Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

ASSESSMENT IN LEARNING 2
EDUC 10
Module 2

NAME:
E-MAIL ADDRESS:

INSTRUCTOR:
COURSE /SECTION:

CONTACT #:
TERM:

Republic of the Philippines

 COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
Module 2 in Assessment in Learning 2 (Ed 10)
BEED and BSED 3rd Year Students

MODULE 2: AFFECTIVE LEARNING COMPETENCIES and DEVELOPMENT OF AFFECTIVE

ASSESSMENT TOOL

Intended Learning Outcomes: At the end of this module, the students must have:
1. Crafted affective learning outcomes for the different levels in the affective domain and
2. Constructed an affective assessment tool based on the given situations.

A. Introduction
The affective domain is part of a system that was published in 1965 for identifying, understanding and
addressing how people learn. In the Bloom’s taxonomy published in 1965, three domains were identified: cognitive,
affective and psychomotor domains.
Unlike the cognitive domain which emphasizes measurements of reasoning and the mental faculties of the
student, the affective domain describes learning objectives that emphasize a feeling of tone, an emotion, or a degree of
acceptance or rejection. It is, admittedly, a far more difficult domain to objectively analyze and assess since affective
objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character
and conscience. Nevertheless, much of the educative process needs to deal with assessment and measurement of
students’ abilities in this domain. For instance, it is often heard that certain people are “schooled” but not “educated”.
This cliché’ simply refers to the fact that much of the processes in education today are aimed at developing the
cognitive aspects of development and very little or no time is spent on the development of the affective domain. In this
module, we shall be concerned with the affective domain, its learning outcomes and the development of its assessment
tools.

B. Activity
This activity is called “Rate Me”. Rate yourself honestly as to how you perform in school and answer the
questions that follow for you to reflect and ponder. Check one that applies to yourself. Rubrics are provided at the last
page for your scoring in..

NO
ALWAYS OFTEN SOMETIMES SELDOM NEVER
COMMENT
LEARNING MOTIVATION/ATTITUDE
a. Able to focus on a topic for a long period of /
time.
b. Able to learn autonomously and independently. /
c. Sustained interest in certain subjects or issues. /
d. Persistent and refuse to give up when facing /
difficulties or failure.
LEARNING CHARACTERISTICS
a. Seek the “hows’ and “whys” rather than taking /
them for granted.
b. Able to understand diagram by intuition. /
c. Able to understand the logical relationship /
between similar diagrams
d. Able to appreciate the beauty of drawings and /
create different diagrams.
 BEHAVIOURAL PERFORMANCE IN CLASS
a. Study or participate in activities in accordance /
with instructions.
b. Show courage to ask questions. /
c. Able to concentrate on his or her study. /
d. Able to cooperate with classmates. /
e. Able to express his/her emotions effectively. /
f. Able to listen to others patiently. /

1. Which area do you practice always in school? Seldom? Never?

In a learning motive or situation, I have always been able to focus on a topic for an extended
period of time and learn independently and independently without failing to maintain interest in
particular topics or issues. I am the type of person who rarely persists and refuses to give up when
faced with difficulties or failures.
As a Deans Lister, I am always looking for the 'how' and 'why' rather than taking it for
granted, understanding the diagram intuitively, understanding the logical relationship between
similar diagrams, and appreciating the beauty of drawings and creating different diagrams.
Finally, my behavioral performance in class shows that I always study or participate in
activities as instructed. He showed the courage to ask questions, and was able to focus on his
studies. I often listen to others patiently. However, I was always able to collaborate with my classmates
and express their feelings effectively.

2. How does your interest and attitude affect your performance in school? Explain.

My interest and attitude affect my performance in school in a way that interests and attitude
affect my performance. I am more confident in my performance once I become interested and
motivated in the topic or activity. I excel more and become productive if I like what I do, likewise in
school I enjoy social sciences and thus I am able to maintain my grade points.

3. What can you infer from the activity?

This activity assesses how I am doing in school. With the help of this activity, I was able to
express myself who I am and how I behave. It reminds me of the kind of learner I am and the things I
have to consider in order to do well in school.

