Transcript Slide 1

AFFECTIVE ASSESSMENT
W. James Popham
University of California, Los Angeles
A Concurrent Session
KDE/ISLN/KLA Leadership Networks
Joint Summer Conference
Lexington, Kentucky
June 20, 2011
Affective Assessment:
A 21st Century Shortcoming?
ASSESSING
STUDENTS’ AFFECT
We MEASURE
what we
TREASURE.
The Predictive Nature of
Students’ Current Affective Status
Students’
Current
Behavior
Status
Predicts
Students’
Subsequent
Behavior
Potential Attitude Targets:
 Positive attitudes toward
learning
 Positive attitudes toward self
 Positive attitudes toward self as
a learner
 Appropriate attitudes toward
those who differ from us
• Interest in specific subjects
• Interest in subject-related
activities
• Interest in public affairs
• Interest in altruistic endeavors
Potential Value
Targets:
 Honesty
 Integrity
 Justice
 Freedom
ASSESSING AFFECT:
A THREE-PART STRATEGY
Affective assessment instruments
should be self-report inventories,
completed by students under
conditions of actual and perceived
anonymity, from which group-focused
inferences about students’ affective
status can be accurately drawn.
ANONYMITY-ENHANCEMENT
TACTICS
1. Emphasize anonymity in directions.
2. Provide a rationale for the
assessment.
3. Restrict responses to untraceable
marks.
4. Install an anonymous collectionprocedure.
5. Do not hover.
Two Measurement Tactics for
Assessing Students’ Affect via
Anonymous, Self-Report
Inventories:
 A traditional, unidimensional
Likert inventory
 A Likert-like, multidimensional
inventory
1.
2.
3.
4.
5.
6.
7.
8.
Select the affective variable to assess.
Create a set of favorable and unfavorable
statements.
Ask others to classify these as positive or negative.
Determine number and nature of response options.
Construct a preliminary version including directions.
Try out the preliminary version.
Score the inventories.
Delete aberrant statements.
A DIFFERENCE IN
DISCRIMINATION-ENGENDERING
 Day in and day out,
 Although I sometimes
school is always the
find it disagreeable,
most enjoyable part of
most of the time, I
my day.
enjoy school.
(Strongly Agree,
Agree, Not Sure,
Disagree, Strongly
Agree)
(Strongly Agree,
Agree, Not Sure,
Disagree, Strongly
Agree)
CONSTRUCTING A
MULTIFOCUS INVENTORY
1. Choose the affective variables to
measure.
2. Decide on how many items per variable.
3. Generate positive/negative statement for
each variable.
4. Determine number and phrasing of
response options.
5. Develop directions and a presentation
format.
CONSTRUCTING A
CONFIDENCE INVENTORY
1. Select suitable skills or bodies of
knowledge.
2. Decide on how many items per skill or body
of knowledge.
3. Identify and describe tasks (or activities)
requiring the use of those skills or bodies of
knowledge.
4. Determine number and nature of response
options.
5. Develop directions, sample item(s), and
presentation formats.
TO DELVE DEEPER INTO
THE ASSESSMENT OF AFFECT
Read darn near any of Jungle Jim’s
books about assessment written during
this or the previous century. He is so
repetitive!
E-Mail Address: [email protected]