Assessment in Affective Domain

Prepared by: Glaiza P. Macatuay

 Affective domain
• The affective domain is one of three domains in Bloom’s
Taxonomy, with the other two being the cognitive and
psychomotor (Bloom, et al., 1956).

• The affective domain (Krathwol, Bloom, Masia, 1973)

includes the manner in which we deal with things
emotionally such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.
• Affective learning is demonstrated by behaviors indicating
attitudes of awareness, interest, attention, concern, and
responsibility, ability to listen and respond in interactions
with others.
• And ability to demonstrate those attitudinal
characteristics or values which are appropriate to the test
situation and the field of study.
• We shall concern with the second of
these domains which is the affective
domain.

• The Affective domain describes learning

objectives that emphasize a feeling
tone, an emotion, or a degree of
acceptance or rejection.
TAXONOMY IN THE AFFECTED DOMAIN
AFFECTIVE DOMAIN
 RECEIVING

It is being aware of or sensitive to the existence of certain

ideas, material, or phenomena and being willing to tolerate
them. (To differentiate, To accept, To listen (for), To respond
to).

Example: Individual would read the book passage about the

civil rights.
 RESPONDING:

• Is committed in some small measure to the ideas,

materials, or phenomena involved by actively
responding to them. (To comply with, to follow, to
commend, to volunteer, to spend leisure time in, to
acclaim
 VALUING
• Is willing to be perceived by others as attaching importance to certain
ideas, materials, or phenomenon.
(To increased measured proficiency, To relinquished, To subsidize, To support,
To debate)
Example:
The individual might demonstrate these by voluntarily attending a lecture
on civil rights.
 ATI ON
ORG ANIZ

Is relating the value to those already held and bring

it into a harmonious and internally consistent
philosophy.
(To discuss, To theorize, To formulate, To balance, To
examine)
Example:
The individual might arrange a civil rights rally.
 CHARACT
ERIZATIO
N
• By value or value set is to act consistently
in accordance with the values he or she
has internalized.
(To resist, To manage, To resolve)
Example:
The individual is firmly committed to the
value, perhaps becoming a civil rights leader
Affective Learning Competencies
INSTRUCTIONAL OBJECTIVES ARE SPECIFIC, MEASURABLE, OBSERVABLE
STUDENT BEHAVIORS.

OBJECTIVES ARE THE FOUNDATION UPON WHICH YOU CAN BUILD

LESSONS AND ASSESSMENT THAT CAN PROVE MEET YOUR OVERALL
LESSON AND GOALS.

THINK OF OBJECTIVES AS TOOLS YOU USE TO MAKE SURE YOU REACH

YOUR GOALS. THEY ARE THE ARROWS YOU TOWARDS YOUR TARGET.
Behavioral verbs appropriate for
the affective domain
RECEIVING:
 Accept
 Attend
 Recognize
 Develop
VALUING:
 Defend
 Accept
 Devote
 Pursue
 Seek
Responding:
 Comply
 Complete
 Cooperate
 Respond
 Obey
Organization:
 Display
 Order
 Organize
 Codify
Characterization:
 Verify
 Internalize
 ATTITUDE
• Are defined as a mental predisposition to act that
is expressed by valuating a particular entity with
some degree of favor and disfavor.

• Attitudes are also attached to mental categories.

• Mental orientations towards concepts are

generally referred to a values.
Attitudes are
compromised of 4
components:
COGNITION :
Are our beliefs, Theories, Expectancies, Cause and Effect beliefs, and
Perceptions relative to the focal object.

This concepts is not the same as “Feelings” but just a statement of beliefs
and expectations which vary from one individual context to the next.
BEHAVIORAL INTENSION:

- BEHAVIORAL INTENTIONS ARE OUR GOALS,

ASPIRATIONS, AND OUR EXPECTED RESPONSE
TO THE ATTITUDE OBJECT
AFFECT:
The affective component refers to our feeling with respect to the focal
object such as fear, liking, or anger.

For instance, the color “Blue” evokes different feelings for different
individuals: some like the color blue but others not. Some associate the
color blue with “loneliness” while others associate it with “calm and
peace”.
EVALUATION:

Are often considered the central component of attitudes.

Evaluations consist of the imputations of some degree of
goodness and badness to an attitude toward an object
REFERENCES:

Saladanan, Gloria G. (2009). Methods of Teaching. Lorimar Publishing Inc.

Karthwohl, D., Bloom, B., AND Maisa, B. (1965). Taxonomy of Education

objectives. Handbook ll: Affective Domain. New York: David Mckay.
THAT’S ALL, THANKYOU!!!