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"Measure what you value, instead of valuing only what you can measure."
In the Bloom's taxonomy, three domains of learning we're identified; The cognitive domain, the affective domain, and the psychomotor domain.
Cognitive domain includes mental skills (knowledge)
Affective domain dwells on growth in feelings or emotional areas (feelings, emotions, attitude)
Psychomotor domain concerned with manual or physical skills.
= SOFT SKILLS IN AFFECTIVE ASESSMENT =
Soft skills are non-technical skills that refer to how one works in the workplace, how one interacts with others in the workplace and how one looks at problems and solves problems.
= CATEGORIES OF SOFT SKILLS =
The five key skills of social and emotional learning (SEL) can be grouped into four categories that most school leaders, teachers, and parents would agree are within the responsibility of schools to monitor and develop.
Social Skills - include how a student interacts with other students as observed by teachers and other adults.
Self-Management - refers to self-regulation, the student's ability to take control over what would otherwise be automatic reactions, by planning, focusing attention, reframing experiences and using mental tools.
Academic Soft Skills - are both social and cognitive. Their defining feature is their ancillary role in carrying out traditional academic tasks, the ability to work independently.
Approaches of Learning - includes such things as the student's engagement in school, pleasure in learning and anxiety about performance.
= THE TAXONOMY OF EDUCATIONAL OBJECTIVES IN THE AFFECTIVE DOMAIN =
Characterization - having a personal value system that is now a characteristic of the learner.
Organization - organizing values into priorities by comparing, relating, and synthesizing specific values.
Valuing - attaching worth to a phenomenon or object.
Responding - active attention and response to a particular phenomenon.
Receiving - awareness or passive attention to a phenomenon.
McMillan (2007) gives three feasible methods of assessing learning or learner's development in the affective domain.
Teacher Observation can be unstructured or structured. It is unstructured when observation is not limited to items in a checklist or rating scale. And it is structured when he/she is guided in what to observe by a checklist or rating scale.
Student Self-Report requires the student to provide an account of his/her attitude or feelings toward a concept or idea or people. A self-report is also referred to as "written reflection".
Peer Rating or peer review provides a structured learning process for students to critique and provide feedback to each other on their work.
= METHODS OF ASSESSING LEARNING IN THE AFFECTIVE DOMAIN =
LIKERT SCALE - one example of rating scale. It makes use of a five-point scale from Strongly Disagree (1), Disagree (2), Undecided (3), Agree (4) to Strongly Agree (5).
SENTENCE COMPLETION - as the name implies, the student is asked to complete a given incomplete sentence related to the intended learning outcome.
Semantic Differential - a student is asked to assess his Science class as a whole by way of a Semantic Differential scale. The scales are pair of adjectives on feelings or beliefs that are opposite.
CHECKLIST - the student simply checks an item that is observed or present that applies to him/her. A student is asked to evaluate the extent to which he/she possesses a growth mindset.
REFLECTION FOR LESSON 5:
In lesson 5, which was all about Affective domain, I learned the different skills, especially soft skills which is responsible on how we works and interacts with other people. In this lesson, I learned the various skills a student must enhance inside the classroom and how their specific skills affects the progress of their learning. I also became knowledgeable to the different assessment made for the students, it can be from his/her teacher, from classmates, and from them. Furthermore, different methods of assessing learning was also introduced and in this part, I learned the right tool I must use to properly assess the learning in the affective domain.
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