Lesson 11 Importance of Affective Targets

  


You already know that there are three domains of learning which are essential to be fulfilled in order to develop our students more holistically. Those three domains of course are the cognitive, psychomotor and affective domains. As experienced, we tend to rely solely on the results of cognitive assessment to evaluate students’ learning. Sometimes, especially when students need to demonstrate a skill or perform a task psychomotor domain is associated.

 

Sadly, the least assessed among the three is the affective domain. Research studies had proven the importance of assessing the affect in order to predict learning behavior however, it is still not explored intensively. In the next lessons we are going to delve in the dimensions of assessing affective domain of learning.

The table below shows the different affective traits and its description.

Trait

Description

Attitudes

Predisposition to respond favorably or unfavorably to specified situations, concepts, objects, institutions or persons

Interests

Personal preference for certain kind of activities

Values

Importance, worth or usefulness of modes conduct and end states of existence

Opinions

Beliefs about specific occurrences or situations

Preferences

Desire to select one object over another

Motivation

Desire and willingness to be engaged in behavior including intensity of involvement

Academic Self-Concept

Self-perception of competence in school and learning

Self-Esteem

Attitude towards oneself; degree of self-respect or worthiness

Locus of Control

Self-perception of whether success and failure is controlled by the student or by external influences

Emotional Development

Growth, change and awareness of emotions and ability to regulate emotional expressions

Social Relationships

Nature of interpersonal interactions and functioning in group setting

Altruism

Willingness and propensity to help others

Moral Development

Attainment of ethical principles that guide decision making and behavior

Classroom Development

Nature of feeling tones and interpersonal relationship in a class

References:

  1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
  2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
  3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
  4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
  5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
  6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
  7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
  8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.

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