Assessing Affective Domain at Elementary Level Students

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Submitted to: Dr Mushtaq

Submitted by: Bakhtawar Hayyat
Topic: Assessing the Affective domain at elementary level students:
An Exploratory investigation
Introduction:
Education includes all the process that develops human ability and behavior.
Learning plays crucial role in reforming and determining the behavior of an
individual. Student learning is influenced by assessment (Foley,2013).Assessment
informs students about their abilities, strengths and weaknesses of students and shows
the strategies used for the learning process (Gullickson, 2007).
Bloom’s taxonomy, a widely accepted categorization of knowledge, skills and

attitudes, offers guidance in addressing attitudes and values. The taxonomy describes
learning in three domains: cognitive, psycho motor and affective. According to this
taxonomy ,the cognitive domain relates to mental skills, the psycho motor domain to
physical skills ,and the affective domain to feeling and emotions. Primary education
serves as the main foundation and social environment in building children's affective
domain(social behaviors).Affective domain is a tendency to evaluate social things in
certain ways. This is an important part in children development stage, as it builds their
perception towards the social environment and significantly influences their behavior
(Dwyer,1998).
In other words, the basic foundation to build such behavior is done in this stage. The
instilling of the behavior can be done through the curriculum design, learning process
and the appropriate assessment.
A child who starts to interact with social environment will immediately have social
behavior, and its happens to primary students .In formal classroom teaching, the
majority of the teachers efforts typically go into the cognitive aspects of the teaching
and learning .In the educational literature, nearly every author introduces their paper
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by stating that affective domain is essential for learning, but it is the least studied most
often overlooked, the most nebulous and the hardest to evaluate of Bloom’s three
domains. Similarly, students may experience affective roadblocks to learning that can
neither be recognized nor solved when using a purely cognitive approach
( Atherton,2007).
Statement of the Problem:

The affective domain refers to the emotional and social aspects of learning, such as
attitudes, values, interests, and motivation . It is an essential component of the holistic
development of elementary level students, as it influences their cognitive and
behavioral outcomes. However, the assessment of the affective domain in elementary
level students is often neglected or inadequate in educational settings . Existing
methods and instruments for assessing the affective domain face various challenges,
such as validity, reliability, feasibility, ethics, and diversity . Therefore, this study
aims to explore how the affective domain can be assessed in elementary level students
using various methods and instruments.
The purpose of this study is to investigate the assessment of the affective domain at
the elementary level, focusing on understanding the emotional and social
development of young learners.
Objectives of the Study:

i. The objectives of this study is
ii. To understand impact of the affective domain on academic performance, student
engagement, and overall educational outcomes at the primary level.
iii. To develop comprehensive approaches and strategies for assessing the affective
domain in elementary-level students.
iv. To investigate practices for assessing affective domain in elementary level
students.
v. To identify challenges in assessing and addressing affective domain at primary
level students.
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Methodology:
This study is a qualitative overview to provide detailed and
comprehensive information about assessing affective domain at elementary level
students. The data was collected from various research articles and literature review to
find out the challenges in assessing affective domain at elementary level students.
Significance of the study:

The significance of this study is rooted in its
examination of the affective domain within the elementary-level education context.
Understanding the emotional and affective experiences of young students is critical
for their comprehensive development within the educational system. . Additionally,
This research is valuable to society as it recognizes the holistic nature of education
and highlights the significance of addressing students' socio -emotional development
alongside their cognitive growth.
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References:
Brett, A., Smith, M., Price, E., & Huitt, W. (2003). Overview of the affective domain
Setiawan, A., Mardapi, D., Supriyoko, & Andrian, D. (2019). The Development of
Instrument for Assessing Students’ Affective Domain Using Self- and Peer-
Assessment Models. International Journal of Instruction, 12(3), 425-438.
Andrian, D., Kartowagiran, B., & Hadi, S. (2018). The Instrument Development to
Evaluate Local Curriculum in Indonesia. International Journal of Instruction, 11(4),
922–934.
Bruer, J. (1997, Nov.). Education and the brain. Educational Researcher, 26 (8), 4-16.
Assessment in Education: Principles, Policy & Practice (Vol. 5)Evans, R., Elwyn, G.,
& Edwards, A. (2004). Learning in practice Review of instruments for peer
assessment of physicians, 328(May), 1–5.
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Review of Literature:
Scope:
Assessing the affective domain in elementary level students is an important
aspect of their overall development and well-being. The affective domain refers to the
attitudes, values, beliefs, motivations, and emotions that influence students' learning
experiences and outcomes.
The literature surrounding the assessment of the affective domain at the elementary
level of students is a relatively well-explored field, with a considerable amount of
published literature available. Numerous studies have investigated various aspects of
assessing student emotions, attitudes, and values in educational settings. Over the
years, the quantity of publications relating to this topic has shown a modest but steady
increase, indicating a continuous interest in understanding and improving the
evaluation of affective domains in elementary education.
Researchers have delved into various methods and strategies to assess the affective
domain in elementary students, aiming to gain a deeper understanding of their
emotional intelligence, motivation, social skills, and overall well-being. The literature
encompasses a wide range of approaches, such as self-report questionnaires, teacher
observations, interviews, and even technological tools designed to measure affective
variables. These publications highlight the importance of considering the affective
domain alongside cognitive development to gain a comprehensive understanding of
students' overall growth and learning experiences.
Furthermore, the literature reveals the potential benefits of assessing the affective
domain for students' overall academic achievement and well-being. By understanding
and evaluating students' attitudes, beliefs, and motivations, educators can tailor their
instruction to promote intrinsic motivation, engagement, and resilience. Numerous
studies have found positive correlations between the assessment of the affective
domain and students' academic performance, self-esteem, social competence, and
overall well-being. Thus, it can be argued that investing in assessing the affective
domain can result in more well-rounded, successful, and emotionally intelligent
individuals.
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Several studies have focused on developing and validating measurement instruments

