Unit 3:

AUTHENTIC ASSESSMENT OF THE

AFFECTIVE DOMAIN
Intended Learning Outcomes:

1. define the different focal concepts in the affective

domain;
2. select appropriately developed, high quality affective
assessment tools;
3. use target- and learner-appropriate affective
assessment methods and tools, and
4. interpret performance assessment data/ results for
monitoring and evaluating learner achievement to improve
learner performance and inform instruction.
Introduction
Introduction

In 1965, the affective domain has been part of a

system for identifying, understanding and addressing
how people learn. In Bloom’s taxonomy, three
domains were identified: cognitive, affective and
psychomotor domains.
 Introduction

Bloom’s Taxonomy Learning Domains:

• Cognitive Domain – Mental skills (knowledge)
• Affective Domain – Feeling or emotional areas
(feelings, emotions, attitude)
• Psychomotor Domain – Manual or physical skills

In Short, the 3 three domains of learning are KSA,

meaning knowledge, skills, and attitude.
 Introduction

For a balanced education, let us not pay attention

only to the development of the mind (cognitive) and
the body/hands (physical skills/psychomotor). Let us
also give attention to the development of the heart
(affective).
 Introduction

For, as the Bible says, “ what does it profit a

man/woman if he/she accumulates a lot of wealth
with the use of his/her mind (cognitive) and hands
(psychomotor), if he/she is not happy or has no sense
of fulfillment (affective)?
AFFECTIVE DOMAIN

The affective domain describes learning objectives

that emphasize a feeling, tone, an emotion, or a
degree of acceptance or rejection.
AFFECTIVE DOMAIN

It is, admittedly, a far more difficult domain to

objectively analyze and assess since affective
objectives vary from simple intention to selected
phenomena to complex but internally consistent
qualities of character and conscience.
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø ATTITUDES Ø EPISTEMOLOGICAL BELIEFS

Ø VALUES
Ø INTEREST
Ø MOTIVATION
Ø SELF-CONCEPT
Ø LOCUS OF CONTROL
Ø SELF-EFFICACY
Ø ANXIETY
Ø CREATIVITY
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø VALUES - Mental orientations towards concepts/ideas

- moral principles or standards of behavior.
- values are built upon one’s moral attributes
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø ATTITUDES - Attitudes are defined as a mental

predisposition to act that is expressed by evaluating a
particular entity with some degree of favor or disfavor.
Individuals generally have attitudes toward objects, people,
or institution.
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø INTEREST - The term interest can describe in two distinct

experiences: an individual’s momentary experience of
being captivated by an object as well as more lasting
feelings that the object is enjoyable and worth further
exploration.
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø MOTIVATION - Motivation is a reason or set of reasons for

engaging in a particular behavior, especially human
behavior as studied in psychology and neuropsychology.
The reason may include basic needs (e.g., food water,
shelter) or an object, goal, state of being, or ideal that is
desirable, which may or may not be viewed as “positive”,
such as seeking a state of being in which pain is absent.
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø Motivation in education can have several effects on how

students learn and their behavior towards subject matter
(Ormrod, 2003). It can:
1. direct behavior toward particular goals;
2. lead to increased effort and energy;
3. increase intention of, and persistence in, activities;
4. enhance cognitive processing;
5. determine hat consequences are reinforcing, and
6. lead to improved performance.
 TWO KINDS OF MOTIVATION:

Ø 1. Intrinsic motivation which occurs when people are

internally motivated to do something because it either brings
them pleasure, they think it is important, or they feel that what
they are learning is morally significant.

