Group 13

FLORA MAE LOPEZ

JEMAE BAYKING
JESSA MARIE P. TALINGTING
LUCIL C. ROBLEDO
 1st Reporter
FLORA MAE LOPEZ
ASSESSMENT IN THE
AFFECTIVE DOMAIN
 The Affective Domain
was published in 1965

for
identifying, understanding and addressing
how people learn

describes learning objectives that emphasize a

feeling tone, and an emotion
farmore difficult domain to objectively analyze
and assess

much of the educative process needs to deal

with assessment and measurement of
student’s abilities in this domain
 The Taxonomy in the Affective Domain

Receiving- sensitive to the existence of certain

ideas
Ex. to differentiate, to accept, to listen

Responding-committed to some small measure

of ideas involved by actively responding to them
Ex. to comply with, to follow
Valuing- willing to be perceived by others as valuing
ideas
Ex. to support, to debate

Organization- relate the value to those already held

Ex. to theorize, to formulate

Characterization- to act consistently according to

the values internalized
Ex. to manage, to avoid
 Affective Learning Competencies
affective desired learning competencies are often
stated in the form of instructional objectives

What then are instructional objectives?

 specific, measurable, short-term, observable

student behaviours
 objectives are foundation for lessons and assessments

 serve as tools you use to make sure you reach your

goals

 the purpose of objectives is not to restrict spontaneity;

but to ensure that learning is focused and clear
 Behavioral Verbs Appropriate for the
Affective Domain
Receiving Respond- Valuing Organiz- Character-
ing ation ization
•accept •Com-plete •accept •codify •Internal-
•attend •comply •defend •discriminat ize
•develop •coope-rate •devote e •verify
•Recog-nize •discuss •pursue •display
•examine •seek •order
•obey •organize
•respond •System-
 Focal Concepts
Attitudes- mental predisposition to act that is
expressed by evaluating a particular entity with
some degree of favor or disfavor

Four components
1. Cognitions- our beliefs, theories, expectancies and
perceptions relative to a focal object
2. Affect- our feeling with respect to focal object such as
fear, liking or anger

3. Behavioral Intentions- our goals, aspirations, and our

expected responses

4. Evaluation- consist of the imputation of some degree

of goodness or badness to an attitude
Motivation- set of reasons for engaging in a particular
behavior
- refers to the initiation, direction, intensity
and persistence of human behavior

Self-efficacy-an impression that one is capable of

performing in a certain manner
 2nd Reporter
JEMAE BAYKING
DEVELOPMENT OF ASSESSMENT TOOLS
SELF – REPORT
Requires individual feelings toward concept or idea.

RATING SCALES
a set of categories designed to elicit information
about a quantitative attribute in social science.
 DEVELOPMENT OF AFFECTIVE
ASSESSMENT TOOLS
1. Methods of Assessing Affective Targets
 Emotions and feelings change quickly most especially
for young children and during early adolescence.

 use varied approaches in measuring the same

affective trait as possible.

 decide what type of data or results are needed, is it

individual or group data
 Teacher Observation
Student Behaviors Indicating Positive and Negative
Attitudes Towards Learning

POSITIVE NEGATIVE
 RARELY LATE TO CLASS IS FREQUENTLY TARDY
 HE OR SHE LIKES SCHOOL SAYS HE OR SHE DOESN’T LIKE SCHOOL
 ASKS LOTS OF QUESTIONS RARELY ASKS QUESTIONS
 UNSTRUCTED OBSERVATION

STRUCTED OBSERVATION
 STUDENT SELF-REPORT
 Student Interview

 Surveys And Questionnaires

CONSTRUCTED – RESPONSE FORMAT
SELECTED – RESPONSE FORMAT

 Peer Ratings
 3rd Reporter
JESSA MARIE P. TALINGTING
 Anecdotal Records

•written descriptions of students' progress

which the teacher updates on a daily basis
 Purpose of Anecdotal Record
•provide information regarding student's development
over a period of time
•provide ongoing records about individual instructional
needs
 •capture observations of significant behaviors that
might otherwise be lost

•provide ongoing documentation of learning that may

be shared with students, parents and teachers.
 Guidelines for Using Anecdotal Records

•Record the observation and the circumstance in which the

learning experience occurs.

