Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2020-2021

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSEd, BPEd COURSE NO. Professional Education 8

SPECIALIZATION English, Filipino, Social Studies COURSE TITLE Assessment in Learning 2
YEAR LEVEL 3 TIME FRAME 7 Hrs. WK NO. 7-9 IM NO. 4

I. UNIT 4: ASSESSMENT IN THE AFFECTIVE DOMAIN

II. LESSON TITLE: Lesson 1: The Taxonomy in the Affective Domain

Lesson 2: Affective Learning Competencies
Lesson 3: Development of Assessment Tools: Self- Report, Rating Scale,
Checklist

III. LESSON OVERVIEW

For lessons to be holistic, affective domain should also be addressed. Students need not only to
have knowledge but they should also appreciate, value, internalize and make lessons truly part of their
lives. There should also be transformation in terms of attitude.

Therefore, teachers need to measure affective learnings. They should be able to make
assessment tools such as rating scales, checklists, reflection questions that are appropriate to measure
affective domain.

In this lesson, the students are expected to make tools, and to be sure that said tools are aligned
with the learning outcomes.

IV. DESIRED LEARNING OUTCOMES

With the current attitude and educational culture of learners, the students should be able to:
1. use the appropriate taxonomic levels and competencies; and
2. develop the appropriate assessment tools.

V. LESSON CONTENT

ASSESSMENT IN THE AFFECTIVE DOMAIN

Unlike the cognitive domain which emphasizes measurements of reasoning and the mental
faculties of the student, the affective domain describes learning objectives that emphasize feeling tone,
an emotion, or a degree of acceptance or rejection. It is, admittedly, a far more difficult domain to
objectively analyze and assess since affective objectives vary from simple attention to selected
phenomena to complex but internally consistent qualities of character and conscience.

The Taxonomy in the Affective Domain

The taxonomy in the affective domain contains a large number of objectives in the literature
expressed as interests, attitudes, appreciations, values and emotional sets or biases. The descriptions
of each step in the taxonomy culled from Krathwohl’s Taxonomy of Affective Domain are given as follows:
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Receiving is being aware of or sensitive to the existence of certain ideas, material or phenomena and
being willing to tolerate them. Examples: to differentiate, to accept, to listen, to respond.

Responding is committed in some small measure to the ideas, materials or phenomena involved by
actively responding to them. Examples: 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 valuing certain ideas, materials, or phenomena.

Examples: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.

Organization is to relate the value to those already held and bring it into a harmonious and internally
consistent philosophy. Examples: to discuss, to theorize, to formulate, to balance, to examine.

Characterization by value or value set is to act consistently in accordance with the values he or she
has internalized. Examples: to revise, to require, to be rated high in the value, to avoid, to resist, to
manage, to resolve.

Affective Learning Competencies

Affective desired learning competencies are often stated in the form of instructional objectives.
What then are instructional objectives?
• Instructional objectives are specific, measurable, short-term, observable student behaviors.
• Objectives are the foundation upon which you can build lessons and assessments that you can
prove meet your overall course or lesson goals.
• Think of objectives as tools you use to make sure you reach your goals. They are the arrows you
shoot towards your target (goal).
• The purpose of objectives is not to resist spontaneity or constrain the vision of education in the
discipline; but to ensure that learning is focused clearly enough that both students and teacher
know what is going on.

Figure1. The Taxonomy in the Affective Domain

Level Definition Example

Receiving Being aware of or attending Individual would read a book
to something in the passage about civil rights.
environment
Responding Showing some new behaviors Individual would answer
as a result of experience questions about the book, read
another book by the same
author, another book about civil
rights, etc..
Valuing Showing some definite The individual might demonstrate
involvement or commitment this by voluntarily attending a
lecture on civil rights.
Organization Integrating a new value into The individual might arrange a
one’s general set of values, civil rights rally.
giving it some ranking among
one’s general priorities
Characterization Acting consistently with the The individual is firmly committed
by Value new value to the value, perhaps becoming
a civil rights leader.

