CHAPTER

Affective
Learning
Competencies
Overview
Affect desc_ribes a number of non-cognitive variables such as a
person's attitude, interests and values. Student affect is important
and teachers can help their students acquire positive attitudes.
According to William James Popham (2003), the reasons why it is
important to assess affect are: (1) educators should be interested i11
assessing affective vc![iables 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
tests; and (3) Information regarding students' affect can help
teachers teach more effectively on a day-to-day basis.
In this chapter, the importance of affective targets, affective
traits and learning targets as well as affective domain of the
taxonomy of educational objectives will be discussed.
Section Intended Learning Outcome
At the outset of this section, you are expected to
be able to develop instruments for assessing affective
learning.

Chapter Intended Learning Outcome

At the end of this chapter, you should be able
to craft affective le_arning outcome for the different .·
levels in the affective domain.

1
 Assessment of Learning 2

Il'E,�GAG}
Besides stud_ents' academic performance, there are other dimensions of learners that
:-teed to be assessed·also. These are aptitudes and attitudes that are related to the acade.inic
achievement of learners (Tanner, 2001).
Information about learners' experiences with a subject or an .activity is on_ly part of
·.vhat is needed as input in order to explain their performance. In a class, it would be an
obvious evidence that experience appears to be consistent from student to stude_nt (since
:hey belong to the same class and were given the same activity), still some perform better
:han the others. And this difference among students needs to be-part of-th� information to
assess students better.
\.
The learners' attitudes toward academic tasks influence -t}:leir achievements (Harter,
1988; Lefrancois, 1994). Attitude is associated with what is called the individual's affectiye
domain, and affect adds a significant dimension to assessment. If there is a relatio�ship
::>etween how students feel about a task and their performance, it-is but necessary for
:eachers to assess affect and then do something to influence affect. It is not just to help
:he students like the activities they ·do but to do it better. Attitude measures are part of
:he broader category of personality measures. This area of assessment is significant sil}Ce
:nformation about personality characteristics gives more information that will help in
predicting how a particular set of learners will likely respond to certain learning situation.
:n the general psychology course, a more detailed study about personality is covered, but in
:his book the focus is its connection to school and learners' achievement.
The relevance of affective targets as regards assessment of learners' and facilitation of
:earf!_ing, qre .discussed in the succeeding paragraphs_.

1. Importance of Affective Targets

Researches have established the clear link between affect and cognitive learning
�0rmrod, 2004). Students are more proficient in problem-solving if they enjoy what they do.
Students who are in good mood and emotionally involved are more likely to·pay attention to
:nformation, remember it meaningfully and apply it. Too much anxiety obstructs learning, ·
and greater motivation is necessary for maximum perform.ance. A more positive environment
:asters good student engagement and learning_tpan in a classroom with negative climate
(Fraser, 1994).
Though the linkage of affect and learning of students has been well-established, there
,emains very_ little systematic assessment of affect that is applied in classroom instruction.
(McMillan, Workman & Myran 1998; Stiggins & Conklin, 1992). Motivation and involvement
of students in learning activities are affected by students' attitude toward ·learning, respect
:or others, and cogcern for others. Though these factors are known to teachers, yet most
:eachers do not utilize
•
any kind of formal affective assessment. Possible reasons I
are: (1)

2
 Assessment of Learning 2

school routines are organized based on subject areas; and (2) assessment of affective 'targets
is fraught with difficulties. (M.cMillan, 2007)
Cognitive subject matter targets are agreed on as desirable for all students. This places
affect in a position of importance but still ·secondary to cognitive learning. It also makes
difficult to determine which affective targets are appropriate for all students. It is simply not
easy'to define attitudes, values, and interests.
The second possible reason is that many pqtential sources �f error in measuring
affective traits often result in low reliability. Motivation is of primary con<:_eri:i. Students
need to take such assessments seriously to provide accurate results, but still many may
restrain from giving honest answer if the responses are not treated with anonymity and
confidentiality. It would be easier to fake responses to self-report instrume_nts if the results
are to be used for grading or some other purpose. Students may want to please the teachers
with positive responses. Other possible source of,error is that soine affective traits are easily
influenced by momentary or temporary moods. This is true for younger students who may
report more negative affect after a bad day or session. Teachers' bias may also contribute
significantly on what may be recorded or perceived.
Though a lot of demotivating instances were mentioned in the_previous paragraphs,
these discouraging instances slwuld not hinder the as,ses·sment of the students' affect.
Positive affective traits and skills are essential for:
• Effective learning
•· Being an involved and productive member of our society
• Preparing for oc<;upational and vocational satisfaction and productivity (exainple:
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.
Various ways by which teachers can sign�l to students that clearly defined positive
affect is important than just simply systematically assessing it. It begins with identifY,ing
appropriate affect targets.. In the next paragraph. this,.action will be explained more.

