Knowledge Ninjas

This team incorporates the idea of stealth and expertise, suggesting that
the team members are highly skilled and knowledgeable. XD

taÑo, berlyn r. pardo, mary pilante, tacud, danica s.

jane v. daniel b.
 GROUP 3 :

ASSEsSMENT OF
AFFECTIVE DOMAIN
 1. AFFECTIVE OBJECTIVES

2. AFFECTIVE ASSESMENT
TOOLS

ASSESSMENT 3. MEASURING ATTITUDES

OF AFFECTIVE 4. MEASURING VALUES

DOMAIN
SIGNFICANT IN THIS LESSON, YOU ARE EXPECTED TO:

LEARNING DEVELOP AN ASSESSMENT TOOL TO MEASURE

OUTCOMES
AFFECTIVE OUTCOMES OF LEARNING.

DEMONSTRATE AN UNDERSTANDING ABOUT

AFFECTIVE OUTCOMES OF LEARNING AND
REQUIRE KNOWLEDGE ON HOW TO MEASURE
THESE OUTCOMES.

DEVELOP AN ASSESSMENT TOOL TO MEASURE

AT LEAST ONE AFFECTIVE TRAITS THAT
STUDENTS HAVE TO DEVELOP IN THE COURSE
OF THEIR LEARNING.
WHAT IS AFFECTIVE
ASSESSMENT?
AFFECTIVE ASSESSMENT
LATIN WORD AFFECTUS MEANS
''FEELINGS''.

IT DEALS WITH THE AFFECT

DIMENSIONS OF THE STUDENTS'
LEARNING.

IT DEALS HOW THE STUDENTS FEEL

WHILE THEY ARE LEARNING
RATHER THAN WHAT THEY HAVE
LEARNED.
AFFECTIVE ASSESSMENT
IT HELPS TEACHERS TO
DETERMINE WHAT STEPS YOU
NEED TO BE TAKEN TO HELP
STUDENTS ACHIEVE ACADEMIC
SUCCESS.

IT CAN PROVIDE SUPPLEMENTAL

INFORMATION ABOUT A LEARNING
DIFFICULTY OR BEHAVIOUR
PROBLEMS THAT AFFECT LEARNING.
TAXONOMY OF AFFECTIVE QUALITIES
( KRATHWOHL ET AL. 1964)

EXAMPLE
LOOKING AT THE TEACHER 1. TO RECEIVE. IN THIS LEVEL AFFECTIVE
DURING LECTURE IS AN BEHAVIOUR, THE LEARNER
AWARENESS ON THE DEMONSTRATE AN AWARENESS IN AN
LEARNING STIMULUS, BUT ACTIVITY THAT IS HAPPENING THAT SHE
LISTENING AND PAYING GIVES ATTENTION TO THAT ACTIVITY.
ATTENTION INDICATE THIS LEVEL INCLUDES WILLINGNESS IN
WILLINGNESS IN RECEIVING THE STIMULUS.
RECEIVING STIMULUS.
TAXONOMY OF AFFECTIVE QUALITIES
( KRATHWOHL Et AL. 1964)

IF LEARNER PARTICIPATES IN
2. TO RESPOND. THE LEARNER
REACTS TO A GIVEN STIMULUS OR
INFORMATION THAT HAS BEEN
RECEIVED.
EXAMPLE
A CLASS DISCUSSION, AND
NOT MERELY LISTENING.
THIS BEHAVIOUR MAYBE
COMPLIANCE TO A GVEN
TASK, VOLUNTARILY
ENGAGEMENT, OR DOING
AN ACTIVITY WITH
INTEREST.
TAXONOMY OF AFFECTIVE QUALITIES
( KRATHWOHL ET AL. 1964)

EXAMPLE
3. TO VALUE. THIS IS THE LEVEL WHEREIN
PICKING UP LITTERS THE LEARNER DEMONSTRATE COMMITIMENT
OUTSIDE THE CLASSROOM TO THE OBJECT. KNOWLEDGE AND ACTIVITY.
WITHOUT THE TEACHER'S THE LEARNER HAS INTERNALIZED A SET OF
PRESENCE OR SAVING SPECIFIC VALUES SUCH THAT THESE VALUES
MONEY FOR A BOOK, OR ARE MANIFESTING THROUGH OVERT
PUTTING OFF LIGHTS AFTER BEHAVIORS.
CLASS ON OWN VOLITION
ARE ''VALUING'' BEHAVIORS.
TAXONOMY OF AFFECTIVE QUALITIES
( KRATHWOHL ET AL. 1964)

