HOLY TRINITY COLLEGE

Puerto Princesa City

ASSESSMENT IN THE
AFFECTIVE DOMAIN
Reporting in Test and Measurement

Submitted to:
Ms. Chona S. Rizada

Submitted by:

EDUARDO L. ALCANTARA
CINDY PEARL BARREDO
ASSESSMENT IN THE AFFECTIVE
DOMAIN

Therefore,

our emotions.
which arouse
What comes into your mind when
you hear the word “affective” and

something
means an
“domain”?

affective
domain

area or
According to the Webster
Dictionary:
a. affective – arousing
emotions
b. domain – area

Therefore, affective domain

means an area or something which
arouse our emotions.
It is a part of a system that was published in 1965 for
identifying, understanding and addressing how people learn.
It describes learning objectives that emphasize a feeling, tone,
an emotion or a degree of acceptance or rejection.

THE TAXONOMY IN THE AFFECTIVE DOMAIN

KRATHWOHL et. al. Taxonomy of Affective Domain

1. Receiving (Attending)
i.) awareness of certain phenomena and stimuli.
e.g. to differentiate, to accept, to listen (for), to
respond

2. Responding
i.) Actively attending not just “willing to attend”.
e.g. to comply with, to follow, to commend, to
volunteer, to spend leisure time in, to acclaim

3. Valuing
i.) holding particular value/ consistent behavior
e.g. to increase measured proficiency, to relinquish,
to subsidize, to support, to debate

4. Organization
i.) To relate the value to those already held and bring
into harmonious and internally consistent philosophy.
e.g. to discuss, to theorize, to formulate, to balance,
to examine

5. Characterization
i.) Internalized set of values
 e.g. to revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve

As we are applying this domain we are allowing students’

response for them to learn, to value it, to organize and maybe even
to characterize themselves.

AFFECTIVE LEARNING COMPETENCIES

-are often stated in the form of instructional objectives.

GOAL:
not to restrict spontaneity or constrain the vision of
education in the discipline; but to ensure the learning is
focused clearly enough that both students and teacher
know what is going on and so learning can be objectively
measure.

INSTRUCTIONAL
OBJECTIVES
Specific, Foundations Tools you use
measurable, which you can to make sure
short-term, build lessons you reach
observable and your goals
behaviors assessments

TAXONOMY OF AFFECTIVE DOMAIN

LEVEL DEFINITION EXAMPLE

Receiving Awareness of Individual would read a book
something in the passage about civil rights.
environment.
Responding Showing behavior Individual would answer
caused by questions about the book, read
experience another book by the same
author, another book about civil
rights, etc.
Valuing Holding particular The individual might
value demonstrate this by voluntarily
attending a lecture on civil
rights.
Organization Integrating values- The individual might arrange a
value system civil rights rally.
Characterization Acting consistently The individual is firmly
 by Value with a new value committed to the value,
perhaps, becoming a civil rights
leader.

BEHAVIORAL VERBS APPROPRIATE FOR THE AFFECTIVE

DOMAIN

Receiving Responding Valuing Organization Characteriza

tion
 Accept  Complet  Accep  Codify  Internal
 Attend e t  Discrimi ize
 Develo  Comply  Defen nate  Verify
p  Cooperat d  Display
 Recogni e  Devot  Order
ze  Discuss e  Organize
 Examine  Pursu  Systema
 Obey e tize
 Respond  Seek  Weigh

FOCAL CONCEPTS

 ATTITUDES – mental predispositions to act that is expressed

by evaluating a particular entity with some degree of favor or
disfavor. Personal view of something: an opinion or
general feeling about something.

FOUR COMPONENTS OF ATTITUDES

1. Cognitions – theories, beliefs, expectancies, cause-and-effect
beliefs and perceptions relative to the focal object.
2. Affect – feelings with respect to the focal object such as fear,
liking or anger.
3. Behavioral intentions – goals, aspirations and our expected
responses to the attitude object.
4. Evaluation – imputation of some degree of goodness or
badness to an attitude object.

Why study attitudes?

Attitude can influence the way we act and think in the social
communities we belong.

 MOTIVATION- is a reason or set of reasons for engaging in a

particular behavior.

According to Geen (1995) motivation refers to the imitation,

direction, intensity and persistence of human behavior.

THEORIES THAT EXPLAIN HUMAN MOTIVATION

1. Abraham Maslow’s hierarchy of needs theory is the most
widely discussed theory of human motivation.

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 Human beings have wants and desires which influence

their behavior, only unsatisfied needs can influence
behavior, satisfied needs cannot.
 Since needs are man, they are arranged in order of
importance, from the basic to the complex.
 The person advances to the next level of only after the
lower level need is minimally satisfied.
 The further the progress up the hierarchy, the more
individuality, humanness and psychological health a
person will show.
2. Frederick Herzberg’s Two-Factor Theory a.k.a.
Motivator-Hygiene Theory states that certain factors in the
workplace result in job satisfaction while others do not but if
absent lead to dissatisfaction.