2. Affective' Traits and Learning Targets .

The word affective refers to a variety of traits and dispositions that are different from
knowledge, reasoning, and skills (Hohn, 1995). Technically, this term means the .emotions
or feelings that one has toward someone or something. Nevertheless, attitudes, values, self­
concept, citizenship, and other traits are usually c·oi'isidered to be non-cognitive, include more
than emotions or feelings. Most kinds of student .affect involve both emotion and cognitive
beljefs.

3
 Assessment of Learning 2

Shown in the table below are the different affective traits and its corresponding
description:
TRAIT DESCRIPTION
Attitudes Predisposition to respond favorably or unfavorably to
- 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 aqout specific occurrences and situations

'
-. ,

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.
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
, (McMillan, 2007)

4
 Assessment' of Learning 2

In the_ succeeding parts of thi� chapter, some of these affective traits will be discussed in
· ' line with setting of affective targets or outcomes. These traits have been studied and found
out to be contributory factors in student learning.

2.1 Attitude Targets

McMillan (19tl0) defines. attitudes as intern;il states that influence what students
are likely to do. The internal state can in some degree determine positive or negative or
favorable or unfavorable reaction toward an object, situation, person or group· of objects,
general environment, or group of persons. It does not refer to behaviors, what a student
knows, right or wrong in a moral or ethical sense, or characteristics such as race, age or
socio-economic status. In a learning institution, attitude is contingent on subjects, teachers,
other students, homework, and other objects or persons. Most often, one 0 can identify the
positive- or negative attitudes that a person intena.s to foster qr at ·least ke�p track of because
these attitudes are related to current and future behavior. Some of these attitude are listed
in the table below:

A Positive Attitude Toward A Negative Attitude Toward

Learning Cheating
Math, Science, English, and Drug use
other subjects
I
Bullying
Assignments
.
Cutting classes
Classroom rl!_les
Dropping out
Teachers

In researches conducted by social psychologists, they found that attitudes consist of

three components or contributing factors (Forsyth, 1999):
1. An" affective component of positive or negative feelings.
2. A cognitive component describing worth or value
� 3. A behavioral component indicating a .willingness or desire to engage in particular
actions.
- '
The affective component consists of the emotion or feeling associated with an object
or a person (good or bad feeli!1gs, enjoyment, li_k�s, comfort, anxiety, etc.). When the teacher
describes stu�ents as liking math or enjoying art, the teacher is focusing on the affoctive
component. The cognitive component is an evaluative belief (such as thinking something as
valuable, useful, worthless, etc.). In school, students can think history is useless and science
valuable. The behavioral component is actually-responding in a positive way. A strong and
stable attitude is manifested when an three components are consistent. Which means that, if
a student like science, the student thinks it is valuable, and reads science related' materials'at
· home, it translates that the student has a very strong positive attitude. On the other hand, it

5
 Assessment of Learning 2 -

is likely that for many swdents, theSe components win�/ con,;adict:e another. Fo; example,
Juana may not like English very much but thinks that English is important. The question
is, what would her attitude be, in general sense, toward English? That would depend op
what components of the attitude is being measured. If it is only affective component then
the attitude would be negative; but if it is the cognitive component, it would translate to a
positive attitude..
This trifocal conceptualization has significant implications for identifying attitude_
targets. Do.es the assessment need to focus on feelings, thoughts, or behavior? If the
learning .target for example is "students will have a positive attitude to�ard school" then
the assessment needs to include all the three-components since the general nature of target
would need to be consistent with the assessment. -But, if the target is "students will like
. -
coming to school," then it would suffice that the assessment focus only on the affective
component.