C. Analysis
Based on the activity given, you have just measured your interests and attitude towards performance in school.
Kindly read and analyze carefully the information and concepts about affective domain given below. Then answer the
guide questions or tasks included.
The Taxonomy in the Affective Domain

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. The descriptions of each step in the taxonomy
culled from Kratwohl’s Taxonomy of Affective Domain (1964) are given as follows:

Affective Learning Competencies

Affective desired learning competencies are often stated in the form of instructional objectives. Instructional
objectives are specific, measurable, and short-term, observable student behaviors. Objectives are 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. They are the arrows you shoot towards your target
(goal).
As you can see in the table below, each level of the affective domain is given a description and an example of
an appropriate objective or learning competency is provided. Notice that it is far more difficult to state an objective in
the affective domain because they often refer to feelings and internal processes of the mind and body that cannot be
tested and measured using traditional methods.
Table 1. The Taxonomy in the Affective Domain

LEVEL DEFINITION EXAMPLE

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

Likewise, we provide some examples of verbs or behavioral terms that can be used to express learning
competencies or objectives in the affective domain. We cannot stress enough the importance of using behavioral terms
in specifying our learning competencies. Behavioral objectives focus on observable behaviors which can then be
easily translated in quantitative terms.
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
Task 1. Choose a topic related to your field of specialization and craft affective learning outcomes for the
different levels in the affective domain.

LEVEL OUTCOMES/COMPETENCIES
Topic: Lattice Method of Multiplying Polynomials
Receiving Individual will recognize and develop

Individual will discuss the lattice method of multiplying

Responding polynomials

Student seek the importance of Quadrilateral and its properties.

Valuing

Student organize the different types of Quadrilaterals by

Organization

Characterization by Value

Development of Assessment Tools

Assessment tools in the affective domain, in particular, those which are used to assess attitudes, interests,
motivations, and self- efficacy, have been developed. There are certain good practices in developing these
instruments. We consider a few of the standard assessment tools in the affective domain.
SELF –REPORT. Self- report is the most common measurement tool in the affective domain. It essentially requires
an individual to provide an account of his/her attitude ore feelings toward a concept or idea or people. Self-reports are
also sometimes called “written reflections”. In using this measurement tool, the teacher requires the students to write
his/her thoughts on a subject matter, like, “Why I like or Dislike Mathematics”. The teacher ensures that the students
write something which would demonstrate the various levels of the taxonomy, e.g. lowest level of receiving up to
characterization.
RATING SCALES. A rating scale is a set of categories designed to elicit information about quantitative attribute in
social science. Common examples are the Likert scale and 1-10 rating scales for which a person selects the number
which is considered to reflect the perceived quality of a product. The basic feature of any rating scale is that it consists
of a number of categories.
Example:
SEMANTIC DIFFERENTIAL SCALES. The semantic differential (SD) tries to assess an individual’s reaction to
specific words, ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end.
An example of an SD scale is:
Example:

THURSTONE SCALE. Thurstone is considered the father of attitude measurement. He addressed the issue on how
favorable an individual is with regard to given an issue. He developed an attitude continuum to determine the position
of favorability on the issue.
Example:

CHECKLISTS. The most common and perhaps the easiest instrument in the affective domain to construct is the
checklist. A checklist consists of simple items that the student or teacher marks as “absent” or “present”. Here are the
steps in the construction of a checklist:

 Enumerate all the attributes and characteristics you wish to observe relative to the concept being measured.
For instance, if the concept is ‘interpersonal relation”, then you might want to identify those indicators or
attributes which constitute an evidence of good interpersonal relation.
 Arrange these attributes as a ‘shopping” list of characteristics.
 Ask the students to mark those attributes or characteristics which are present and to leave blank those which
are not.
Example:

Task 2. Construct a checklist on “Classroom observation for a practice teacher”. You may use a separate sheet of
paper.

