Adverbs and Verbs

Prepared by: RJC Dullano

Adverbs
Affective traits can be:

 Attitude  Self-esteem
 Interests  Locus of control
 Value  Emotional development
 Opinions  Social relationships
 Preferences  Altruism
 Motivation  Moral development
 Academic self-concept  And classroom environment
Popham suggests that

The teacher should limit the number of affective

traits targeted and assessed. It is better to do a
sound job of assessing a few important trait than
try to assess many traits superficially.

Focus will be made then on how to assess

students’ attitudes, values. Interests and the like
Attitude

Is a psychological construct

Cannot really be observed or measure directly

because their existence is inferred from their
consequences.
Belief

Is an internal feeling that

something is true, even though
that belief may be unproven or
irrational.
Values
Is a measure of the worth or importance a
person attaches to something

Our values are often reflected in the way

we live our lives

One’s judgment of what is important in life

Attitudes

•Refer to mental states used by

the students to structure the way
they perceive their environment
and guide the way they respond
to it.
Simply says that:

The students’ values and beliefs may

dictate or affect their decisions and
actions.
Determinant
Attitudes

Values

Beliefs Evaluation
A student with more positive than negative
beliefs towards a psychological object is
judged to have a positive attitude.
Attitude measurement techniques are generally
systematic methods for abstracting the effective
component of belief systems in order to generate an
attitude score.

Attitude are the essence of the “human change agent” but

without the right tools to effectively measure attitude,
attitudinal research has little to offer.
Three related components forming Attitude
Cognitive or knowledge Component

Represent’s information about an object

This information includes awareness of the

existence of the object, beliefs about he
characteristics or attributes of the object, and
judgments about the relative importance of each
of the attributes.
 Affective or liking components

• This summarizes a student’s overall feelings toward an object,

situation, or person, on a scale of like-dislike or favorable-
unfavorable. When there are several alternative to choose
from, liking is expressed in terms of preference for one
alternative over another.

• Preferences can be measured by asking which is “most

prepared” or the “first choice,” which is the “second choice”
and so forth.
Intention Or Action Component

•Refers to student’s expectations of

future behavior toward an object.

Is the student “very” “somewhat” or “not all”

likely to finish the science project on time?
Students’ positive
affective traits and skills
are essential to their
motivation, involvement,
and cognitive learning .
Bloom’s Affective Taxonomy of
Educational Objectives
Receiving (Attending)

Responding

Valuing

Organization

Characterization
Receiving

• Develops awareness, shows willingness to receive, shows

controlled or selected attention

• To differentiate…
• To accept…
• To Attend…
• To listen…
• To Recognize…
Responding

• Shows willingness to respond and finds some initial level

of satisfaction in responding.

• To comply with
• To follow
• To commend
• To volunteer
• To spend leisure time in
• To acclaim
 Valuing

• Shows that the object, person, or situation has worth

• Something is perceived as holding a positive value, a commitment
is made

• To increase measured proficiency in…

• To relinquish…
• To subsidize…
• To support…
• To debate…
Organization

• Brings together a complex set of values and organizes them in an

ordered relationship that is harmonious and internally consistent.

• To discuss…
• To theorize…
• To formulate…
• To balance…
• To examine…
 Characterization
• Organized system of Value becomes a person’s life outlook and the
basis for a philosophy of life.

To revise…
To require…
To be rated high in the value…
To avoid…
To resist
To manage
To resolve
Example: Attitude towards Science

Receiving- Students are merely aware of and perceive science.

Responding- the students indicate through their voluntary behavior

that science has value

Value & organization- once science is valued, it can be organized with

others subjects and other values (organization).

Characterization- science is so highly valued that it becomes a

determining tendency and influence on other aspects of the student’s
life.
The contribution of the affective taxonomy of
classroom assessment of affect is that:

It helps determine the level of affect that is

part of learning target.

It Provides good suggestions for using student

behaviors as indicators of affect at each of the levels
 Example

Suppose a teacher wants students to develop an appreciation of Philippine

literature.
Ask: At what level will be the target?
Will students simply be aware of what is Philippine Literature?
(receiving)
does the target require the students to really like Philippine
literature?
(valuing)