HOLY TRINITY COLLEGEPuerto Princesa City

ASSESSMENT IN THE AFFECTIVE DOMAINReporting in Test and Measurement

Submitted to:Ms. Chona S. Rizada

Submitted by:

EDUARDO L. ALCANTARACINDY PEARL BARREDO

ASSESSMENT IN THE AFFECTIVE DOMAIN

What comes into your mind when you hear the word “affective” and “domain”?

According to the Webster Dictionary:a. affective – arousing emotionsb. 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 Domain1. Receiving (Attending)

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

2. Respondingi.) 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. Valuingi.) holding particular value/ consistent behavior

e.g. to increase measured proficiency, to relinquish, to subsidize, to support, to debate

4. Organizationi.) 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. Characterizationi.) 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.

Therefore, affective domain means an area or something which arouse our emotions.

TAXONOMY OF AFFECTIVE DOMAIN

LEVEL DEFINITION EXAMPLEReceiving Awareness of something in

the environment.Individual would read a book passage about

civil rights.Responding Showing behavior caused

by experienceIndividual would answer questions about the book, read another book by the same author,

another book about civil rights, etc.Valuing Holding particular value The individual might demonstrate this by

voluntarily attending a lecture on civil rights.Organization Integrating values-value

systemThe individual might arrange a civil rights

rally.Characterization by

ValueActing consistently with a

new valueThe individual is firmly committed to the value, perhaps, becoming a civil rights

leader.

BEHAVIORAL VERBS APPROPRIATE FOR THE AFFECTIVE DOMAIN

Receiving Responding Valuing Organization Characterization Accept Attend Develop Recognize

Complete Comply Cooperate Discuss Examine Obey Respond

Accept Defend Devote Pursue Seek

Codify Discriminate Display Order Organize Systematize Weigh

Internalize Verify

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

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.

Specific, measurable, short-term,

observable behaviors

Foundations which you can build lessons and assessments

Tools you use to make sure you

reach your goals

INSTRUCTIONAL OBJECTIVES

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 MOTIVATION1. 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 Achievemento Recognitiono Work Itselfo Responsibilityo Promotiono Growth

o Pay and Benefitso Company Policy and Administrationo Relationships with co-workerso Physical Environmento Supervisiono Statuso Job Securityo 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 EXAMPLE1. Awareness of something in

the environment.Individual would read a book passage about

nursing theories.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 value 3.Organization 4. The individual might arrange a seminar/talk

about nursing theories.Characterization by

ValueActing consistently with a

new value 5.

ANSWERS:Test I.

1.2. Receiving, Responding, Valuing, Organization, Characterization by value

Test II.LEVEL DEFINITION EXAMPLE

Receiving Awareness of something in the environment.

Individual would read a book passage about nursing theories.

Responding Showing behavior caused by experience

Individual would answer questions about the book, read another book by the same author,

another book about nursing theories, etc.Valuing Holding particular value The individual might demonstrate this by

applying the nursing theories.Organization Integrating values-value

systemThe individual might arrange a seminar/talk

about nursing theories.Characterization by

ValueActing consistently with a

new valueThe individual is firmly committed to the

value, perhaps, becoming a theorist.