Ø 2. Extrinsic motivation comes into play when a student is

compelled to do something or act a certain way because of
factors external to him (e.g. money or good grades).
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø SELF-CONCEPT - The term self-concept is used in psychology as

a means of identifying the thoughts and beliefs that a person
has about them and how they perceive themselves. It is a
knowledge representation that contains knowledge about us,
including our beliefs about our personality traits, physical
characteristics, abilities, values, goals, and roles, as well as the
knowledge that we exist as individuals.
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø Locus of control.
- A locus of control orientation is a belief about whether the
outcomes of our actions are contingent on what we do (internal
control orientation) or on events outside our personal control
(external control orientation), explained psychologist Philip
Zimbardo in his 1985 book Psychology and Life.
- often used synonymously with "self-determination" and
"personal agency
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø Self – efficacy.
-Self – efficacy refers to an individual's belief in
his or her capacity to execute behaviors
necessary to produce specific performance
attainments or reach certain goals.
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø ANXIETY - Anxiety is defined as “a painful or apprehensive uneasiness

of mind usually over an impending or anticipated ill” (Merriam –
Webster, 2012). Students experiencing academic anxiety feel
apprehensive over academic tasks. Anxiety is not always negative.
Some students can be motivated by anxiety. Stress is how a person
mentally and physically reacts to circumstances that are considered
difficult or challenging (Beckner, 2004).
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø CREATIVITY - Creativity is defined as the tendency to generate or

recognize ideas, alternatives, or possibilities that may be useful
in solving problems, communicating with others, and
entertaining ourselves and others.
 AFFECTIVE DOMAIN FOCAL CONCEPTS / AFFECTIVE TARGETS

Ø Epistemological Beliefs - Epistemological beliefs

are individuals’ fundamental assumptions about
knowledge, its nature, and appropriate ways to
create it (Hofer and Pintrich 2002; Schommer 1994).
 Methods of Assessing Learning in the Affective Domain

Ø Change in attitude, values and habits is the end

result of effective teaching-learning in the affective
domain.
Ø The student himself/herself knows the change/s that
is/are taking place or can be observed by a third
party who is a witness of the change like the teacher,
parents, or classmates.
 Methods of Assessing Learning in the Affective Domain

Ø The following are feasible methods of assessing

learner’s development in the affective domain:
a. Teacher Observation
b. Student self-report .

c. Peer-ratings

Ø These methods of assessing learning in the

affective domain make use of tools such as Rating
scales, Checklists, and sentence completion.
 Methods of Assessing Learning in the Affective Domain

Ø Teacher observation – can be unstructured or

structured.
Ø Unstructured observation (open-ended; not
limited to items in a checklist/rating scale)
.

Ø Structured observation – guided in what to

observed by a checklist or rating scale
 Methods of Assessing Learning in the Affective Domain

Ø Self – report is the most common measurement

tool in the affective domain.

- sometimes called “written reflection”.

.
 Methods of Assessing Learning in the Affective Domain

Ø A student self-report can be derived by way of:

a. student interview
b. questionnaire and survey
- constructed-response format (essay)
.

- selected-response format (checklist, rating

scale)
 Methods of Assessing Learning in the Affective Domain

Ø Peer rating – another way is to ask student’s peer to

rate him/her on affective items where teacher wants
to rate the student.
- ideally, teacher’s observation of a
.

student’s realization of affective learning outcome

should coincide with student’s self-report and that of
peer rating of the student.
 Affective Assessment Tools

Ø Rating Scales (Likert Scale, Semantic Differential

Scales, Thurstone Scales, etc.)
Ø Checklist
Ø Sentence Completion .

Ø Student’s written reflections

 Unit 4:
COMMUNICATING AUTHENTIC
ASSESSMENT RESULTS
Intended Learning Outcomes:

1. design and develop portfolios for authentic assessment

of learning outcomes;
2. report, punctually and accurately, results of assessment
of learner academic performance and achievement in the
form of grades, marks, descriptors or narratives; and
3. articulate to parents learning needs, progress and
behavior of the learners during a parent-teacher
conference or other appropriate situation.
“Assessments are worthwhile only if the results are put
to good use, and those uses can take place only after
careful consideration and discussion. That
consideration and discussion, in turn, can take place
only if assessment results are communicated usefully,
.

clearly, and accurately.”

