ASSESSMENT IN THE AFFECTIVE DOMAIN Affective domain describes learning objectives that emphasize a feeling tone, an

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

emotion, or a degree of acceptance or rejection - Vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience therefore it cant be simply analyzed objectively.

Attitudes 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: 1. Cognitions beliefs, theories, expectations, cause-and-effect beliefs, perceptions relative to the focal point; statement of beliefs and expectations which vary from one individual to the next 2. Affect refers to feelings with respect to the focal object fear, liking, anger; color blue refers to loneliness); others as calm or peace 3. Behavioral intentions our goals, aspirations, and our expected responses to the attitude object 4. Evaluation central component of attitudes; imputations of some degree of goodness or badness to an attitude object; positive or negative attitude toward an object; functions of cognitive, affect and behavioral intentions of the object; stored in memory Why study attitudes??? Attitudes influence the way person acts and think in a social communities we belong. They can function as frameworks and references for forming conclusions and interpreting or acting for or against an individual, a concept or an idea. It influences behavior. People will behave in ways consistent with their attitudes

Students nowadays are only SCHOOLED but not EDUCATED.

David Krathwols* Taxonomy of Affective domain:
Level
1. Receiving

Definition
Being aware of or attending to something in the environment Showing some new behaviors as well as experience Showing some definite involvement or commitment Integrating a new value into ones general set of values giving it some priority. Acting consistently with the new value

Example
Individual would read a book passage about civil rights. Individual answers questions about the book, read another book by same author, another book about civil rights. Individual demonstrates this by voluntarily attending a lecture on civil rights The individual might arrange civil rights rally The individual is firmly committed to the value, perhaps becoming a civil rights leader.

2.

Responding

3.

Valuing

4.

Organization

5.

Characterization by value

Affective Learning Competencies - Affective learning competencies are often stated in the form of instructional objectives Instructional objectives 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 over-all course or lesson goals. - Tools used to make sure you reach your goals; arrows you shoot towards your target (goal). - Ensures that learning is focused clearly enough that both students and teachers know what is going on, and so learning can be objectively measured. Quantitative Terms used in affective domain 1. Receiving Differentiate, Listen, Accept, Attend, Develop, Recognize 2. Responding - Volunteer, Complete, Comply, Cooperate, Discuss, Examine, Obey, Respond, Follow 3. Valuing - Accept, Support, Defend, Devote, Pursue, seek, debate 4. Organization - Codify, Discriminate, Display, Order, Organize, Systematize, Weight, Discuss, Theorize, Formulate, Balance, Examine 5. Characterization - Internalize, Verify, Resolve, to resist, to manage, to revise to require

Motivation- a reason or set of reasons for engaging in a particular behavior. The reasons
include basic needs, object, goal, state of being, ideal that is desirable. Motivation also refers to initiation, direction, intensity and persistence of human behavior. THEORIES IN MOTIVATION Abraham Maslows hierarchy of human needs theory is the most widely discussed theory of motivation. The theory can be summarized as thus: Human needs have wants and desires which influence behavior: only unsatisfied needs can influence behavior, satisfied needs cannot. Needs are arranged in order of importance, from basic to complex. (physiological, safety and security, social/love, self-esteem, self-actualization (PSSSS) the person advances to the next level of needs only after the lower need is at least minimally satisfied. the further the progress up the hierarchy, the more individuality, humanness and psychological health a person will show. Frederick Herzberg presents another need theory: the two factor theory, the Motivation-Hygiene Theory. It concludes that certain factors in the workplace result

*Krathwol co-authored Blooms Taxonomy of Affective domain

in job satisfaction, while others do not, but if absent lead to dissatisfaction. Herzberg distinguished between: - Motivators challenging work, recognition, responsibility, which give positive satisfaction - Hygiene factors status, job security, salary and fringe benefits do not motivate if present, but if absent will result in demotivation Like hygiene, the presence of it will make one healthier, but absence cause health deterioration Clayton Aldefer expanded Maslows hierarchy of needs. He formulated the ERG Theory (existence, relatedness and growth). The existence category (physiological and safety) are lower order needs, followed by the relatedness category ( love and self-esteem) as middle order needs, and the growth category ( self-actualization and self-esteem ) as higher order needs Why motivate students? - It can direct behavior toward particular goals - lead to increase effort and energy; - increase initiation of, and persistence in activities; - enhance cognitive processing; - determine what consequences are reinforcing; - lead to improve performance;

1. Self-report. Most commonly used, essentially requires an individual to provide an account of his attitude or feelings toward a concept or idea or people. It is also called written reflections (Why I Like or Dislike Mathematics. The teacher ensures that the students write something which would demonstrate the various levels of the taxonomy 2. Rating Scales refers to a set of categories designed to elicit information about a quantitative attribute in social science. Common examples are the Likert scale and 1-10 rating scales for which a person selects the number which is considered to reflects 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. 3. Semantic Differential (SD) Scales tries to assess an individuals reaction to specific words, ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end Good ___ ___ ___ ___ ___ ___ ___ Bad 3 2 10 1 2 3 ( 3 extreme; 2 quite; 0 - neutral) 4. Thurstone Scale Thurstone is considered the father of attitude measurement and addressed the issue of how favorable an individual is with regard to a given issue. 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 and whites must be kept apart in all social affairs where they might be taken as equals ( scale value = 3.2) _____2. I am not interested in how blacks rate socially. (scale value = 5.4) 5. Likert Scales - In 1932, Likert developed the method of summated ratings (or Likert scale), which is widely used. This requires an individual to tick on a box to report whether they strongly agree agree undecided, disagree or strongly disagree in response to a large number of items concerning attitude object or stimulus. SD D A SA 1 2 3 4 6. Checklists - are the most common and perhaps the easiest instrument in the affective domain. It consist of simple items that the student or teacher marks as absent or present Here are the steps in the construction of a checklist: E.g. Statement: I do not like to solve algebraic equation

2 KINDS OF MOTIVATION

Intrinsic motivation brings brings pleasure, or make feel people feel what they are learning is morally significant Extrinsic motivation which comes when a student compelled to do something because of factors external to him 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. It is also a belief (whether or not accurate) that one has the power to produce that effect. Self-Efficacy vs. Self-esteem Efficacy relates to a persons perception of their ability to reach a goal Esteem relates to a persons self-worth

Development of Assessment Tools/Standard Assessment Tools

Assessment tools in the affective domain are those which are used to assess attitudes, interest, motivations and self-efficacy. These include:

*Krathwol co-authored Blooms Taxonomy of Affective domain

*Krathwol co-authored Blooms Taxonomy of Affective domain

*Krathwol co-authored Blooms Taxonomy of Affective domain

*Krathwol co-authored Blooms Taxonomy of Affective domain