ASSESSING

AFFECTIVE LEARNING
OUTCOMES

PREPARED BY:
ENGR. MARIA ELENA A.MAGCALEN,ED.D
LEARNING OUTCOMES:
1. Formulate objectives in the affective
domain; and
2. Develop an assessment tool to measure
affective outcomes of learning.
The affective domain emphasizes
emotional knowledge. It tackles
the question, “ What actions do I
want learners to think or care
about?”
I. AFFECTIVE DOMAIN
covers behaviors with regards to
attitudes, beliefs and feelings.
Networks of attitudes, beliefs and
feelings form the student’s values.
Values are perceptions or ideas of
worth, while beliefs are perceptions of
fact. It also emphasizes on feelings,
emotions and degrees of acceptance
or rejection.
AFFECTIVE TRAITS:
• Attitude • Self-esteem
• Interest • Focus of control
• Value • Emotional Development
• Opinions
• Social Relationship
• Preference
• Altruism
• Motivation
• Moral Development
• Academic
• Classroom Environment
self-concept
Unlike cognitive and
psychomotor domains,
affective assessment
does not determine the Affective assessment
grades the students helps the teacher to
get. determine what steps
need to be taken to
help students achieve
academic success.
 Affective assessment can
provide supplemental information
about a learning difficulty or behavior
problem that affects learning.

Example.
Fear of Mathematics will cause nervousness and
possibly lead to poor performance if not failure.
This report will guide the teacher to design
strategies that can enhance learning.
According to Stiggins(2005), motivation and desire
represent the very foundation of learning, If the
students do not want to learn, there will be no
learning.
Popham (2011) contends that affective variables
are often more significant than cognitive variables.
 TAXONOMY OF AFFECTIVE
DOMAIN
5 LEVELS OF AFFECTIVE TARGETS

TAXONOMY OF AFFECTIVE DOMAIN

(Krathwohl, et al.,1964)
Level 1: RECEIVING (Attention)
At this level, the learner demonstrates an
awareness of an activity that is happening such
that he/ she gives attention to that activity. This
level involves the willingness to receive the
stimulus.
Examples.
1. Listening to the ideas of others with respect.
2. Listen attentively to the volleyball introduction.
 Level 2: RESPONDING (Interest)
-At this level, the learner reacts to a given
stimulus or information that has been received.
-This behavior may be compliance to a given
task, voluntary engagement, or doing an
activity with interest.

Ex. 1. Participating in class discussions actively.

2. Assist voluntarily in setting up volleyball
nets
Level 3 : Valuing
-- This is the level where the learner
demonstrates commitment to the object,
knowledge, or activity.
--At this level, the learner has internalized a set
of specific values such that these values are
manifested through overt behaviors.

Examples:
1. Attend optional volleyball matches.
2. Putting off lights after class of own desire.
Level 4: ORGANIZING (Philosophy of Life)
- In this level, the learner can discern
independently right from wrong, and he can
make a decision on what is more valuable
based on his judgment.

Examples.
1. Explaining the role of systematic planning in solving
problems.
2. Prioritizing time effectively to meet the needs of the
organization, family, and self.
3. Arrange his/her volleyball practice.
Level 5: CHARACTERIZATION BY A VALUE
-OR INTERNALIZING
VALUES(Lifestyle)
- In this level, the learner’s behavior
extends beyond the school setting and
becomes part of his lifestyle.
- Examples.
1. Showing self-reliance when working independently.
2. Valuing people for what they are, not how they look like.
3. Join intramurals to play volleyball twice a week.
 MCMILLAN: 3 CONSIDERATIONS WHEN
ASSESSING AFFECTIVE LEARNING OUTCOMES

First: EMOTIONS AND FEELINGS

It is suggested that teachers should
conduct different assessments over a
considerable amount of time. It is because
of being unpredictable of the student’s
attitudes.
If you consider only a single
assessment, there is a high probability,
that what you assess is not an entire sign
of the trait. Hence, it is better to measure
repeatedly over several periods of time.
Second: USE OF DIFFERENT APPROACHES

Do not rely on single approach because it has a

limitation.

Third: RESULT
Do you need and INDIVIDUAL RESULT or GROUP
RESULT?
• For student’s individual performance use individual
result.
• For assessing improvement of classroom
instruction use group result.
 METHODS OF
ASSESSING AFFECTIVE
LEARNING OUTCOMES
1. TEACHER OBSERVATION
1.1 1UNSTRUCTURED OBSERVATION
1.2 STRUCTURED OBSERVATION
2. STUDENT SELF-REPORT QUestionnaires
Self –report inventories use a variety of formats:
2.1 Likert Scale
2.2 Semantic Differential
2.3 Self -report Behavior Checklist
3. Student Journals

