LESSON 2

ASSESSMENT OF AFFECTIVE LEARNING

OVERVIEW

This lesson introduces what affective learning is as well as its taxonomy.

Moreover, assessing affective learning through the use of authentic assessment is also
presented.

LEARNING OBJECTIVES

At the end of this lesson, you are expected to:

1. Identify the different taxonomy of affective learning domain;
2. Appreciate the importance of affective domain in maximizing student
learning; and
3. Develop authentic tools to assess affective learning.

LEARNING CONTENT

1. Definition of Affective Learning Domain

The three domains of learning are cognitive, psychomotor and affective. In

Assessment in Learning 1, we have learned that the Cognitive domain focuses on mental
(thinking) processes and based on Bloom’s Revised Taxonomy, it has six levels:
Remembering, Understanding, Applying, Analyzing, Evaluating and Creating. The
Psychomotor domain, on the other hand, is related to the utilization of motor skills and
coordinating them. The third, Affective domain, is focused on the attitudes, values,
interests, and appreciation of learners.

Lease (2018) described that the affective learning includes learner behaviors
indicating attitudes, awareness, attention, concern, interest, and responsibility and is
often assessed by the learner’s ability to listen and respond in the environment and by
attitudes and values appropriate for the field of study.

2. Taxonomy of Affective Domain

Krathwohl proposed five levels of affective domain: Receiving, Responding,

Valuing, Organization and Characterization.

Below is a presentation of the taxonomy of affective domains showing the focus

of each level and the verbs that may be used in setting the learning objectives (Lease
(2018).
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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023

Taxonomy Focus Verbs

Receiving Is the learner aware of or Accept, Ask, Attend, Choose,

responding to the Describe, Develop, Follow, Give,
environment? The focus is Hold, Identify, Locate, Name,
on simple awareness and Point to, Recognize, Select, Sit
selective attention. Erect, Reply, Use

Responding Can the learner show a new Answer, Assist, Complete,

behavior due to an Comply, Conform, Cooperate,
experience? The focus is on Discuss, Examine, Greet, Help,
interest, seeking, and Label, Obey, Perform, Practice,
enjoyment. Present, Read, Recite, Report,
Respond, Select, Tell, Write

Valuing Does the learner show Accept, Complete, Defend,

involvement and Describe, Devote, Differentiate,
commitment? The focus is Explain, Follow, Form, Initiate,
on attitudes and Invite, Join, Justify, Propose,
appreciation. Pursue, Read, Report, Seek,
Select, Share, Study, Work

Organization Has the learner combined and
conceptualized a new value
giving it priority? The focus
is on philosophy of life.
Adhere, Alter, Arrange, Codify,
Combine, Compare, Defend,
Discriminate, Display, Explain,
Generalize, Identify, Integrate,
Modify, Order, Organize, Prepare,
Relate, Systemize, Weigh

Characterizati Does the learner act Act, Discriminate, Display,

on by Value consistently with the new Influence, Internalize, Listen,
value? The focus is on Modify, Perform, Practice,
patterns of adjustment. Propose, Qualify, Question,
Revise, Serve, Solve, Use, Verify

3. Applying Authentic Assessment of Affective Domain

Cognitive, Psychomotor, and Affective are the three domains of learning that we,
teachers, evaluate. The cognitive domain focuses on knowledge and can be easily
evaluated using test assessment and authentic assessment. Psychomotor domain focuses
on the use of motor skills and can be evaluated by skills testing and authentic
assessment. But what about affective domain? Many teachers find it difficult to assess
affective learning.

The following are recommendations to effectively assess affective learning: • Assess

student’s affective learning at least twice during a program, preferably once at the
midterm and again at course completion. You may also do the

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
assessment as often as needed that will help you to provide the students with
consistent feedback on opportunities for growth.
• Utilize an affective assessment tool designed to measure a student’s professional
behavior and soft skills like empathy, self-motivation, appearance and personal
hygiene, self-confidence, communication, time management, teamwork, respect,
patience, etc.
• Observe students during activities involving psychomotor skills. You may observe
students as they work together to master skill and as they interact with their team
and with other people.

Evaluating the students’ affective learning is essential part of the education process as it
facilitates the development of professional behaviors among the students who would be
part of the industry and their chosen profession.

4. Assessment Tools for Affective Learning Domain

• The One-Minute Paper – It is an assessment tool that measures both cognitive and
affective domain of learning where students are given 60 seconds, either at the
end of a section of work, or at the end of a lecture period, to jot down on paper or
post online their responses regarding on some questions. You may consider the
ff:
✓ Write down the three key things you learned in today's lecture.
✓ In your own words, tell me what you understand about the lesson.
✓ What was the most confusing point in today's class?
✓ How useful was the group exercise that we did in class today? Please give
details.
• Self-Report - This is the most common measurement tool in the affective domain.
It essentially requires an individual to provide an account of his attitude or
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 student 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 (from receiving up
to characterization).
 • Rating Scale - This is a set of categories designed to elicit information about a
quantitative attribute. Rating scales can be used for teaching purposes and
assessment.

a. Likert Scale - It requires that individuals tick on a box to report whether

they "strongly agree", "agree", "undecided", "disagree", or "strongly
disagree", in response to items concerning attitude object or stimulus.