2.2 Value Targets

Generally, values refer either to end states of existence or to modes of conduct that are
desirable or sought (Rokeach,.1973). End states of existence refer to conditions and aspects
of oneself and the kind of world that a person wants such as safe life, world peace, freedom,
happiness, sod.al acceptance, and wisdom. And modes of conduct are manifested in what
a person believe is appropriate and needed in everyday existence such as being honest,
cheerful, ambitious, loving, responsible, and helpful. Each of these values can be placed
into categories consistent with different areas of persons' lives. Hence, the aspects of moral,
political, social, aesthetic, economic, technological, and religious values.
� ,...
McMillan (2007) suggested that in setting value targets,- it is necessary to stick to
non-co�troversial and those that are clearly related to a·�ademic learning and school and
department of education goals. Some values that are commendable and non-controversial
are described in the table below:

Value Sample Value Target

Honesty Students should learn to value honesty in their dealing with others.

Integrity Students should firmly observe their own code of val�es.

'
Justice - Students should support the view that all citizens should be the recipients
of equal justice from government
-- ...�
__
law enforcement agencies.

�reedom Students should believe that democratic countries must provide the
,.
maximum level of freedom to their citizens.
,. ..
C
(Popham, 2005)

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 As-s.eg_sment of Learning 2

McMillan (2007) and Popham (2005) suggested other non-controversial values (aside
from those mentioned above) like kindness,. generosity, perseverance, loyalty, respect,
courage, compassion, and tolerance. Both of them believed that there should be a limit to the
number of affective traits ta_rgeted and assessed. It is better to do an excellent job assessing
a few important_traits than to try to assess many traits casually.

2.3 Motivation Targets

In education, motivation can be defined as the extent to which students are involved
in trying to learn. (McMillan, 2007) This includes the students' initiation of learning, the
intensity of effort exerted, the students' commitment, and the students' persis-tence. In other
words, motivation i's the determined engagement in learning in order to gain mastery of
knowledge or skills; students take learning seriously and give importance _to opportunities
to learn.
Researches on motivation can· be organized according to the Expectancy X Value
Framework (Brophy, 2004i Pintrich & Schunk, 2002). The model implies that motivation
is determined by students' expectations, their beliefs about whether they are likely to be
successful, and the relevance of the outcome. Expectations refers to the self-efficacy of
the student. Self-efficacy is the student's self-perception of his or her capability to perform
successfully. Values are self-perception of the importance of the performance. That is, the
student see the relevance of the activity. For example, the students evaluate the activity they
engage in if it is enjoyable or satisfying; Will it meet some social and psychological need?
(such as self-worth, competence, or belonging); Will it help the studen! meet an important
goal? Students who believe that they have the capability to be successful and that the activity
they engage in themselves are important for them and relevant, they will be highly motivated
to learn. Even if they value the outcome, and yet the students believe that they don't have
the capability to attain success, their motivation will be weak. Similarly, th�re are many
students capable but are unmotivated because the activity that they are asked to do holds
no importance for these students,
Like attitudes, motivation is too ambiguous to use the general definition as an outcome
because it is difficult to pinpoint the source of lack of effort and involvement. McMillan
(2007) suggests that motivation targets should focus on self-efficacy and value, distinct by
academic subject and type of learning (like knowledge, understanding, reasoning). Below
are some examples of motivation targets:
• Students will believe that they are capable of learning how to write simple
computer programs u�ing Java. (self-effiqicy)
• Students will believe that it is important to know how to write simple compute
programs using Java. (value)
In assessing motivation, it is important to consider why students are learning, th
reasons students' giv� for their actions. When students do something or engage themselv
in activities because they find the activities interesting, enjoyable, or challenging, they a
intrinsically motivated. While extrinsic motivation is doing something because it leads to
 Assessment of Learning 2

reward· or punishment. · Likewise, it has been shown that students who are motivated by a
need to understand and master the task (mastery orientation) show more positive behavior
and thinking as compared to those who are doing something for the result or outcome
(perfe>rmance operation). Students who are for mastery orientation are·more engaged, have
in general, inclination to generate solutions to difficulties, and generate more positive credits
to success and faUure (success attributed to ability and moderate effort; failure to lack of
effort).

