Download 4.affective assessment-

AFFECTIVE ASSESSMENT
 Evaluation
is an essential part of the
teaching and learning process.
 Assessment
is an estimate of the
effectiveness of learning or teaching
Introduction
 Historical
 Blooms
perspectives
taxonomy of Domains
- Cognitive
- Conative
- Affective
Introduction
 Affective
means connected with
emotions / attitudes.
 Measurement
of students’ attitude,
interests & values
An affective assessment discovers how
a student feels about themselves, their
self-image, what influences their
behavior in their community, classroom
and home.
Assessment of learning are
assessment strategies that are
designed to confirm what student
knows & feels. It also demonstrates
whether curriculum goals are met or
not.
A learning assessment is an activity or
test that measures how much a person
has learnt.
ex: If students are studying about HIV,
they might have a pretest before they start
a study.
• Receiving
(Attention)
• Responding
(Interest)
• Valuing
(Appreciation)
• Organization
(Philosophy)
• Characterization(Lifestyle)
- KRATWOHL
•Student eagerness
•Academic efficacy
 Motivates
student
 Guides individual
 Assess the capacity to analyze
 Synthesis new information and concepts
 Minimizes limitation
 Assess knowledge and skills
Contd..
Provision for student choice
 Balance the development and
judgmental role
 Avoid biases
 Minimize plagiarism
 Considers workload of student and staff
 Reduces students dropouts

Attitude is defined as a mental
predisposition to act, that is expressed by
evaluating a particular entity with some
degree of favour or disfavour.
 Affective
traits are not directly observable
 Attitudes, values and feelings can be
inferred by
• words
• actions
• preferences



Emotions and feelings can change
quickly – it is necessary to conduct
several assessments over a substantial
length of time.
Try to use different approaches to
measure the same affective trait as
possible.
Decide whether you need individual
student or group results.
1.
Teacher observations
2.
Self-Reports
3.
Peer Reports
Systematic observation to record student
behavior is to
• Determine in advance how specific behavior relates to
the target.
Example
Positive
Negative
Rarely misses class
Rarely late to class
Helps other student
Works independently
Says he/she likes college
Rarely complains
Tries hard to do well
Frequently absent
Frequently late
Rarely helps other student
Needs constant supervision
She/he doesn’t like college
Sleeps in class
Never does extra credit