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Figure 2. Behavioral Verbs Appropriate for the Affective Domain

Receiving Responding Valuing Organization Characterization

• Accept • Complete • Accept • Codify • internalize
• Attend • Comply • Defend • Discriminate • verify
• Develop • Cooperate • Devote • Display
• Recognize • Discuss • Pursue • Order
• Examine • Seek • Organize
• Obey • Systematize
• Respond • Weigh

In the affective domain, when we consider learning competencies, we also consider the following
focal concepts:

Attitudes - are defined as a mental predisposition to act that is expressed by evaluating a

particular entity with some degree of favor or disfavor. Individuals generally have attitudes that focus
on objects, people or institutions. Attitudes are also attached to mental categories. Mental orientations
towards concepts are generally referred to as values. Attitudes are comprised of four components:

A. Cognitions – our beliefs, theories, expectancies, cause-and-effect beliefs, and perceptions relative
to the focal object. This concept is not the same as “feelings” but just a statement of beliefs and
expectations.

B. Affect – it refers to our feelings with respect to the focal object such as fear, liking or anger.

C. Behavioral Intentions – are our goals, aspirations, and our expected responses to the attitude
object.

D. Evaluation – are often considered the central component of attitudes. It consists of the imputation
of some degree of goodness or badness to an attitude object.

Why study attitudes? Attitudes can influence the way we act and think in the social communities
we belong. They can function as frameworks and references for forming conclusions and interpreting or
acting for or against an individual; individuals, a concept or an idea. For instance, think about your
attitude towards mathematics and mathematical equations. Do these attitudes shape the way you think
and correspondingly act? What is your response? How is your response informed by each of these
attitudes?

Several studies in the past, for instance, concluded that poor performance in school mathematics
cannot be strictly attributable to differential mental abilities but to students’ attitudes toward the subject.
When mathematics classes are recited, students with negative attitude towards mathematics tend to pay
less attention and occupy their minds with something else. Thus, attitudes may influence behavior.
People will behave in ways consistent with their attitudes.

Motivation is a reason or set of reasons for engaging in a particular behavior, especially human
behavior as studied in psychology and neuropsychology. The reasons may include basic needs (food,
water, shelter) or an object, goal, state of being, or ideal that is desirable, which may or may not be
viewed as “positive” such as seeking a state of being in which pain is absent. The motivation for a
behavior may also be attributed to less-apparent reasons such as altruism or morality. According to
Geen (1995), motivation refers to the initiation, direction, intensity and persistence of human behavior.

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Abraham Maslow’s hierarchy of human needs summarized as follows:

• Human beings have wants and desires which influence their behavior; only unsatisfied needs can
influence behavior, satisfied needs cannot.
• Since needs are many, they are arranged in order of importance, from the basic to the complex.
• The person advances to the next level of needs only after the lower level need is at least minimally
satisfied.
• The further the progress up the hierarchy, the more individuality, humanness and psychological
health a person will show.

The needs, listed from basic (lowest, earliest) to most complex (highest, latest) as follows:
• Physiological: food, clothing, shelter
• Safety and security: home and family
• Social: being in a community
• Self esteem
• Self-actualization

Frederick Herzberg’s Two Factor Theory:

• Motivators; (e.g. challenging work, recognition, responsibility) which give positive satisfaction and
• Hygiene factors; (e.g. status, job security, salary and fringe benefits) which do not motivate if
present, but if absent will result in demotivation.

The name Hygiene factors is used because, like hygiene, the presence will make you healthier, but
absence can cause health deterioration.

Clayton Alderfer’s ERG Theory:

Maslow’s hierarchy of needs was expanded, leading to his ERG theory (existence, relatedness
and growth). Physiological and safety (lower order needs) are placed in the existence category, Love
and self-esteem needs in the relatedness category. The growth category contained the self-actualization
and self-esteem needs.

Effects of Motivation on how students learn and their behavior towards subject matter can:

1. direct behavior toward particular goals

2. lead to increased effort and energy.
3. increase initiation of, and persistence in, activities.
4. enhance cognitive processing.
5. determine what consequences are reinforcing.
6. lead to improved performance.

Two kinds of Motivation:

1. Intrinsic – occurs when people are internally motivated to do something because it either brings them
pleasure, they think it is important, or they feel that what they are learning is morally significant.

2. Extrinsic – comes into play when a student is compelled to do something or act a certain way because
of factors external to him or her (money or good grades.)

Self-Efficacy – is an impression that one is capable of performing in a certain manner or attaining

certain goals. It is a belief that one has the capabilities to execute the courses of actions required to
manage prospective situations. Self-esteem refers to a person’s sense of self-worth, whereas self-
efficacy relates to a person’s perception of their ability to reach a goal.