2.4 Academic Self-Concept Targets

Extensive literature on self:concept and seJf-esteem are available for references. Most
educators refer to these characteristics when dealing with students who have problems with
school and learning (e.g., "Juan has a low self-concept;' "Juana has a low opinion of herself").
It is accepted that these beliefs are important _even when contr:oversy over whether self­
concept and self-esteem proceed or result from_ academic learnin'g. Saine level qf positive
self-efficacy is needed for achievement (McMillart, 2007). It is likely that the said aspect of
self-concept is formed, at least in part, when children experience meaningful success with
moderate effort.
In s�tting targets, it is helpful to remember that self-concept and self-esteem
are multidimensional (Marsh & Craven, 1997). There is bodily self, an athletic self, a
mathematical self, a social self, and others. Each person has a self-description in each area,
that form one's self-concept or self-image. Moreover, individuals have a sense of self-regard,
self-affirmation, and self-worth in each area (self-esteem). Hence, a student can hav:e a ielf­
concept that he is tall and thin, but feel very comfortable with it and accept the description.
On the contrary there can be another student who has the same self-c_oncept but feel inferior
or inadequate, thus!_ have a low self-esteem.
In assessing the academic self-concept, universal self-concept, and self-esteem targets
must be avoided including self-description and an· evaluation of that description. General
self-concept measured through attitudes and mot.ivations is not beneficial since general
self-concept are from areas not directly related to academic learning. Through specifying
academic self-concept or self�concept in academic ability a more valid indication of what
students think of themselves as learners will be known. Targets that are specific to subject
areas will yield to a more useful information. In addition, it is also helpful to know where
students draw the line between descriptions of themselves and if they like those descriptions.
For cases of more serious ·mental or emotional problems, a general measure may be needed,
however, it is best to leave . those kind of assessments for. such cases to school psychologist
\

or counselor. . --,

8
 Assess m en t of L e_a rn in g 2 ·

2.5 Social Relationship Targets

A complex set of interaction skills, including identification of and appropriate responses
to social indications, defines socia! relationships. The table below contains examples of the
nature of social relationships that can be used as targets.

pfer relations friendship

cooperation collaboration
�aking a stand conflict resolution
functioning in groups assertiveness
prosocial behavior* empathy

' *Behaviors that are intended to help others.

'
The examples cited in the table are mostly relevant in basic education, specifically i
• the elementary level as these social traits are needed skills in their academic achievemen
And at the secondary lev:el, social traits that enhances interpersonal abilities are becomin
more important as t_he schools work with the business community to assess the nee
specifically those needs pertaining to skills necessary to be successful in the workplac
Moreover, social interaction is a key element of knowledge construction, active learnin
and deep understanding (Borich & Tombari, 2004). As long as there are interactions th
happen, students need to make necessary adjustments in their thinking and actions so as
accommodate others' viewpoints, to defend their ideas to others, and to share their opinion
These exercises encourag�- a deep understanding and ·keep student involved. In additio
· interaction can help promote good reasoning, and problem-solving skills through observatio
and engagement Tn such activities.
Presented in the table below are some examples of social relationship areas an
corresponding targets.
Social Target Concern Example
Relationship

Peer Showing interest in others Students will share their

Relationship Listening to peers ideas in a small group
Sharing to a group discussion
Contributing to group activities

Sharing
Cooperative Listening Students will demonstrate
Skills Volunteering ideas and suggestions that they are able to
Supporting and accepting others' negotiate with others and
ideas compromise
Taking turns
Criticizing constructively

9
 Assessment of Learning 2

Collaborative skills needed to work in· small groups may include four components
namely: (1) basic inte�action; (2) getting along; (3) coaching;' and (4) fulfilling particular
roles (Borkh & 'I_'ombari, 2004; 1-Ioy& Greg, 1994).
A general target regarding "improved social relationships" or "improved collaboration
skills" does not provide specifics to focus instruction and assessment.
0

2.6 Classroom Environment Targets

In everyclassroom there is a unique climate that is felt at evE::..rypoint -in time.· Some
manifest a comfortable atmosphere, others have relaxed and productiv.e ambiance. As a
result, there are cl�sses that are happyand content while others are serious and tensed due
to the effect of the classroom climate. It follows that students behave differentlyas dictated
also bythe classroom climate, some shows wartn and supportiv� class while others register
as cold and_ rejecting. All these situations are what is known as classroom environment,
··
classroom climate, o'r classroom culture. ·\
As affective target, learning should seek to establish student feelings, relationships, and
beliefs that promote positive classroom environment.