EXAMPLE
4. TO ORGANIZE. THIS IS THE LEVEL
WHEREIN THE LEARNER HAS INTERNALIZE
THE LEARNER IS ABLE TO AND INTERGRATED HIS/HER FEELINGS,
DISCERN INDEPENDENTLY EMOTIONS, BELIEFS AND OPINIONS
THE RIGHT FROM BASED RESULTING TO ACTIONS WHERE NEW
ON HIS/HER OWN VALUES AND TRAITS EMERGED.
JUDGEMENT.
TAXONOMY OF AFFECTIVE QUALITIES
( KRATHWOHL ET AL. 1964)

EXAMPLE 5. TO CHARACTERIZE. IN THIS LEVEL OF

IF DOING AN EXPERIMENTS AFFECTIVE TRAITS, THE LEARNER
IN SCIENCE SUBJECT HAS DEMONSTRATES HIS/HER BELIEFS AND
INSTILLED THE VALUE OF ATTITUDES NOT ONLY IN A SINGLE EVENT
PATIENCE, SUCH TRAIT OR SITUATION BUT IN MULTIPLE EVENTS,
COULD BE CARRIED OVER SHOWING CONSISTENCY OF THE BEHAVIOR
TO THE STUDENT'S OTHER THAT ESTABLISHES AN IMAGE OR
SUBJECTS OR DOING CHARACTER OF THE LEARNER.
ACTIVITIES NOT RELATED
TO THE SCIENCES.
 WHAT ARE THE AFFECTIVE
VARIABLES IN LEARNING?

1 . ATTITUDES
It refers to a person' s reaction whether negative or positive,
favourable or unfavourable toward an object, activity, person or
environment.
 WHAT ARE THE AFFECTIVE
VARIABLES IN LEARNING?

2. Values and BELIEFS

Values are characteristics or traits that a person holds in high
importance, these include principles that one considers to be right
and consequently which guides the person's future actions and
decisions.
 WHAT ARE THE AFFECTIVE
VARIABLES IN LEARNING?

3. INTEREST
It is a psychological state that draws a person' s attention to an
object, idea, or event.
 WHAT ARE THE AFFECTIVE
VARIABLES IN LEARNING?

4. Motivation. Brown(1987)
defines motivation as an inner drive, impulse, emotion or desire
that moves one to a particular action. It arouses and sustains
behaviour. It can lead to increased effort and energy to pursue a
goal.
 WHAT ARE THE AFFECTIVE
VARIABLES IN LEARNING?

5. Self-confidence
This refers to how person feels about his/her abilities to
accomplish a task to reach a goal. It is a person' s perception of
himself/herself and his/her capabilities to perform successfully
the task given to him/her.
What assessment tools are used
to measure affective learning?

Measurement of
affective
traits is more ch
allenging
compared to me
asuring
cognitive and ps
ychological
dimensions of le
arning.
1 . self - reporting questionnaire
A self-report
questionnaire is a
research instrument in
which participants are
asked to respond to a
series of questions about
themselves or their
experiences

a. likert scale
 3. AVOID FACTUAL
1 . STATEMENT WOULD SOME GUIDELIINES
STATEMENTS SINCE THE MIGHT BE OF HELP IN
PREFER TO THE PRESENT
NATURE OF WHAT IS CREATING YOUR
CONDITIONS RATHER THAN
ASSESSED ARE AFFECTIVE SELF-REPORT
PAST OR FUTURE
TRAITS. ASSESSMENT
SITUATIONS. INSTRUMENT

writing
statements 2. THE STATEMENT WOULD 4. STATEMENT SHOULD
BE THE RELEVANT TO THE
for rating PSYCHOLOGICAL CONTRUCT
ELICIT TO A RESPONSE THAT
LENDS ITSELF TO ONE
scale for BEING MEASURED. INTERPRETATION.
self report
 writing
5. STATEMENTS SHOULD BE 7. USE VOCABULARY
CLEAR AND AND SIMPLE APPROPRIATE FOR THE statements
SENTENCES USING A LEVEL OF UNDERSTANDING for rating
OF THE RESPONDENTS.
PRECISE AND DIRECT
LANGUAGE.
scale for
self report

SOME GUIDELIINES 6. CONSIDERING THAT

RESPONSES IN THE
MIGHT BE OF HELP IN
INSTRUMENT REFLECT
CREATING YOUR 8. AVOID DOUBLE
GRADATION, STATEMENTS
SELF-REPORT NEGATIVE SENTENCES.
SHOULD NO LONGER
ASSESSMENT CONTAIN ALWAYS, NEARLY,
INSTRUMENT ONLY, NEVER, AND JUST.
 STEPS IN THE CONSTRUCTION OF THE
RATING SCALE.
1 . SELECT THE AFFECTIVE TRAIT THAT YOU WANT TO ASSESS
WHICH YOU FIND THE RELEVANT TO TEACHING-LEARNING
SITUATION.
2 . CONSTRUCT ITEMS THAT ARE CLEAR, DEFINITE, AND
FOCUSED ON THE TRAIT THAT YOU WANT TO MEASURE.