D. Abstraction
Summary of Concepts
A. Differentiate each of the following pairs by explaining the meaning of each and giving one example for further
clarification. Rubrics are provided at the last page for your scoring.
1. Receiving and Responding

Receiving is the lowest level in the emotional sphere that indicates our awareness and
willingness to listen to a particular phenomenon. This category is very important because it makes us
able to learn about existing ideas or materials. Attending our Learning Assessment 2 class is an
example of receiving. On the other hand, response is the active participation of the learners; Our
response, reaction, or observations to a particular phenomenon. For example, my classmates posed
questions to Sir Lachica after he presented and discussed 'Concepts of Behavioral Learning among
Children'.

2. Valuing and Organization

Valuing is the third level in the affective domain where we find value and value to an existing
behavior or phenomenon. Valuing cannot be just a simple acceptance but it can be a more complex
state of commitment. We have internalized these specific values and they reflect our behavior as a
person. For example, accepting that we are not all Catholics in the class, we have classmates with
other religions and other beliefs but nonetheless, I have a nice relationship with them. While in the
organization, we organize values into priorities. It emphasizes the comparison and linkage between
values and their synthesis. For example, he demonstrated belief in the importance of human life and
sensitivity to issues such as abortion and the death penalty.
B. Answer the following questions briefly.
1. What is a self-report? What should such a self- report essentially contain? How could a teacher instruct the students
in writing self-reports?

Self-report is one of the measurement tools for assessing ourselves in the emotional sphere. It
requires us to think about our attitude or behavior towards a concept, idea, or people. The self-report
should contain the student's thoughts on a topic or topic. For example, we do a self-report by asking
our teacher to make a reaction or reflection paper after she has discussed or presented her topic.

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

The semantic calculus is used to measure the meaning of things and concepts in an implicit
sense. It is not a test procedure but a general method of obtaining ratings for a concept on a sequential
bipolar adjective scale.
To illustrate their use, semantic differential questions simply ask about the respondent's
position on a scale between two dipole adjectives, such as "Happy-Sad," "Creamy-Chalky," or "Bright-
Dark." Students can express their opinions more specifically with the help of a specific analogy.

LEARNER’S ATTITUDE 210

-1 -2
Cruel : : _: Dishonest : :_ : : Kind
Passive : : : : Honest
: Active
Unsociable: : ::Sociable Unemotional : : ::Emotional ( 2 -
extreme, 1 -quite, 0 -neutral)

E. Application (You may use a separate sheet of paper)

a. Construct a rating scale for “Motivation to study”.

Rating scale for “Motivation to

study”
Name: Date:

Year & Section:

Instructions: Please read of each the statement carefully, and then mark how often each
statement describes you by checking the number that matches your choice. Please take note
that there are no right and wrong answers.
 Most of the time Some of the time Not very often
1. I enjoy conducting discussion during class.
2. I love learning new things at school.
3. I study my notes at night.
4. I always like to go to school.
5. I try to make a positive extra effort to receive it
observations and suggestions related to the matters
of the study.
6. I have high hopes and goals for myself.
7. I like to study hard
8. Make an effort now for future gains.
9. I am satisfied with my current achievement
although it is not better than others.
10. I enjoy sharing new things I learned in school.

b. Construct a checklist for “Behavior demonstrating good manner and right conduct”.

Checklist for “Behavior demonstrating good manner and right conduct”.

Name: Date:

Year & Section:

Directions: Put a check mark on the blank provided whether it is a yes or no for you practicing the
behaviors demonstrating good manner and right conduct inside the classroom.

Behavior indicative of good behavior and correct behavior YES NO

1. I'm kind to my teacher
2. I always keep my things clean and tidy
3. I always say “please” and “thank you”

4. I share my personal things with my classmates

5. I always use friendly talk with my classmates

6. I always get to school on time

7. I always listen and respect my teacher

8. Work and answer calmly

9. Work as a team during a group mission

10. I raise my hand when I know something during the

discussion
11. I always help my classmates

12. I am always kind to my classmates

13. I always listen to teachers' instructions
14. Put things back where they belong
 15. I am friendly with my classmates