CHARACTERISTIC DESCRIPTION

Affiliation T 1e extent to which stud ent like and accept each other
Involvement The extent to which students are interested
in and engaged in learning
Task Orientation The extent to which classroom activities are focused o·n the
completion of academic task�
Cohesiveness The extent to which students share norms and expectations
Competition The emphasis on competition between students
Favoritism Whether each studen.t enjoys the same privileges
Influence The extent to which each student influences classroom
. decisions l

Friction The extent to which students bicker with one another

Formality The emphasis on imposing rules
.•

Communication The extent to which communication among students and

with teacher is honest and authentic
Warmth The extent to which students care about each other and
show concern
(McMillan, 2007)

10
 Assessment of Learning 2

·One of the relevant inputs to improve the classroom envir'onment is to compa

students' perspectives with those of teachers' perspectives as far as classroom ambiance. F
example, the students perceive that there is a need to establish a more positive classroo
environment while on the other hand, the teachers see that the clas:;room environme
is more positive'. The difference on the perceptions of the students and the teachers wi
respect to the leyel of positivity of the classroom environment is a good source of informati
to· identify what areas to improve in the classroom environment so as to m_aximize stude
learning.
3. Affective _Doma_in of the Taxonomy of Educati_gnal Objectives
t
In 1964, David R. Krathwohl, together with his colleagues, ext�ndec Bioom's Taxono
of Educational Objectives by publishing the second· taxonomy of objectives, this time givi
emphasis on the affective domain. 'Krathwohl and his collaborators attempted to subdivi
the affective recl'lm' into relatively distinct divisions. 'Five different levels o(�ffective objectiv
were described in the affective taxonomy. The�e levels are described in the following tabl

Receiving Concerned with student's sensitivity Student does mathematics

(Attending) t o t h e e xis t e n c e o f c e r t a i n activities for grade.
phenomena and stimuli, th�t 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. Co n t r o 11 e d o r s e I e ct e d
attention to phenomena

Responding Concerned wit_h responses that Student g ives s p e cial

go beyond mere ly attending to attention to the discussion
phenomena. of Mathematics lessons
Student_s are sufficiently motivated to be able to answer the
that they are not just "willing· to activities.
att�nd" but are actively attending.

Valuing Reflects the student's holding of a St ucje nt ·adive ly and

particular importance or value. consistently participates
Students display behavior with in the discussion and
sufficient consistency' in appropriate i n t e rest in g ly answers
situations that are perceived as a ll t h e a c t i vi t i es i n
holding this value. Mathematics.

11
 Assessment of Learning 2

Level I Description I Example

I Or ganizing Stude nts successively inter nalize Student inte g rates the
values, they. encounter situations less ons lear ned in Math
in w hich mor e than one value is­ with Science.
relevant. This requires the necessity of
or ganizing their values into a system
such that cer tain values exer cise
greater control.

Char a c t er i z i ng b y Inter nalization has taken place in Student applies the lessons
a V a I u e o r va·1 u e an individual's value hierar chy to lear ned in Mathematics in
Complex the exte nt that he or she can be �faily activities such buying,
characterized as holding a particular cooking, ana others.
value or set of values. \

The aforementioned affective taxonomy serves as a valuable part of assessment of

affect. Through them, standard or level of affect that is part of the target is determined. In
addition, it also p rovides good suggestions for using student behaviors as indicators of affect
at each of the levels.

12
 Assessment of Learning 2

-
A. Given the following classroom situations, think of a solution that will help you as
teacher to understand better your students and how affective targets will help yo
, improve the, situation if not tota�y solve the.problem. Discuss your answers with your
classmates.
1. Carlos is ap intelligent kid but never makes it to the top ten of his class because o
his attitude towards some of his teachers.

2. Angel is a tohsistent honor student �ince grade scho_ol and active too in extra­
curricular activities. Then, ail of a sudden, in high school she became an average
performing student. It resulted when she found out tha.t there was favoritism. Grades
were adjusted in order for some of her classmates not to be disqualified in being part
of the top section (due to technicalities of grade requirement).

B. Given t�e classroom situation, analyze and identify what characteristics of classroom
environment is/are present in the situation. Propose what action(s) must be done to
improve the situation. Discuss your answers and give your comments and suggestions to
what you and your classmates will share during discussion. Use the template provided.