Motivator Factors Hygiene Factors

o Achievement o Pay and Benefits
o Recognition o Company Policy and
o Work Itself Administration
o Responsibility o Relationships with co-workers
o Promotion o Physical Environment
o Growth o Supervision
o Status
o Job Security
 o Salary

He proposed several key findings as a result of this identification.

a) People are made dissatisfied by a bad environment, but they

are seldom made satisfied by a good environment.
b) The prevention of dissatisfaction is just as important as
encouragement of motivator satisfaction.
c) Hygiene factors operate independently of motivation factors.
An individual can be highly motivated in his work and be
dissatisfied with his work environment.
d) All hygiene factors are equally important, although their
frequency of occurrence differs considerably.
e) Hygiene improvements have short-term effects. Any
improvements result in a short-term removal of, or prevention
of, dissatisfaction.
f) Hygiene needs are cyclical in nature and come back to a
starting point. This leads to the "What have you done for me
lately?" syndrome.
g) Hygiene needs have an escalating zero point and no final
answer.

3. Clayton Alderfer’s ERG theory (existence, relatedness and

growth)

These ERG Theory categories are:

- Existence Needs: physiological and safety needs (such as hunger,

thirst and sex)(Maslow's first two levels)
- Relatedness Needs: social and external esteem (involvement with
family, friends, co-workers and employers)(Maslow's third and fourth
levels)
- Growth Needs: internal esteem and self actualization (desires to be
creative, productive and to complete meaningful tasks)(Maslow's
fourth and fifth levels)

Contrarily to Maslow's idea that access to the higher levels of his

pyramid required satisfaction in the lower level needs, according to
Alderfer the three ERG areas are not stepped in any way.

ERG Theory recognizes that the order of importance of the

three Categories may vary for each individual. Managers must
recognize that an employee has multiple needs to satisfy simultaneously.
According to the ERG theory, focusing exclusively on one need at a time will
not effectively motivate.

In addition, the ERG theory acknowledges that if a higher level need

remains unfulfilled, the person may regress to lower level needs that appear
easier to satisfy. This is known as the frustration-regression principle.
This frustration-regression principle impacts workplace motivation. For
example, if growth opportunities are not provided to employees, they may
regress to relatedness needs, and socialize more with co-workers.

If management can recognize these conditions early, steps can be

taken to satisfy the frustrated needs until the subordinate is able to pursue
growth again.

Self-efficacy is an impression that one is capable of performing

in a certain manner or attaining certain goals. It is the capabilities to
execute the courses of action required to manage perspective
situations.

 Efficacy: power to produce an effect

 Self-efficacy: one has the power to produce that effect.

DISTINCTION BETWEEN SELF-ESTEEM AND SELF-EFFICACY

 Self-esteem – person’s sense of self-worth.

 Self-efficacy – person’s perception of their ability to reach a
goal.

According to research that in certain circumstances having less

self-efficacy for a subject may be helpful, while more negative
attitudes towards how quickly well one will learn can actually prove
of benefit.
EVALUATION:

LET’S TEST AND MEASURE YOUR LEARNINGS:

TEST I.
Directions: Answer the following questions briefly (5 points each):
1. Define affective domain.
2. Enumerate the five taxonomy of affective domain.
3. Choose one of the five domains and explain it briefly.

TEST II.
Directions: Complete the table of the Affective Domain.

LEVEL DEFINITION EXAMPLE

1. Awareness of Individual would read a book
something in the passage about nursing theories.
environment.
Responding 2. Individual would answer
questions about the book, read
another book by the same
author, another book about
nursing theories, etc.
Valuing Holding particular 3.
value
Organization 4. The individual might arrange a
seminar/talk about nursing
theories.
Characterization Acting consistently 5.
by Value with a new value

ANSWERS:
Test I.
1.
2. Receiving, Responding, Valuing, Organization,
Characterization by value

Test II.
LEVEL DEFINITION EXAMPLE
Receiving Awareness of Individual would read a book
something in the passage about nursing theories.
environment.
Responding Showing behavior Individual would answer
caused by questions about the book, read
experience another book by the same
author, another book about
nursing theories, etc.
Valuing Holding particular The individual might
value demonstrate this by applying
the nursing theories.
Organization Integrating values- The individual might arrange a
value system seminar/talk about nursing
theories.
Characterization Acting consistently The individual is firmly
by Value with a new value committed to the value,
perhaps, becoming a theorist.