F. Evaluation (Answer the following questions and be guided with the scoring rubric at the last page)

1. What have you learned in this module? Explain.

This unit taught me the importance of knowing ourselves and scrutinizing and reflecting on
our behaviors, attitudes, and feelings. You have learned about the different levels in the emotional 2.
domain and the appropriate verbs that we can use to construct or formulate our emotional
learning goals in planning our future lesson. You have been introduced to common measurement
and measurement tools such as self-report, rating scale, differential-semantic scale, Thurstone
scale and checklist for measuring student behaviors and attitudes. I learned how to create my own
drawing scale with the help of this unit as the Motivational Study rating scale. I learned that the
most complex and crucial area of assessment is the emotional one because it must be objective
and specific. This unit opens our minds, as future educators, to the importance of evaluating the
learner's emotional sphere as it leads to their overall performance as a person.
How these concepts will help you to become a future educator someday? Cite one example for further clarification.

This will help me assess and think about my attitude, behavior, and feeling. It helps me identify
my strengths and weaknesses so that I can provide an action on how to get better between worse
and better. It will give me ideas and motivation on how to further my goals of becoming a
teacher, and consider making an account of my education and behavioral performance while
studying and continuing my studies to become a teacher. This concept opens my mind to the
possibilities that I may encounter from my diverse students in the future, through which I will deal
with different behaviors, attitudes, and morals within the classroom, however it can help me deal
with them and find ways of how to assess through the use of an appropriate assessment or
measurement tool such as a self-report to know their feelings, reactions or observations towards
my subject or object. A checklist will also be necessary if you want them to evaluate themselves.

SCORING RUBRIC

Unsatisfactory Needs Improvement Satisfactory Outstanding

 di
0 pts 5 pts 15 pts 25 pts
 Content & Unsatisfactory Needs Improvement
Development
- Content is incomplete. - Content is not comprehensive
- Major points are not clear. and /or persuasive.
-Specific examples are not - Major points are addressed,
used. but not well supported.
- Responses are inadequate or
do not address topic.
-Specific examples do not
support topic.
Satisfactory
- Content is accurate and
persuasive.
- Major points are stated.
- Responses are adequate
and address topic.
- Content is clear.
-Specific examples are used.
Outstanding
- Content is comprehensive,
accurate, and persuasive.
- Major points are stated clearly
and are well supported.
- Responses are excellent,
timely and address topic.
- Content is clear.
-Specific examples are used.

Organization & Unsatisfactory Needs Improvement Satisfactory Outstanding

Structure
- Organization and structure
detract from the message.
- Writing is disjointed and lacks
transition of thoughts.
- Structure of the paper is not
easy to follow.
- Transitions need improvement.
- Conclusion is missing, or if
provided, does not flow from the
body of the paper.
- Structure is mostly clear
and easy to follow.
- Transitions are present.
- Conclusion is logical.
-Structure of the paper is clear
and easy to follow.
- Transitions are logical and
maintain the flow of thought
throughout the paper.
- Conclusion is logical and flows
from the body of the paper.

Grammar, Unsatisfactory Needs Improvement Satisfactory Outstanding

Punctuation &
Spelling - Paper contains numerous - Paper contains few - Rules of grammar, usage, - Rules of grammar, usage, and
grammatical, punctuation, and grammatical, punctuation and and punctuation are followed punctuation are followed;
spelling errors. spelling errors. with minor errors. spelling is correct.
Spelling is correct.

References:
Books:
Navarro, R. PhD. and De Guzman- Santos, R, PhD. Assessment of Students Learning 2. 2013. Lorimar Publishing
Inc., Quezon City, Metro Manila.
Assessment in the Learning Process: Outcomes-Based Assessment Fourth Edition, Rosita L. Navarro, PhD., Rosita G.
Santos, Phd., Brenda B. Corpuz, PhD. 2013. Lorimar Publishing Inc., Quezon City, Metro Manila.
Electronic Sources
https://www.learnalberta.ca/content/mewa/html/assessment/checklists.html
https://thepeakperformancecenter.com/educational-learning/learning/process/domains-of-learning/affective-domain/

Prepared by:

Jelin S. Magtang, PhD

Instructor

Joel A. Lachica III, MAED

Instructor