Affective Domain PDF

Assessment in the AFFECTIVE DOMAIN v Unlike the cognitive domain which emphasizes measurements of reasoning and the mental faculties of the student, the affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. v it is f...

Assessment in the AFFECTIVE DOMAIN v Unlike the cognitive domain which emphasizes measurements of reasoning and the mental faculties of the student, the affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. v it is far more difficult domain to objectively analyze and assess since it vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. v “certain people are “schooled” but not “educated” 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 Kratwohl’s Taxonomy of Affective Domain (1964) are given as follows: RECEIVING- is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to. RESPONDING-is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: 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 include: 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 are: 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 include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve. If we are desirous to apply the continuum of Krathwohl et al. to our teaching, then we are encouraging students to not just receive information at the bottom of the affective hierarchy. Instead, teachers, we would like for them to respond to what they learn, to value it, to organize it and maybe even to characterize themselves as environmentalist, geology majors or earth scientists. The AFFECTIVE DOMAIN is the least studied and most often overlooked domain in educational literature despite the fact that almost every researcher or author begins with a premise on the importance of the affective domain in the teaching-learning process. The reason, perhaps is the fact that the affective domain is the most nebulous and the hardest to evaluate of Bloom’s three domains. It is important to realize that by tapping the potentials of the affective domain in enhancing learning, we increase the likelihood of real and authentic learning among our students. AFFECTIVE LEARNING COMPETENCIES Affective desired learning competencies are often stated in the form of instructional objectives. What then are instructional objectives? q Instructional objectives are specific, measurable, short-term, observable student behaviors. q Objectives are the foundation upon which you can build lessons and assessments that you can prove meet your overall course or lesson goals. q Think of objectives as tools you use to make sure you reach your goals. They are the arrows you shoot towards your target (goal). q The purpose of objectives is not to restrict 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 and so learning can be objectively measured. Level Definition Example Receiving Being aware of or attending to Individual would read a book passage about something in the environment civil rights Responding Showing some new behaviors as a Individual would answer questions about result of experience the book, read another book by the same author, another book about civil rights, etc. Valuing Showing some definite involvement The individual might demonstrate this by or commitment voluntarily attending a lecture on civil rights. Organization Integrating a new value into one’s The individual might arrange a civil rights general set of values, giving it some rally ranking among one’s general priorities Characterization by Acting consistently with the new The individual is firmly committed to the Value value value, perhaps becoming a civil rights leader. Figure 1- The Taxonomy in the Affective Domain Examples of verbs or behavioral terms that can be used to express learning competencies or objectives in the affective domain. Receiving Responding Valuing Organization Characterization Ø Accept Ø Complete Ø Accept Ø Codify Ø Internalize Ø Attend Ø Comply Ø Defend Ø Discriminate Ø verify Ø Develop Ø Cooperate Ø Devote Ø Display Ø recognize Ø Discuss Ø Pursue Ø Order Ø Examine Ø seek Ø Organize Ø Obey Ø Systematize Ø respond Ø weigh  In the affective Domain, and in particular, when we consider learning competencies, we also consider the following focal concepts: Attitudes. 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 - are 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 which vary from one individual to the next. B. AFFECT – The affective component refers to our feeling with respect to the focal object such as fear, liking, or anger. For instance, the color “blue” evoke different feelings for different individuals: some like the color blue but others do not. Some associate the color blue with “loneliness” while others associate it with “calm and peace” C. BEHAVIORAL INTENTIONS – Behavioral intentions are our goals, aspirations, and our expected responses to the attitude object. D. EVALUATION – Evaluations are often considered the central component of attitudes. This consist of the imputation of some degree of goodness or badness to an attitude object. Evaluations are a function of cognitive, affect and behavioral intentions of the object. It is most often the evaluation that is stored in memory, often without the corresponding cognitions and affect that were responsible for its formation. 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. MOTIVATION Motivation is a reason or set or reasons for engaging in a particular behavior, especially human behavior as studied in psychology and neuropsychology. The reasons may include basic needs (e.g. 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.  According to Geen(1995), motivation refers to the initiation, direction, intensity and persistence of human behavior. There are many theories that explain human motivation. The need theory of Abraham Maslow’s hierarchy of human needs theory. The theory can be summarized as thus: q Human beings have wants and desires which influence their behaviour; only unsatisfied needs can influence behavior, satisfied needs cannot. q Since needs are many, they are arranged in order of importance, from the basic to the complex. q The person advances to the next level of needs only after the lower level need is at least minimally satisfied. q 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) are as follows: Physiological: food, clothing, shelter Safety and security: home and family Social: being in a community Self esteem Self actualization Another theory of Motivation: “Motivation-Hygiene Theory” by Frederick Herzberg’s q Motivation; (e.g. challenging work, recognition, responsibility) which give positive satisfaction, and q Hygiene factors; (e.g. status, job security, salary and fringe benefits) which do not motivate if present, but if absent will result in demotivation.  Finally, created by Clayton Alderfer, Maslow’s hierarchy of needs was expanded, leading to his ERG theory (existence, relatedness and growth). - Physiological and safety, the 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. Motivation in education can have several effects on how students learn and their behavior towards subject matter. (Omrod, 2003). It 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 Because students are not always internally motivated, they s o m e t i m e s n e e d s i t u a t e d m o t iva t i o n , w h i c h i s f o u n d i n environmental conditions that the teacher creates. There are two kinds of motivation: INSTRINSIC MOTIVATION 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. EXTRINSIC MOTIVATION comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or god grades) SELF EFFICACY – is an impression that one is capable of performing in a certain manner or attaining certain goals. It is belief that one has the capabilities to execute the courses of actions required to manage prospective situations. Unlike efficacy, which is the power to produce an effect (in essence, competence), self-efficacy is the belief (whether accurate or not accurate) that one has the power to produce that effect. Development of Assessment Tools SELF REPORT – is the most common measurement tool in the affective domain. It essentially requires an individual to provide an account of his attitude or feeling toward a concept or idea or people. Self reports are also sometimes called “ written reflections”. RATING SCALES – is 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 reflect the perceived quality of a product. SEMANTIC DIFFERENTIAL SCALES- 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. Development of Assessment Tools Thurstone and Likert Scales T h u r s to n e - i s c o n s i d e re d t h e fa t h e r o f a t t i t u d e measurement. He 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. In 1932, Likert developed the method of summated ratings (or Likert’s scale), which is still widely used. The Likert scale requires that individuals tick on a box to report whether they “strongly agree”, “agree”... In response to a large number of items concerning an attitude object or stimulus. Development of Assessment Tools Checklists the most common and perhaps the easiest instrument in the affective domain. A checklist consists of simple items that the student or teacher marks as “absent” or “present”. Here are steps in the construction of a checklist: 1. Enumerate all the attributes and characteristics you wish to observe relative to the concept being measured. 2. Arrange these attributes as “shopping” list of characteristics. 3. Ask the students to mark those attributes or characteristics which are present and leave blank those which are not. Activity: Create one sample assessment tools in assessing affective domain of your student.