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 What What comes comes into into your your mind mind when when you hear the word “affective” and “domain”? According Dictionary:
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There Therefor fore, e, affect affectiv ive e domain domain means an area or something which arouse our emotions. It is a par part of a sy sys stem tem that that was was publ publiish shed ed in 196 965 5 for for identifying, understanding and addressing how people learn. It describes learning objectives that emphasize a feeling, tone, an emotion or a degree of acceptance a cceptance or rejection. THE TAXONOMY IN THE AFFECTIVE DOMAIN KRATHWOHL et. al. Taxonomy of Affective Domain 1. Receivi Receiving ng (Atten (Attending ding)) i.) i.) awar awaren enes ess s of of cer certa tain in phen phenom omen ena a and and stim stimul uli. i. e.g. to differentiate, to accept, to listen (for), to respond 2. Re Respo spond ndin ing g i.) i.) Acti Ac tive vely ly atte attend ndin ing g not not just just “wil “willi ling ng to atte attend nd”. ”. e.g. to comply comply with, to follow, to commend, commend, to volunteer, to spend leisure time in, to acclaim 3. Valu Valuin ing g i.) i.) hold holdin ing g par parti ticu cula larr val value ue// con consi sist sten entt beh behav avio iorr e.g. to increase measured proficiency, to relinquish, to subsidize, to support, to debate 4. Orga Organi niza zati tion on i.) i.) To rela relate te the the val value ue to thos those e alr alrea eady dy held held and and bri bring ng into harmonious and internally consistent philosophy. e.g. to discuss, to theorize, to formulate, to balance, to examine 5. Charac Character teriza izatio tion n i.) Internalized set of va 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 instructio of instructional nal objectives. 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, measurable, short-term, observable behaviors
Foundations which you can build lessons and assessments
Tools you use to make sure you reach your goals
TAXONOMY OF AFFECTIVE DOMAIN LEVEL Receiving
Responding
DEFINITION Awareness of something in the environment. Showing behavior caused by experience
Valuing
Holding particular value
Organization
Integrating va valuesvalue system Acting consistently
Characterization Characterization
EXAMPLE Individual would read a book passage about civil rights. Individual would answer questions about the book, read another book by the same author, another book about civil rights, etc. The individual might demonstrate this by voluntarily attending a lecture on civil rights. The individual might arrange a civil rights rally. 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
Accept Attend Develo p Recogni ze
Responding
Complet e Comply Cooperat e Discuss Examine Obey Respond
Valuing
Accep t Defen d Devot e Pursu e Seek
Organization
Codify Discrimi nate Display Order Organize Systema tize Weigh
Characteriza tion Internal ize Verify
FOCAL CONCEPTS
ATTITUDES – mental predispositions 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 communities we belong.
MOTIVATION- is a reason or set of reasons for engaging in a particular behavior.
Accor Accordin ding g to Geen Geen (1995) (1995) moti motivat vatio ion n refers refers to the imita imitatio tion, n, 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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2.
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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, individuality, humanness and psychological health a person will show. 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 Achievement Recognition Work Itself Responsibility Promotion Growth
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Hygiene Factors Pay and Benefits Company Policy and Administration Relationships Relationships with co-workers Physical Environment Environment Supervision Status Job Security
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He proposed several key findings as a result of this identification. a) People People are made dissati dissatisfied sfied by a bad environ environment ment,, but they are seldom made satisfied by a good environment. b) The prevention prevention of dissatisfaction dissatisfaction is just as important important as encouragement of motivator satisfaction. c) Hygiene Hygiene factors factors operate independ independentl ently y of motivation motivation factors. factors. An individual can be highly motivated in his work and be dissatisfied with his work environmen e nvironment. t. d) All hygiene hygiene factors factors are equally equally important, important, althoug although h their frequency of occurrence differs considerably. e) Hygiene Hygiene improvem improvements ents have short-te short-term rm effects. effects. Any improvements improvements result in a short-term removal of, or prevention of, dissatisfaction. dissatisfaction. f) Hygiene Hygiene needs needs are are cyclical cyclical in nature nature and and come come back back to a starting point. This leads to the "What have you done for me lately?" syndrome. g) Hygiene Hygiene needs have have an escalating escalating zero zero point and no final 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 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 principle . 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-ef self-effi ficacy cacy for a subjec subjectt may may be helpfu helpful, l, while while more more negati negative ve 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 Define affe affecti ctive ve domai domain. n. 2. Enumerate Enumerate the the five taxonom taxonomy y of affective affective domain. domain. 3. Choose Choose one of the five five domains domains and and explain explain it briefly. briefly. TEST II.
Directions: Complete Complete the table of the Affective Domain. LEVEL 1.
Responding
Valuing
DEFINITION Awareness of something in the environment. 2.
Organization
Holding particular value 4.
Characterization by Value
Acting consistently with a new value
ANSWERS: Test I. 1. 2. Receiving, Responding, Characterization Characterization by value
Test II. LEVEL Receiving
Responding
DEFINITION Awareness of something in the environment. Showing behavior caused by experience
Valuing
Holding particular value
Organization
Integrating va valuesvalue system
Characterization by Value
Acting consistently with a new value
EXAMPLE Individual would read a book passage about nursing theories. Individual would answer questions about the book, read another book by the same author, another book about nursing theories, etc. 3. The individual might arrange a seminar/talk seminar/talk about nursing theories. 5.
Valuing,
Organization,
EXAMPLE Individual would read a book passage about nursing theories. Individual would answer questions about the book, read another book by the same author, another book about nursing theories, etc. The individual might demonstrate this by applying the nursing theories. The individual might arrange a seminar/talk seminar/talk about nursing theories. The individual is firmly committed to the value, perhaps, becoming a theorist.