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Development of Assessment Tools

Assessment tools in the affective domain, in particular, those which are used to assess attitudes,
interests, motivations, and self-efficacy, have been developed. We consider a few of the standard
assessment tools in the affective domain.

Self-Report

It is the most common measurement tool in the affective domain. It essentially requires an
individual to provide an account of his attitude or feelings toward a concept or idea or people. Self-
reports are also sometimes called ‘written reflections.’ The teacher ensures that the students write
something, which would demonstrate the various levels of the taxonomy e.g. lowest level of receiving up
to characterization.

Rating Scales

It is a set of categories designed to elicit information about a quantitative attribute in social

science. e.g. Likert Scale and 1-10 rating scale for which a person selects the number which is
considered to reflect the perceived quality of a product. The basic feature of any rating scale is that it
consists of a number of categories. These are usually assigned integers.

Semantic Differential Scales. The Semantic Differential (SD) tries to assess an individual’s
reaction to specific words, ideas or concepts in terms of ratings on bipolar scales defined with contrasting
adjectives at each end. An example of SD is:

Good ---------- ----------- ----------- ----------- ----------- ----------- ----------- Bad

3 2 1 0 1 2 3

Where: 0 = neutral 1 = slightly 2 = quite 3 = extremely

Basic considerations involved in SD methodology:

• Bipolar adjective scales are a simple, economical means for obtaining data on people’s reactions.
With adaptations, such scales can be used with adults or children, persons from all walks of life, and
persons from any culture.

• Ratings of bipolar adjective scales tend to be correlated, and three basic dimensions of response
account for most of the co-variation in ratings. The three dimensions, which have been labeled
Evaluation, Potency, and Activity (EPA), have been verified and replicated in an impressive variety of
studies.

• Some adjective scales are almost pure measures of the EPA dimensions; for example, good-bad for
Evaluation, powerful-powerless for Potency, and fast-slow for Activity. Using a few pure scales of
this sort, one can obtain, with considerable economy, reliable measures of a person’s overall
response to something.

• EPA measurements are appropriate when one is interested in affective responses. The EPA system
is notable for being a multi-variate approach to affect measurement. It is also a generalized approach,
applicable to any concept or stimulus, and thus, it permits comparisons of affective reactions on
widely disparate things. EPA ratings have been obtained for hundreds of word concepts, for stories,
poems, social roles, stereotypes, colors, sounds, shapes and for individual persons.

• The SD has been used as a measure of attitude in a wide variety of projects. SD was used to assess
attitude change as a result of mass media programs and as a result of messages structured in
different ways.

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Thurstone and Likert Scales. Thurstone is considered the father of attitude measurement. He
developed an attitude continuum to determine the position of favorability on the issue. Below is an
example of a Thurstone scale of measurement:

Directions: Put a check mark in the blank if you agree with the item.
_________ 1. Blacks should be considered the lowest class of human beings.
(scale value = 0.9)
_________ 2. Blacks and whites must be kept apart in all social affairs where they might be
taken as equals. (scale value = 3.2)
_________ 3. I am not interested on how blacks rate socially. (scale value = 5.4)
_________ 4. A refusal to accept blacks is not based on any fact of nature, but on a prejudice which
should be overcome. (scale value = 7.9)
_________ 5. I believe that blacks deserve the same social privileges as whites.
(scale value = 10.3)

The Likert scale requires that individuals tick on a box to report whether they “strongly agree”,
“agree”, are “undecided”, “disagree”, or “strongly disagree”, in response to a large number of items
concerning an attitude object or stimulus. Likert scales are derived as follows:

1st you choose individual items that you know correlate highly with the total score across
items.
2nd choose how to scale each item. E.g. you construct labels for each scale value
3rd ask your target audience to mark each item.
4th derive a target’s score by adding the values that target identified on each item.

Below is an example of the use of Likert Scale”

Statement: I do not like to solve algebraic equations.

Response options: 1. Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree

Checklists

A checklist consists of simple items that the student or teacher marks as ‘absent’ or ‘present’.
Here are the steps in the construction of a checklist:

• Enumerate all the attributes and characteristics you wish to observe relative to the concept being
measured.
• Arrange these attributes as a “shopping” list of characteristics
• Ask the students to mark those attributes or characteristics which are present and to leave a blank
those which are not.

