Affective Assessment

Affective Domain

4/29/2020

importance agreement frequency scenarios rating scales

AFFECTIVE DOMAIN

attention interest appreciation philosophy lifestyle checklists

Affective Assessment 2

The Affective Domain

• Covers behaviors in regard to attitudes, beliefs, and feelings [dispositions] • Networks of attitudes, beliefs, & feelings form a person’s 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 student’s attention • Assessed by interest inventories • Rated as Like, Undecided, Dislike – Going to parties – Reading a book L L U U D D 4/29/2020 Affective Assessment 6

Attention concerned with:

• student’s willingness to attend to classroom activity • getting, holding, & directing students’ attention 4/29/2020 Affective Assessment 7

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.

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Terms for Attention Outcomes

• asks • chooses • describes • follows • holds • locates • selects • replies • uses 4/29/2020 Affective Assessment 9

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 10 4/29/2020 Affective Assessment

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.

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Outcome Terms for Interest

• • • • • •

answers assists conforms greets discusses helps

4/29/2020 Affective Assessment • • • • • •

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 one’s values: – Charities are a good thing SA A U D SD • Assessed by questions and justifying answer 4/29/2020 Affective Assessment 13

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.

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Terms for Appreciation Outcomes

• • • • • • • •

completes describes follows forms initiates invites joins justifies

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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 4/29/2020 Affective Assessment 16

Level 4: Organization: Philosophy of Life

– 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 4/29/2020 Affective Assessment 17

Level 4: Organization: Philosophy of Life

• 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 4/29/2020 Affective Assessment 18

Outcome Terms for Organization

• • • • • • • •

adheres alters arranges combines compares defines explains identifies

4/29/2020 • • • • •

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?

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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.

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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

private knowledge – line between public & 4/29/2020 Affective Assessment 23

Major Tools for Affective Assessment

• Anecdotal records • Teacher observations • Self-Reports: interest inventories, attitude measures • Peer Reports 4/29/2020 Affective Assessment 24

Affective Evaluation

• Attitude scales* • Self/other reports – Interest inventories – Anecdotal records – Questionnaires – Opinionnaires – Situational tests – Systematic observation 4/29/2020 • Sociometric techniques • Interviews • Letters of recommendation Affective Assessment 25

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 __.

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Affectation

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Affective Assessment

statement: SA, A, U, D, SD fakability, self-deception, sub'y, semantics, invasion of privacy records, observations, self/other reports characterisation: consistent action - lifestyle ideas of worth: attitudes, beliefs, feelings inferred from words, actions, preferences

ASSESSING AFFECTIVE LEARNING

organisation: value system - conceptualisation - philosophy valuing = worth or value = general reaction beliefs [ideas we think are true] strongly influence what we do affective domain emphasises feeling, emotion, degree of acce...

receiving = willingness to attend to a particular stimulus: attentio...

responding: active participation [frequency]

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Affective Domain

importance agreement frequency preferences observation scenarios

AFFECTIVE DOMAIN

attention interest appreciation philosophy lifestyle checklists rating scales

Affective Assessment 29

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Actions to Build Such

Affective Assessment

setting the expectation modelling the desired behaviours highlighting their importance to job/real life talking about such using the vocabulary of such labelling attitudes as they arise use "stories" to indicate their importance view as "lubrication" to make interaction "go better" reinforcing attempts in right direction shaping of appropriate behaviour

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Importance beliefs held strongly form the basis for action basic to outlook/perspective on life related to interpersonal & intrapersonal intelligence success in life: IQ -10-20%; rest, including EQ to 85% determines our potential for learning practical life skills key to our personal destiny: HOW FAR WE RISE a meta-ability controlling other abilities knowing and managing self reading and handling others provides info to guide

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Emotional Intelligence Personal Competence Self-Awareness Self-Regulation Motivation Social Competence Empathy Social Skills knowing own internal states, preferences, resources, intui...

managing own internal states, impulses, resources emotional tendencies facilitating reaching goals awareness of others' feelings, needs, concerns adeptness at inducing desir able responses in others

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Indicators of Success observing to see which are evident noting preferences self-reports or inventories reports re frequency/strength completion of stems scenarios for responses scenarios re beliefs/action

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Range of College-Related Behaviors

Unfavorable Disinterested Weak Unimportant Attitude Interest Motivation Value Negative Assign Responsibility Elsewhere Academic Self Concept Locus of Control Favorable Interested Strong Important Positive Accept Responsibility 4/29/2020 Affective Assessment 34