Affective Assessment

Affective Assessment
Affective Domain
importance agreement frequency scenarios
AFFECTIVE DOMAIN
attention interest
appreciation
philosophy lifestyle checklists
rating scales
9/22/2012
The Affective Domain

Covers behaviors in regard to attitudes, beliefs, and feelings [dispositions] Networks of attitudes, beliefs, & feelings form a persons values. Values are perceptions/ideas of worth. Beliefs are perceptions of fact.
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Affective Observation
We can infer that people have attitudes, values, and feelings by
Their words, Their actions, and Their preferences.
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The Affective Domain

Emphasizes feelings, emotions, degree of acceptance or rejection. Five Levels
Receiving - Attention Responding - Interest Valuing - Appreciation Organization - Philosophy Characterization - :Lifestyle
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Level 1: Receiving: Attention

Concerned with getting, holding, directing students attention Assessed by interest inventories Rated as Like, Undecided, Dislike
Going to parties Reading a book L L U U D D
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Attention concerned with:

students willingness to attend to classroom activity getting, holding, & directing students attention
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Illustrations of Attention
Listens attentively Shows awareness of the importance of learning Attends closely to the classroom activities The student will show awareness of class proceedings.
Terms for Attention Outcomes

asks chooses describes follows holds locates selects replies uses
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Level 2: Responding: Interest

Active participation by showing interest Assessed by observation in terms of frequently, sometimes, rarely, never.
Volunteer to give an answer in class FSRN
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Illustration of Interest
completes assigned work participates in class discussions volunteers for tasks shows interest in subject enjoys helping others The student will willingly answer questions.
Affective Assessment 11
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Outcome Terms for Interest

answers assists conforms greets discusses helps performs presents reads recites tells writes
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Level 3: Valuing: Preferences

Willingly and consistently complies Assessed by general reaction to a series of statements that gets at ones values:
Charities are a good thing SA A U D SD
Assessed by questions and justifying answer

Illustrations of Appreciation
demonstrates belief in the democratic process shows concern for the welfare of others demonstrates a problem-solving attitude demonstrates commitment to social improvement The student will express strong opinions on issues under discussion.
Terms for Appreciation Outcomes

completes describes follows forms initiates invites joins justifies proposes reads reports shares studies works
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Level 4: Organization: Philosophy of Life

Development of a philosophy of life by bringing values together to form a value system through determining relationships among values and resolving conflicts among them. Assessed by determining whether the learner has developed a concept of value or belief

Please explain what you believe about --and why. Observe the video and indicate those values that agree with the values you hold. The student will criticize arguments and positions presented in class. Recognizes the need for balance between freedom & responsibility in a democracy

Accepts responsibility for his/her own behavior Understands and accepts own strengths & limitations Formulates a life plan in harmony with his/her abilities, interests, beliefs
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Outcome Terms for Organization

adheres alters arranges combines compares defines explains identifies modifies orders prepares relates synthesizes
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Level 5: Characterization by a Value or Value Complex: Lifestyle

Acts consistently with the values internalized Take a stand and state specifically what you would do [what people should do in general] People are collecting money and supplies for the victims of a flashflood. What will you do to help these people?
Illustrations of Lifestyle
Demonstrates self-reliance in working independently Cooperation in group activities Punctuality and self-discipline The student will demonstrate a philosophy of life by the consistency of his or her daily actions.
Outcome Terms for Lifestyle

acts discriminates displays influences listens modifies performs practices qualifies questions solves uses verifies
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Problems with Affective Assessment

Fakability acting in own best interest Self-deception cushioning failure by minimizing faults, maximizing virtues Semantic problems often frequently Criterion Adequacy How do we validate tests of emotional stability or adjustment Invasion of privacy line between public & private knowledge
Major Tools for Affective Assessment