3 . PILOT TEST OR FIELD TRY THE INVENTORY AND REVISE THE

PARTS THAT APPEAR TO BE UNCLEAR.
 STEPS IN THE CONSTRUCTION OF THE
RATING SCALE.

4. ADMINISTER THE SELF-REPORT INVENTORY TO YOUR

TARGET RESPODENTS.

5. ANALYZE THE RESULTS AND CONSIDER THE FINDINGS AND

DRAW THE IMPLICATION.
SEMANTIC DIFFERENTIAL

THIS IS A WIDELY USED SCALE

THAT EMPLOYS THE RATING
OF CONCEPTS WITH
CONTRASTING ADJECTIVES
PLACED AT THE OPPOSITE
ENDS OF THE NUMBER
SCALE.
 CHECKLIST
leader
IS A FORM OF
outcast SELF-REPORT
THAT ASKS
avoider
PERSONS TO
INDICATE
achiever
WHETHER THEY
DEMONSTRATE A
performer
SET OF QUALITIES
BEHAVIORS.
 ERVIEW
INT
THIS IS AN ORAL
ASSESSMENT OF STUDENT
nic
LEARNNG THAT IS eee
CONDUCTED THROUGH
SPOKEN WORDS AND
CASUAL CONVERSATION
 number 1 NUMBER 2.

SELECT THE
ASSESSMENT LIST THE ORAL QUESTIONS IN
OBJECTIVES. SEQUENCE BASED ON THE
OBJECTIVES .

MAKE A REPORT SHEET OR CONDUCT THE INTERVIEW START

ANY FORM TO RECORD WITH THE STATEMENTS THAT WILL
MAKE THE LEARNER BE AT COMFORT
RESPONSES
LEVEL WITH THE TEACHER .

NUMBER 3. NUMBER 4

steps in developing and

conducting an interview
 NO. 5

RECORD THE RESPONSES,

BOTH ELICITED RESPONSES
AND RESPONSES THAT
WERE AIDED BY PROMPTS .
RECORDS
STUDENT JOURNALS

THESE ARE THE

AFFECTIVE TOOLS
THAT CAN BE USED IN
ASSESSING AND
MONITORING STUDENT
THINKING AND
ATTITUDES.
IN CHOOSING JOURNAL WRITING AS AN ASSESSMENT TOOL
FOR AFFECTIVE LEARNING OUTCOMES, HERE ARE SOME GUIDE
QUESTIONS TO CONSIDER:

1 . WHAT IS THE PURPOSE FOR THE STUDENT JOURNAL WRITING.?

2. WHAT IS THE FORMAT?

3. WHAT IS THE TOPIC? WHAT DO YOU WANT THE STUDENTS TO WRITE

ABOUT?
4. HOW MUCH DO YOU WANT YOUR STUDENTS TO WRITE?
IN CHOOSING JOURNAL WRITING AS AN ASSESSMENT TOOL
FOR AFFECTIVE LEARNING OUTCOMES, HERE ARE SOME GUIDE
QUESTIONS TO CONSIDER:

5. HOW WILL THE STUDENTS BE GIVEN FEEDBACK?

6. WHO WILL READ THE JOURNAL?

7. HOW WILL THE STUDENTS BE GRADED?

OBSERVATION
 THE MEASURES OBTAIN FROM OBSERVATION
APPROACH CAN BE MADE MORE VALID AND RELIABLE
WITH THE FF. GUIDLINES.

1 . SET A CLEAR DEFINITION

2. PREPARE A CHECKLIST OR RATING SCALE THAT WILL DEFINE

THE MORE SPECIFIC AFFECTIVE BEHAVIOR YOU WANT TO
CAPTURE
3. CONSULT WITH A COLLEAGUE OR EXPERT ABOUT THE
BEHAVIOR LISTED AS DOABLE FOR OBSERVATION OR NOT.
 THE MEASURES OBTAIN FROM OBSERVATION
APPROACH CAN BE MADE MORE VALID AND RELIABLE
WITH THE FF. GUIDLINES.

4. HAVE A COLLEAGUE/S TO WORK WITH YOU IN THE ACTUAL

OBSERVATION TIME.

5. BE CLEAR ON ETHICAL ISSUES.

6. RECORD THE OBSERVATION IMMEDIATELY

STAY SAFE AND

GOD BLESS