Student interview
Prerequisite for getting students to reveal
their true feelings and beliefs to establish
trust
Questionnaires, surveys and essays
Methods of obtaining peer rating:
1.
1.
Guess Who Approach – students are
asked to list the students they believe
best correspond to behavior descriptions
Sociometric Approach – used to assess
social structure of the class and the
interaction patterns among the students.
Scale: 5- Almost always, 4-Usually, 3- Frequently, 2-Sometimes, 1- Never.
Name of the Group Member:
1. Contributes to effective group functioning
2. Fulfills his/her role responsibility
3. Ask questions that help the group
4. Listens respectfully to group members
5. Asks group members for help or clarification
6. Completes assigned tasks on time
7. Contributes idea that help the group
8. Comes to class and group meetings on time
Your Name:
____
____
____
____
____
____
____
____
Overall rating of this person
____
5: Excellent 4: good 3: satisfactory 2: needs work 1: poor
 Check
list
 Semantic differential scale
 Likert scale
 Rating scale
 Thurstone scale
 Reflective writing assessment and
 Portfolio Assessment
20
It consists of simple items that the
student or teacher marks as
Absent / Present or
Yes / No.
Student Name: _____________ Date:
_______
Frequency method
Number of
Occurrences
Behavior
1. Tells other that the book was good
2. Reads for at least five minutes continuously
3. Asks question about what is read
4. Goes through books on the table
scale in which individuals have to
respond in response to a large
number of items concerning an
attitude object or stimulus.
 The
student works independently
Strongly
agree
agree
Undecided
Disagree
or
• The class is interesting.
SA
A
U
D
SD
Strongly
disagree
 Able
to correlate highly individual item
with total score item.
 Easy to label each scale value
Disadvantages
 Large
 Time
number of items included.
consuming
The Semantic Differential (SD) measures
people's reactions to stimulus words and
concepts in terms of ratings on bipolar
scales defined with contrasting adjectives
at each end.
Fair
Hard
Boring
3
2
1
0
1
2
3
Unfair
Easy
Interesting
0 -neutral, 1 – slightly, 2 – quite, 3 – extremely
scale measures
1. Directionality
2. Intensity
Rating Scales refers to a set of categories
designed to elicit information about a
quantitative attribute . Allows to indicate the
degree or frequency of the behaviors skills
and strategies .
 Numerical
 Graphic
rating scale
rating scale
 Descriptive
graphic scale
To what extent the student participates in
discussion
1. 5-out standing, 4- above average, 3-Average, 2- below average
1-unsatisfactory
2.
3.
Never
Never
participa
tes,quiet,
passive
seldom
Occasionally
Participates
as much as
other
members
Frequently
Always
Participates more
than any other
group members
 Easy
to administer and score
 Used for a large group
 Teacher-record observation tool
 Student-self assessment tool
 Provide samples criteria prior to work
 The
single objective does not contain
enough information
 Decreased
objectivity
 This
attempts to approximate an interval
level of measurement. (method of equal
appearing intervals).
 Strength of individual items can be
computed.
 Accommodates neutral items.
-
Please check all those statements which
you agree
I do not approve this
(3.0)
It has its place
(7.1)
It corrupts individuals
(2.2)
Marijuana does good to many
(7.9)
Having never tried, I can’t say
(6.0)
Contd….
-
If marijuana taken safely,
its effect can be enjoyable
(8.9)
I think it is horrible & corrupt
(1.6)
It is usually the drug people
start on before addiction
(4.9)
It is perfectly healthy & legalized (10.0)
The beginning of sad situation
(4.1)
Scoring
As respondent who selected 3, 7, 8 would
have an attitude score of 2.2 + 1.6+4.9
= 8.7/3 = 2.9.
Unfavourable to marijuana
“ The process of internally examining and
exploring an issue of concern, triggered by
an experience, which creates and clarifies
meaning in terms of self, and which results
in a changed conceptual perspective"
 Analyze
community placement, clinical
placement, rural placement

Analyze past experience.
 Review
the learning course
 Help
to give a picture of the difference
between description and reflection
Disadvantages:
 Deeper
writing
 Questions are more profound
 Self
Assessment of students work
 Assessment
 Collection
of self evaluation
of students work overtime.
 Used for evaluation of students abilities
and progress.
 Collection-
Of student work
 Selection-Looks for best work
 Reflection-Articulate their thinking with
each item
 Projection- Setting goals for future
 Assessment of student work samples &
other materials assembled in portfolios to
document student.
 Identify
 Able
 Self
various linguistic problems.
to address deficiencies
assessment
 Parents
assessment
 Unstructured
observations - occur in
natural setting
 Structured observations - provide more
form and guidance
 Self reports - allow students to respond
directly.
observations – require
extensive notes.
 Structured observation - require more
preparation.
 Self reports - require extensive preparation
& restrict what students are able to respond
to.
 Unstructured
– acting in own best interest.
 Self-deception – cushioning failure by
minimizing faults, maximizing virtues.
 Criterion Adequacy – How do we
validate tests of emotional stability or
adjustment.
 Invasion of privacy – line between
public & private knowledge.
 Fakability
1. Cumming A. , Laurier M. 'Introduction to the
Special Issue'. Canadian Modern Review: 2007 64(1);
p.1-4.
2. Fuhrman M ,Gonzalez L R. Developing Student
motivation and attitude,2006 August ; 85(47), p.23-25
3. Jones N. Linking learning and assessment. a can
framework. ALTE Conference Vilnius: 2007
4. Rea-Dickins P., Gardner S. Snares and silver bullets.
disentangling the construct of formative. Language
Testing: 2007 p.17, 215.
5. Rea-Dickins. Mirror and mirror on the wall identifying
processes of classroom assessment‘: 2001
Septomber 54(1);p. 429-462.
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