Anecdotal records Teacher observations Self-Reports: interest inventories, attitude measures Peer Reports
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Affective Evaluation
Attitude scales* Self/other reports
Interest inventories Anecdotal records Questionnaires Opinionnaires Situational tests Systematic observation
Sociometric techniques Interviews Letters of recommendation
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Attitude Scales
Likert: 5 points: SA A U D SD Semantic Differential:
Fair 3 2 1 0 1 2 3 Unfair
Thurstone: well-organized __, timely __, skill building __, boring __, rehash __, on topic __, aimless __, out of context __, passive, enthusiastic __, involved __, wasted time __. Guttman: works hard __, well-organized __, on time __, a good student __.
Affectation
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stateme nt: SA, A, U, D, SD fakability, se lf-de ce ption, sub'y, se mantics, invasion of privacy re cords, obse rvations, se lf/othe rre ports characte risation: consiste nt AFFECTIV E LEARNING action - life style organisation: v alue syste m - conceptualisation - philosophy v aluing = worth or value = ge neral re action
ASSESSING
ide as of wor th: attitudes, belie fs, fe elings infe rre d from words, actions, prefe re nces beliefs [ideas we think are true] strongly influence what we do affe ctiv e domain e mphasise s fe eling, e motion, degre e of acce...
re ce iving = willingness to attend to a par ticular stimulus: attentio... re sponding: active participation [fre quency]
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Affective Domain
importance agre ement fre quency prefe re nces observ ation scenarios
AFFECTIV E DOMA IN
atte ntion inte re st appreciation philosophy life style che cklists rating scale s
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se tting the e xpectation m odelling the desire d be haviours highlighting the ir im portance to job/real life talk ing about s uch
Actions to Build Such
us ing the vocabulary of such labelling attitudes as they arise us e "stories" to indicate their im portance view as "lubrication" to m ake interaction "go be tter" reinforcing attem pts in right direction shaping of appropriate be haviour
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be liefs held s trongly form the basis for action bas ic to outlook/perspe ctive on life related to interpers onal & intrapersonal inte lligence success in life: IQ -10-20%; rest, including EQ to 85% de te rm ines our potential for learning practical life sk ills ke y to our personal de stiny: HOW FAR WE RISE a m eta-ability controlling othe r abilities know ing and m anaging self reading and handling others provide s info to guide thinking & Affective Assessment actions
Importance
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Pe rs onal Com pe te nce Se lf-Aw arenes s Se lf-Regulation Motivation Social Com petence
Emotional Inte lligence
Em pathy Social Skills know ing ow n internal states, prefere nces, re source s, intui... m anaging own internal states, im pulses, re source s em otional tendencies facilitating reaching goals aw arene ss of othe rs' feelings, ne eds, concerns ade ptness at inducing desirable responses in others
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observing to s ee w hich are evident noting prefere nces se lf-re ports or inve ntorie s
Indicators of Succe ss
reports re freque ncy/strength completion of s te m s sce narios for respons es sce narios re beliefs/action
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Range of College-Related Behaviors
Unfavorable Disinterested Weak Unimportant Negative Assign Responsibility Elsewhere

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Attitude Interest Motivation Value Academic SelfConcept Locus of Control
Favorable Interested Strong Important Positive Accept Responsibility
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Affective Assessment

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Affective Assessment

The Affective Domain

The Affective Domain

Level 1: Receiving: Attention

Attention concerned with:

Terms for Attention Outcomes

Level 2: Responding: Interest

Outcome Terms for Interest

Level 3: Valuing: Preferences

Assessed by questions and justifying answer

Terms for Appreciation Outcomes

Level 4: Organization: Philosophy of Life

Level 4: Organization: Philosophy of Life

Level 4: Organization: Philosophy of Life

Outcome Terms for Organization

Level 5: Characterization by a Value or Value Complex: Lifestyle

Outcome Terms for Lifestyle

Problems with Affective Assessment

Major Tools for Affective Assessment

Sociometric techniques Interviews Letters of recommendation

Actions to Build Such

Emotional Inte lligence

Range of College-Related Behaviors

Unfavorable Disinterested Weak Unimportant Negative Assign Responsibility Elsewhere

Attitude Interest Motivation Value Academic SelfConcept Locus of Control

Favorable Interested Strong Important Positive Accept Responsibility

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