Below is an example of a checklist for Teachers (Observable Guide) with emphasis on the
behavior: ‘Getting Students’ Attention” by Sandra F. Rief (1997).

Checklists for Teachers

By: Sandra F. Rief, M.A. E74 (1997)

Getting students’ attention

• Ask an interesting, speculative question, show a picture, tell a little story, or read a related poem to
generate discussion and interest in the upcoming lesson.

• Try ‘playfulness,’ silliness, a bit of theatrics (props and storytelling) to get attention and peak interest.

• Use storytelling. Students of all ages love to hear stories, especially personal stories. It is very effective
in getting attention.
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• Add a bit of mystery. Bring in an object relevant to the upcoming lesson in a box, bag, or pillowcase.
This is a wonderful way to generate predictions and can lead to excellent discussions or writing
objectives.

• Signal students auditorily: ring a bell, use a beeper or timer, play a bar music on the piano or guitar, etc.

• Vary your tone of voice: loud, soft, whispering. Try making a louder command “Listen! Freeze! Ready!
Followed by a few seconds of silence before proceeding in a normal voice to give directions.

• Use visual signals: flash the lights or raise your hand which signals the students to raise their hands and
close their mouths until everyone is silent.

• Frame the visual material you want students to be focused on with your hands or with a colored box
around it.

• If using an overhead, place an object (e.g. little toy car or plastic figure) to be projected on the screen to
get attention.

• Clearly signal: “Everybody…. Ready …”

• Color is very effective in getting attention. Make use of colored dry-erase pens on white boards, colored
overhead paper to highlight keywords, phrases, steps to computation problems, spelling patterns, etc.

• Model excitement and enthusiasm about the upcoming lesson.

• Use eye contact. Students should be facing you when you are speaking, especially while instructions
are being given. If students are seated in clusters, have those students not directly facing you turn their
chairs and bodies around to face you when signaled to do so.

VI. LEARNING ACTIVITIES

Group Activities:

A. Based on the following theories, make rating scale items to measure different levels of attitude
and/or motivation:
1. Maslow’s Hierarchy of Needs
2. Kohlberg’s Moral Development Theory

B. Based on a viewed film, construct the following tools to measure the attitude to the movies’ main
characters.
1. Semantic Differential Scale
2. Likert Scale
3. Checklist

VII. EVALUATION

Portfolio/Project Entry. Another output will be required of the students (Module 5, on Portfolio
Assessment), with its content to include all activities in AL2)

VIII. REFERENCES

Teaching Guide in Assessment of Student Learning 2

Other references indicated in the Course Outline

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Course & Section: ____________________

Group Members: ____________________ ____________________ ___________________
____________________ ____________________

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya

College of Teacher Education

Prof Ed 8 (Assessment in Learning 2)

2nd Semester, 2020-2021

Activity for IM No. 4

Assessment in the Affective Domain

A. Items to Measure Different Levels of Attitude

Construct an item per level that would measure the affective learning competencies in the given context:
Lesson: Portfolio Assessment
Learning Task/Activity: Portfolio Making

(1) Basis: Moral Development Theory by Kohlberg

Learning
Level of Moral
Competency Items to Measure the Competency / Outcome
Development
/Outcome
Rate your groupmates’ degree of participation in making
your group portfolio by using the following scale:
(1) Never (2) Rarely (3) Seldom (4) Sometimes (5) Always
Pre-Conventional 1.
Cooperation/
Conventional 2.
Participation
Post-Conventional 3.

(2) Basis: Hierarchy of Needs by Maslow

Learning
Level of Needs
Competency/ Items to Measure the Competency / Outcome
Outcome
Rate your degree of motivation to learn as you make your
group portfolio by using the following scale:
(1) Never (2) Rarely (3) Seldom (4) Sometimes (5) Always
Physiological 1.
Safety & Security 2.
Motivation
to Learn Love & 3.
Belongingness
Self-Esteem 4.
Self-Actualization 5.
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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2020-2021

B. Assessment Tools in the Affective Domain

Based on a viewed film, construct five items under each of the following tools to measure the attitude to the
movies’ main characters.

1. Semantic Differential Scale

2. Likert Scale

3. Checklist

Activity Guide Prepared by:

JANE D. NAVALTA
Professor

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