•Make the task of daily note taking manageable by

focusing on clearly defined objectives or purposes, and by
identifying only few students to observe during a
designated period of time.
•Record the observation and the circumstance in which the
learning experience occurs.

•Record data on loose leaf sheets and keep these in a

three-ring binder with a page designated for each student
and organized alphabetically.

•Use adhesive note papers that can be attached to the

student’s pages or recipe card files.
 Checklist
•Consists of simple items that the student or teacher
marks as “absent” or “present”

•Formative assessment strategy to monitor specific

skills,behaviors, or dispositions of individual or group
of students

•Contain criteria
 Criteria for Checklist

Criteria outcomes to be measured

Criterion
• standard that serves as reference for judgment or
decision
•judgment regarding the adequacy of students
responses
 Why use checklist
• make a quick and easy way to observe and record skills,
criteria, and behaviors prior to final test or summative
evaluation

• provide information to teachers about students’ strengths

and weaknesses

• provide formative assessments of students’ learning

 Steps in construction of checklist
• Enumerate all the attributes and characteristics.

• Arrange the list of characteristics.

• Ask the students to put mark to the attributes if

present and leave blank if absent.
 Journals

•An account of one’s thoughts, feelings, reactions,

assessments, ideas, or progress toward goals

•With little attention to structure, form or correctness

 Features of Journals
•Self-reflection

•Writing practice; writing as a thinking process

•Individualization

•Communication with the teacher

•Most formative
 Guidelines in using journal
•Introduce students to the concept of journal writing.

•State the objectives of the journal.

•Give guidelines on what kinds of topics to include.

•Provide optimal feedback in your responses.

•Designate appropriate time frames & schedules for review.

•Provide formative, washback-giving final comments.

 Reflection Paper
• promote deep, lasting learning

• assess whether students learn the intended

outcome
 Likert Scale

In 1932, Likert develop the method of summated

ratings, which is simple and widely used.
 Five Point Scale
•Strongly Agree (SA)
•Agree (A)
•Undecided (U)
•Disagree (D)
•Strongly Disagree (SD)
 Example of Likert Scale
Statement Strongly Agree Undecided Disagree Strongly
Agree (SA) (A) (U) (D) Disagree
5 4 3 2 (SD)
1

I am happy during mathematics

class.

I get tired doing board work and

drills.

I enjoy solving word problems.

 Semantic Differential Scale
•Assess an individuals’ reaction to specific words,
ideas or concepts in terms of rating bipolar scales
•Use adjective pairs that provide anchors for feelings
or beliefs that are opposite in direction and intensity
•It is common approach to measuring affective traits
 Example of Semantic Scale
Traits/ Attitude toward Mathematics subject

Good __ __ __ __ __ __ __ Bad
Interesting __ __ __ __ __ __ __ Boring
Important __ __ __ __ __ __ __ Useless
3 2 1 0 1 2 3
The number labeled as:
- neutral
– slightly
– quite
- extremely
Commonly Used Adjective Pairs in each
Dimension of Semantic Differential Scale
Evaluation Potency Activity
Bad/good weak/strong passive/active
Cheap/expensive indecisive/decisive lazy/industrious
Foolish/wise soft/hard aimless/motivated
Dishonest/honest severe/lenient slow/fast
 Rating Scale
• can be used for teaching purposes and assessment

• help students understand the learning target

• gives specific feedback to students as far as their

strengths and weaknesses
• Students not only learn the standards but also may
internalize the set standards.

• Helps to show each students growth and progress

 Example of Rating Scale
Attitude towards Mathematics
Directions: Put the score in the column for each of the statement
as it applies to you. Use 1 to 5, 1 being the lowest and 5 is the
highest possible score.
Statement Score

1.I am happy during Mathematics class 5

2.I get tired doing board work and drill 4

3.I enjoy solving word problems 4

 Two Types of Rating Scale
•Numerical Rating Scales
translates the judgements of quality or degree into
numbers.

•Descriptive Graphic Rating Scales

a better format for rating that replaces ambiguous single
word with short behavioral descriptions of three various points
along the scale.
 Group 13

FLORA MAE LOPEZ

JEMAE BAYKING
JESSA MARIE P. TALINGTING
LUCIL C. ROBLEDO