔ A conclusion part.
Two Methods of
Teaching
Observation
Two Methods of Teaching
Observation.

INCIDENTAL PLANNED
 INCIDENTAL
• Occurs during the ongoing activities of teaching and
learning and the interactions between teacher and
students.

PLANNED
• Involves deliberate planning of an opportunity for the
teacher to observe specific learning outcomes.
Student`s
Self-Report
 Student`s Self-Report

❑ A self-report study is a type of survey,

questionnaire, or poll in which respondents read
the question and select a response by
themselves without interference.
❑ Self-report is indispensable to capture the
psychological processes driving human learning,
such as learners’ emotions, motivation, strategy use,
and metacognition.
 Constructed-Response Format

❑ It include giving an answer and explaining the

reasoning and the steps taken to solve the problem;
drawing pictures/diagrams/models; restating/rewriting
a problem or question; and providing textual evidence
for a position or statement.
❑ This assessments are used by teachers to continually
monitor student learning.
 To develop constructed response questions, a teacher
can follow several basic steps as follows:

1. Determine the learning objective they want to assess.

2. Choose the length of the target response.
3. Write clear instructions so the student knows the
length and content expected.
4. Formulate a content-relevant question.
 Possible formats for constructed response questions
include:

• Students answer, then explain their reasoning or the

steps they took to reach the answer.
• Students draw a picture, diagram, or model of their
answer.
• Students restate the question or rewrite the problem
in their own words. This technique is particularly
relevant to math problems.
• Students provide textual evidence for their position or
statement.
-Selected Response Format
-Rating Scale
-Semantic Differential Scale
-Checklist
Reporter: Nick D. Villanueva
 “Selected Response Format”

Selected-response items include the multiple-choice, true–false, and matching formats. These item
types have many qualities in com- mon as well as several unique characteristics. An understanding of
these qualities will guide you in selecting the most appropriate format for your testing needs.
 “Rating Scale”

Rating scale is a variant of the popular multiple-choice question which is widely used to gather information that
provides relative information about a specific topic. Researchers use a rating scale in research when they intend
to associate a qualitative measure with the various aspects of a product or feature.
 “Semantic Differential Scale”

A semantic differential scale is a survey or questionnaire rating scale that asks people to rate a product,
company, brand, or any 'entity' within the frames of a multi-point rating option. These survey answering options
are grammatically on opposite adjectives at each end.
 “Checklist”

A checklist is a type of job aid used to reduce failure by compensating for potential limits of human memory and
attention. It helps to ensure consistency and completeness in carrying out a task. A basic example is the "to do
list".
Thank you for listening!

References: - Del Felicidad R. et.al. Assessment of Student Learning 1 &2. Quezon City, Great Books
Publishing, 2011. - Krathwohl, D., Bloom, B., Masia, B. (1964). Taxonomy of Educational Objectives: The
Classification of Educational Goals. New York, NY: Longman, Inc.