to assess students' emotions and affective states (Lichtenfeld et al., 2012; Suzuki &
Tonegawa, 2020; Herwin & Mardapi, 2017). These instruments, such as the
Achievement Emotions Questionnaire-Elementary School (AEQ-ES), have been used
to measure students' achievement emotions and their experiences in various academic
settings (Lichtenfeld et al., 2012). Additionally, studies have explored the
differentiation of competence and affect self-perceptions in elementary school
students, highlighting the separability and differential functionalities of these
constructs (Arens & Hasselhorn, 2015).
Teachers play a crucial role in assessing students' affective domain, especially in the
classroom setting (Ningrum et al., 2022). However, there are challenges in assessing
affective aspects, such as character values, due to teachers' low understanding of
assessment concepts and lack of time to develop and implement affective assessments
(Setiawan et al., 2021). It is important to develop assessment models and instruments
that can effectively measure students' emotional and social intelligence, as these skills
are essential for their overall development (Khilmiyah & Wiyono, 2021; Awan et al.,
2021). Furthermore, physical education classes have been found to contribute
positively to the development of students' social-emotional skills, demonstrating the
importance of incorporating affective domain assessment in different subject areas
(DIJAMCO, 2023; Suhadi et al., 2020).
The affective domain assessment is not limited to academic settings but also extends
to other aspects of students' lives. For example, studies have shown that exposure to
natural stimuli, such as foliage plants, can improve concentration and psychological
relaxation in elementary school students (Kim et al., 2020). Additionally, programs
that focus on social-emotional learning have been found to enhance students' social
skills, problem-solving abilities, and peer acceptance (Kim & Park, 2021; Adiba &
Latip, 2021; Wong et al., 2014). These programs aim to develop responsible
character, psychosocial empowerment, and emotional intelligence among elementary
school students (Adiba & Latip, 2021; Kourmousi et al., 2018).
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The implementation of affective assessment is very important in the learning
process because the affective aspect supports student success in the learning process
(Azhil et al, 2018;Saftari, Maya, 2019). To support the successful implementation of
affective assessment, an appropriate assessment design is needed, such as designing
an assessment instrument in advance (Tausih & Marno, 2021) In addition, in
implementing affective assessment teachers can apply learning models that are in
accordance with the learning that will be delivered to students.…”
Overall, assessing the affective domain in elementary level students is crucial for
understanding their emotional well-being, social skills, and overall development.
Various measurement instruments and assessment models have been developed and
validated to assess students' emotions, affective states, and social-emotional skills.
However, there are challenges in implementing affective assessments in the classroom
due to teachers' limited understanding and lack of time. It is important to address
these challenges and develop practical and effective assessment methods to support
students' emotional and social development. Numerous studies have found positive
correlations between the assessment of the affective domain and students' academic
performance, self-esteem, social competence, and overall well-being. Thus, it can be
argued that investing in assessing the affective domain can result in more well-
rounded, successful, and emotionally intelligent individuals.

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1

Submitted to: Dr Mushtaq

Bloom’s taxonomy, a widely accepted categorization of knowledge, skills and

Statement of the Problem:

Objectives of the Study:

Significance of the study:

Several studies have focused on developing and validating measurement instruments

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