4. PEER RATING
3.1 Guess-who approach
3. 2 Sociometric approach.
III. METHODS OF ASSESSING
AFFECTIVE
LEARNING OUTCOMES

1. TEACHER OBSERVATION
This is to make a systematic
record on the observation about the
presence or absence of affective
outcomes.
TWO METHODS OF TEACHER
OBSERVATION
1.1UNSTRUCTURED OBSERVATION
- also known as open-ended observation. It
gives more freedom to record what information is to
be observed and how it is recoded. Can be done
through note taking, mental note taking and diary
keeping.
There should be at least guidelines and
characteristics of the affective traits to be
assessed. Anecdotal Record can also be utilized.
1.2. STRUCTURED OBSERVATION
- it is different from unstructured observation
because more time is needed for the preparation
of the materials and the process of recording the
observation.
In this type of observation, recording is more
systematic, because the teacher will attend only
on the predetermined aspects of affective traits. In
this case, a more reliable and valid information
among different observers is easier to obtain.
CHECKLIST FOR STRUCTURED
OBSERVATIONS IN ASSESSMENT 2
CLASS BY DR. ELENA
Behavior Almost Most of Someti Rarely Not at
Always the time mes all
1. Listens by reacting to
announcements.
2 Raises hand during
discussions.
3. Gives reactions (emojis )
during online classes.
4.. Ask questions about
issues connected to the
assessment concepts .
5. Participate actively in
activities done in pairs or in
groups.
6 Suggests strategies on
how to convince others
2. STUDENT SELF-REPORT
This is to express the student’s
feelings or attitudes toward a given
specific classroom activity. It limits the
response of the students to what they
can only do and say. The teacher must
motivate them to respond properly and
seriously because they might take the
activities for granted or else the
information gathered is not reliable.
 TWO TYPES OF STUDENT
SELF-REPORT
2.1 INTERVIEW METHOD – allows the
teacher to probe and clarify information in
order to avoid ambiguity, though the
students cannot be unanimous with their
information and is time consuming to
conduct. It can be done using individual or
group interviews, round the table
discussions or casual conversations.
QUESTIONNAIRE OR SURVEY METHOD
TWO FORMAT:

A. Constructed Response format- is

done using a completion item or
an essay item.
B. Selected response format- is use
to assess, beliefs and interests of
the participants. (rating scale,
semantic differential scale and
checklist).
SAMPLE: THE
INTERVIEW
QUESTIONS TEACHER NOTES
1. How did you feel about your
participation in our class today?
2. What did you think about the topic
assessing affective outcomes?

3. What makes you participate in the role

of assessor o evaluating your classmates’
output.
4. How do you feel like participating in the
groups’ e-portfolio?
5. What different approach should your
leader use to help you participate in the
group performing task?
Selected response format-
a. Rating Scale
is a set of categories
designed to gather
information on quantitative
attributes in social sciences.
Selected response format-
b.Semantic Differential Scale
A pair of adjectives are used to
provide connections with feelings,
beliefs and opinions that can be
measured by degrees of agreement
that show both opposite directions
and intensity.
Selected response format-
c. Checklist
Is the easiest tool to develop
compared to rating scale and semantic
differential scale. It consists of simple
items that the students or teacher
marks as “present” or “absent” of a
certain attribute that describes the
affective traits.
3. Student Journals
Journal writing gives students guided
opportunities to “think aloud” through
writing
Example: Reflection Papers
In devising this tool, give the students
the guide questions on how to complete
the reflection paper, and how they will
be graded.
4. PEER RATING
Is the least method to be used in
assessing affective learning outcomes. In this
method, the students are asked to assess or
judge their classmates behavior.
Frequency nomination and Sociogram is
used to analyze the results of peer rating.
And there are also two approaches of
obtaining the peer rating:
3.1 Guess-who approach
3.2Sociometric approach.
GUESS-WHO FORM
 On the other hand, Sociometric
approach is used to assess social
structure of the class and
interaction patterns among the
students (McMillan, 2001). This
pattern allows the teacher to learn
about social acceptance and the
liking patterns of the students.
TRANSFER
Task: Pre-service teachers will construct an affective
assessment tool for a course or subject that is most likely to
be handled when they become a teacher.
a. Look for document (OBTL syllabus or Basic Ed
Curriculum)
b. List the affective traits that are articulated in the
framework.
c. Among the list of affective traits, decide which is the most
important trait you want your future students to emulate..
Why do you value it most to be measured?
4. Review the taxonomy of affective domains, and develop
your assessment tool to be used for your future students
based on the selected subject.
SCORING GUIDE
CRITERIA Obser Not
ved observ
ed
A. Content and format
Is the language of the statement/question
clear, direct, and specific.
2. Is the instrument’s intended purpose
clear and match the purpose.
3. Does the question/ statement contain
only one complete thought or concept?
B. Relevance with areas/ domains of
affective traits
1. Is the statement/ question related to the
effectiveness of the course of study?
2. Is the statement/ question applicable to
the traits being assessed?
 Observed Not
observe
d
C. Feasibility

1. Is the instruments’s length and level of

complexity appropriate for your
respondents?
D. Data Quality

1. Does the instrument reflect the thinking

and the element of the affective construct
that is assessed?
2. DO any question ask for personal or sensitive
information that it would be unnecessary or
inappropriate to ask for?
Additional Comments :
THANK
YOU