-Linda Suskie-
 Introduction

The person responsible for communicating

assessment results must know “What”, “Why” and
“How” to communicate it.
.
 Effective Communication

The process of communicating results involves the

following:

(1) Determine your audience;.

(2) Target your communication to your audience;

(3) Choose the communication format; and
(4) Create the communication.
 Effective Communication

First, determine who will be your audience(s).

- It could be your administrators,
partners/collaborators, students, parents, funding
sources, faculty members, referral sources, colleagues,
.

community members, and other stakeholders.

 Effective Communication

Second, target your communication to your audience.

- What information is most relevant to your audiences?
What information do they need from the assessment
in order to make decisions? What communication
.

format might be most effective? These questions will

serve as your guide in directing your communication
to your audiences.
 Effective Communication

Third, Choose the communication format.

- There are several communication formats to choose
from. Some of these are in the form of written report,
poster, flier, quarter sheets, presentation, newsletter,
.

student newspaper, website, infographic, annual

report, etc. Make sure that the communication format
matches the kind of audience with who you will
communicate the result.
 Effective Communication

Lastly, creating the communication.

- In creating the communication, never assume that
this will only be seen by those you give it to. So,
present information in ways that communicate your
.

story, include quantitative as well as qualitative data,

aggregate results, and acknowledge your limitations.
 Portfolio as a Communication Medium

What is a Portfolio?

The word “portfolio” comes from Latin words portare

(carry) and foglio (sheet of paper)
.

- A portfolio is a purposeful collection of student work

that exhibits the student’s efforts, progress and
achievement in one or more areas.
 Portfolio as a Communication Medium

What is Portfolio Assessment?

Portfolio assessment is one of the several authentic

and non-traditional assessment techniques in
.

education. It is a systematic, longitudinal collection of

student work created in response to specific, known
instructional objectives and evaluated in relation to the
same (Ferenz, 2001 cited by Gabuyo and Dy, 2013).
 Portfolio as a Communication Medium

The use of portfolio assessment becomes popular in

the early and late 1980’s in response to the growing
clamor for more “reasonable” and authentic means of
assessing student’s growth and development in school.
.

It grew in popularity in the United States in the 1990s

as part of a widespread interest in alternative
assessment.
 Portfolio as a Communication Medium

Take note!

A portfolio is NOT a mere collection of compilation of a

student’s work. It must include student participation in
.

selecting contents, the criteria for selection, the criteria

for judging merit and evidence of self-reflection.
 3 Basic Types of Portfolios (Navarro & Santos, 2013)

(1) Documentation portfolio - it involves collection of over

time showing growth and improvement reflecting students’
learning of identified outcomes.
(2) Process Portfolio – it demonstrates all facets or phases of
.

the learning process. As such, these contains an extensive

number of reflective journals, think logs and other related
forms of metacognitive processing.
(3) Showcase portfolio – a portfolio that only shows the best
of students’ outputs and products and performances.
 Essential Elements of the Portfolio

Every portfolio must contain the following essential elements:

(1) Cover letter;
(2) Table of Contents;
(3) Entries; .

(4) Dates on all entries;

(5) Draft of aural/oral and written products and revised
versions; and
(6) Reflections.
 Essential Elements of the Portfolio

The students can choose to reflect upon some or all of he

following: (a)What did I learn from it?; (b) What did I do well?;
(c)Why did I choose this item?;(d) What do I want to improve
in the item?; (d) How do I feel about my performance?; (e)
.

What were the problem areas?

 Stages in the Implementing Portfolio Assessment

Stage 1: Identify learning outcomes to assess through portfolio

Stage 2: Introducing the idea of portfolio assessment to your
class
Stage 3: Specification of Portfolio content
.

Stage 4: Giving clear and detailed guidelines for portfolio

presentation
Stage 5: Informing key school officials, parents and other
stakeholders
Stage 5: Development of Portfolio