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
Attitudes Towards a Course
Indicator 5 4 3 2 1

Strong Agre Undecid Disagree Strong

ly e ed / Not ly
Agree Sure Disagr
ee

I am happy during my in
class (subject).

I enjoy doing the activities

in (subject).

I see the lessons in

(subject) as important in
my life.

b. Semantic Differential Scale - 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.

How do you feel about the topics in the webinar?

Interesting ___ ___ ___ ___ ___ ___ ___ Not Interesting 3 2 1 0 1 2 3

• Checklists - are the most common and perhaps the easiest instrument to construct
in the affective domain. A checklist consists of simple items that the student or
teacher marks as "absent/not observed" or "present/observed"

CHECKLIST
Collaborative Skills Observed Not
 Observed
activities
Expressing ideas and
□□□□
thoughts
Participating in group

Managing conflicts □ □ Sharing resources □ □

Encouraging others □ □ Respecting diversity □ □

Comments: ________________________________________
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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
• Constructed-Response Format – It is a straightforward approach asking students
about their affect by responding to simple statement or question. Another way to
implement the construct response format is by means of an essay.
• Observation - The principal characteristic of authentic assessment is that it is
observation-based. It means that educators observe the student’s behavior and
performance in order to make inferences about their development.
• Anecdotal record – It is a detailed descriptive narrative recorded after a specific
behavior or interaction occurs. Anecdotal records aid teachers as they plan
learning experiences, provide information to families, and give insights into
identifying possible developmental delays.

There are many other assessment tools for affective learning. Below is a list of learning
activities and assessments for different levels of affective domain provided by the Center
of Teaching Excellence, University of Waterloo.
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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
REFERENCE:
• Lease, L (2018). Teaching, Learning, & Everything in Between. Krathwohl and
Bloom’s Affective Taxonomy.
https://lynnleasephd.com/2018/08/23/krathwohl-and-blooms-affective
taxonomy/
• Evaluation of the Elusive Affective Domain.
https://www.platinumed.com/evaluation-elusive-affective
domain/#:~:text=The%20affective%20domain%20can%20also,they%20interact
% 20with%20simulated%20patients.
• Center for Teaching Excellence, University of Waterloo Ostinell, Paola (2021).
Assessing the Affective Domain in Child and Youth Care.
 https://ecampusontario.pressbooks.pub/tlhe720assessment/chapter/paola/
• https://www.rochester.edu/college/teaching/teaching-guidance/one-minute
paper.html#:~:text=A%20one%2Dminute%20paper%20is,of%20that%20day's%2
0class%20session.
• McFarland, L (2008). A. Anecdotal Records: Valuable Tools for Assessing Young
Children's Development
https://eric.ed.gov/?id=EJ894865#:~:text=An%20anecdotal%20record%20is%20
a,into%20identifying%20possible%20developmental%20delays.

ASSESSMENT:

Test Assessment No. 2. Take as scheduled.

Output No. 2. Create a portfolio of authentic assessment tools for affective learning
containing the following:
a. Five rating scales (with instructions) to measure the following:
• Attitudes towards any activity from your field of specialization
• Feelings about the online learning experiences on a course from your
field of specialization.
• Interest
in conducting a specific group project.
• Awareness on a certain issue or trend that is related to any course of
your field of specialization (e.g. Children with Special Needs;
Financial Literacy; SOGIE)
• Any affective characteristic of your choice in connection with your
field of specialization
b. Self-Report about studying a specific course in your field of specialization.
In about 250 words, discuss 1.) a lesson that you find interesting to you, 2.)
a lesson that you are practically applying in real-world context, and 3.) a
lesson that should have been discussed further by the instructor.

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023
The portfolio must contain the following:
□ the required outputs
□ photos during collaborative activities

Post the output in PDF file in our google classroom, labeling it as

Program/Section_Group No. X_AL2_Output 2. Only ONE member of each group must
upload the output.

Take note of the criteria in evaluating your output:

 Criteria Highest
Possible Points

Accuracy and Sufficiency of the Content 10

Organization and Presentation of Insights 10

Proof of Collaboration (Screen shots of group meetings 5

and/or communication)

Total 25

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INSTRUCTIONAL MATERIALS IN EDUC 30193: ASSESSMENT IN LEARNING 2 WITH FOCUS ON TM1 AND TM2 / L. R. REBUSQUILLO / 2023