ASSESSMENT OF LEARNING II
Affective Learning Competencies
Pajaron, Mecca Joy M. | Pineda, Jeanuarymae
Overview
Affect describes a number of non-
cognitive variables such as person’s
attitudes, interests and values.
Student affect is important and
teachers can help their students
acquire positive attitudes.
Overview
Reasons why it is important to assess affect
are:
(1)Educators should be interested in assessing
variables because these variables are
excellent predictors of students’ future
behavior.
(2)Teachers should assess affect to remind
themselves that there’s more to being a
successful teacher than helping students
obtain high scores on achievement test
(3) Information regarding students’ affect
1. Importance of Affective
Targets
Positive affective traits and skills are essential for:
effective learning
being an involved and productive member or our society
preparing for occupational and vocational satisfaction
and productivity (e.g. work habits, willingness to learn,
interpersonal skills)
maximizing the motivation to learn at present and in the
future
preventing students from dropping out of school
2. Affective Traits and
Learning Targets
Affective
variety of traits and dispositions that
are different from knowledge,
reasoning and skills (Hohn, 1995)
means the emotional or feelings that
one has toward someone or something
2. Affective Traits and
Learning Targets
Different Affective Traits and its Corresponding Description
TRAITS DESCRIPTION
Predisposition to respond favorably or unfavorably to
Attitudes specified situations, concepts, objects, institutions, or
persons
Interests Personal preference for certain kinds of activities
Values Importance, worth, or usefulness of modes or conduct
and end states of existence
Opinions Beliefs about specific occurrences and situations
2. Affective Traits and
Learning Targets
Different Affective Traits and its Corresponding Description
TRAITS DESCRIPTION
Preferences Desire to select one object over another
Motivation Desire and willingness to be engaged in behavior including
intensity of involvement
Academic Self-Concept Self-perception of competence in school and learning
Self-Esteem Attitudes toward oneself; degree of self-respect,
worthiness, or desirability of self-concept
Locus of Control Self-perception of whether success and failure is
controlled by the student or by external influences
2. Affective Traits and
Learning Targets
Different Affective Traits and its Corresponding Description
TRAITS DESCRIPTION
Emotional Development Growth, change, and awareness of emotions and ability to
regulate emotional expression
Social Relationships Nature of interpersonal interactions and functioning in
group setting
Altruism Willingness and propensity to help others
Moral Development Attainment of ethical principles that guide decision-making
and behavior
Classroom Development Nature of feeling tones and interpersonal relationship in a
class
2. Affective Traits and
Learning Targets
Some of the attitudes are listed below:
A POSITIVE ATTITUDE TOWARD A NEGATIVE ATTITUDE TOWARD
Learning Cheating
Math, Science, English and other Drug use
subjects
Assignments Bullying
Classroom rules Cutting classes
Teachers Dropping out
3. Affective Domain of the
Taxonomy of Educational
Objective
Krathwohl’s Taxonomy: The Affective Domain
LEVEL DESCRIPTION EXAMPLE
Receiving Concerned with student’s sensitivity to the Student does mathematics
(Attending) existence of certain phenomena and stimuli, activities for grade.
that is, with student’s willingness to receive
or to attend to this stimuli.
It is categorized in three subdivisions that
shows the different levels of attending to
phenomena:
1. Awareness of the phenomena
2. Willingness to receive the phenomena
3. Controlled or selected attention to
phenomena
3. Affective Domain of the
Taxonomy of Educational
Objective
Krathwohl’s Taxonomy: The Affective Domain
LEVEL DESCRIPTION EXAMPLE
Responding Concerned with responses that go beyond Student gives special
merely attending to phenomena. attention to the discussion of
Students are sufficiently motivated that they Mathematics lessons to be
are not just “willing to attend” but are able to answer the activities.
actively attending.
Valuing Reflects the student’s holding of a particular Student actively and
importance or value. consistently participates in the
Students display behavior with sufficient discussion and interestingly
consistency in appropriate situations that are answers all the activities in
perceived as holding this value. Mathematics.
3. Affective Domain of the
Taxonomy of Educational
Objective
Krathwohl’s Taxonomy: The Affective Domain
LEVEL DESCRIPTION EXAMPLE
Organizing Students successively internalize values, they Student integrates the lessons
encounter situations in which more than one learned in Math with Science.
value is relevant.
This requires the necessity of organizing their
values into a system such that certain values
exercise greater control.
Characterizing by Internalization has taken place in an Student applies the lessons
a Value or Value individual’s value hierarchy to the extent that learned in Mathematics in
Complex he or she can be characterized as holding a daily activities such as buying,
particular value or set of values. cooking, and others.
3. Affective Domain of the
Taxonomy of Educational
Objective
Krathwohl’s Taxonomy: The Affective Domain
serves as a valuable part of assessment of
affect
standard or level of affect that is part of
the affect is determined
it provides good suggestions for using
student behaviors as indicators of affect at
each of the levels
LEARNING KEY POINTS
Positive affective traits influence
motivation, involvement, and cognitive
learning.
The term affect refers to emotions and
feelings, yet affective targets included
cognitive and behavioral traits.
Attitude refers to predispositions to
respond favorably or unfavorably. They
include cognitive, affective, and behavioral
components.
LEARNING KEY POINTS
Motivation is the purposeful commitment
to learn.
Motivation is determined by self-efficacy
(student’s beliefs about his or her capability
to learn) and the value of learning.
Social relationship targets involve
interpersonal interaction and competence.
Classroom environment is the climate
established through factors such as
LEARNING KEY POINTS
The affective domain of Bloom’s taxonomy
defines different levels of affect in
hierarchical manner, from attending to
something to using something as a factor in
determining one’s life.
THANK YOU FOR
YOUR ATTENTION!!