Classroom Situation Characteristics Action to

of Classroom Improve the
Environment Situation
(present)
VP for Linkages complained to
the Office of Student Affairs that
Section A was so noisy and unruly,
that their office operation wa.s
affected, as the Linkages office
is adjacent to the classroom of
Section A. As per complaint, a 1
group of students are quarreling,
others are playing. The cp�plaint
was brought to the attention of
the adviser of Section A. But the
adviser failed td extricate what
happ�ned since no one among ·
the class wants to tell the true
story.

13
 Assessment of Learning 2

Name:------------------ Date: ________

A. Apply the concepts discussed about affective domain of the taxonomy of educational
objectives• in the given situation by crafting affective objectives correctly. The
objectives must be measureable. Group discussion follows after this activity to share
and solicit additional comments and suggesti0ns from your classmates. Use the
template provided for your answer.
Situation:
The school,_ being sectarian, wants to ensure that their graduates will embody
the character traits that are expected of their g'raduates. As such, th� pr[!sident
gave an instruction that religion must be integrated in all the subjects and not just
during religion class.
As a teacher, what and how will you support this direction of the school
president so that it will be realized, focusing on the affective domain of the
students?
Levels I Measurable Affective Objective

Receiving (A!!ending) Affective Objective:

Responding Affective Objective:

Valtting Affective Objective:

Organizing Affective Obje.ctive:

Characterizing b_ y a Value Affective Objective:

or Value Concept

14
 Assessment of Learning 2

B. Using this graphic organizer, write your own ideas about the importance of affective
targets in learning.

Affective Targets

Why is affective target important?

What problems can I anticipate in setting affective targets?

How will the students benefit?

15
 Assessment of Learning 2

C. In SectiOJ?. A, list all the facts you know about Affective Targets. In Section B, list your
feelings and associations. In Section C, write a summary statement about affective
targets.

C
Summary Statement

..

16
 Assessment of Learning 2

FOR SUBMISSION (A only)

--· --
Group Members:·--------------- Date: _______

A. On ·the template provided, write affective-objectives for each level orthe Taxonomy
of Educational Objectives:. Affective Domain.

Topic: Attitµde Toward Assessment of L.earning Subject -

'
Affective Stage Affective Learning Targets
1. Receiving/Attending

2. Responding

--
3. Valu·ing

4. Organizing

5. Characterizing

17
 Assessment of Learning 2

8. Brainstorm, analyze, and come up with your group's affective objectives, depicting the
progress in each stage of the Taxonomy of Educational Objectives: Use the template
. provided for your answers.

Topic:~_bttitude Toward Collaborative Activity - Group Researcn.

Affective Stage Affective Learning Targets

-
1. Receiving/Attending

2. Responding

3. Valuing

4. 9rganizing

5. Characterizing

18
- ·Assessment.of Learning 2

C. Craft two Affective Learning Outcomes for each of the affective traits. Use the
template provided below..

Affective1 Traits Affective Learning Outcomes

Attitude ALO #1

ALO #2

Values ALO #1

ALO #2

Motivation ALO #1

ALO #2

--

19
 Assessment of Learning 2

D.. Craft two Affective Learning Outcomes for each of the affective traits. Use the
template provided below.

Affective Traits Affective Learning Outcomes

Academic Seff-Concept · ALO #1

ALO #2

Social Relationships ALO #1

ALO #2

Classroom Development ALO #1

ALO #2

20
 Assessment of.Learning 2 ·

CHAPTERS LEARNING KEY POINTS

❖ Positive affective traits influence motivation, involvement, and cognitive

learning.

❖ .The term affect refers to emotions and feelings, yet affective targets include
cognitive and behavioral traits.

❖ Attitudes refer to predisposition� to respond favorably or u�_favorably. lhey

include c�gnitive, affective, and behavioral components.
.
❖ Motivation is the purposeful commitment to learn.

❖ Motivation is determined by self-efficacy (student's beliefs ab��t _his or her

capability to learn) and the value of learning.

❖ · Aca·d emic self-concept is the way students describe themselves as

learners. · Self-esteem is how students feel about themselves. Both are
multidimensional; it is b_est to avoid general measures of self-concept or
self-esteem.

❖ Social relationship targets involve interpersonal interaction and competence.

❖ Classroom environment is .the climate established through factors such as

affili_ation, involvement, cohesiveness, formality, friction, and warmth.

❖ 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.

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