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					Affective Assessment
                Affective Domain

                           AFFECTIVE             appreciation
                            DOMAIN               philosophy
       rating scales

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            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                     L   U   D
     – Reading a book                       L   U   D

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       Attention concerned with:
• student’s willingness to attend to
  classroom activity
• getting, holding, & directing students’

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            Illustrations of Attention
• Listens attentively
• Shows awareness of the importance of
• Attends closely to the classroom
• The student will show awareness of
  class proceedings.

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Terms for Attention Outcomes
•   asks                   •    locates
•   chooses                •    selects
•   describes              •    replies
•   follows                •    uses
•   holds

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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
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    Outcome Terms for Interest
•   answers                •    performs
•   assists                •    presents
•   conforms               •    reads
•   greets                 •    recites
•   discusses              •    tells
•   helps                  •    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
     – Charities are a good thing SA A U D SD
• Assessed by questions and justifying

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    Illustrations of Appreciation
• demonstrates belief in the democratic
• shows concern for the welfare of others
• demonstrates a problem-solving attitude
• demonstrates commitment to social
• The student will express strong opinions
  on issues under discussion.
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            Terms for Appreciation
•   completes                 •    proposes
•   describes                 •    reads
•   follows                   •    reports
•   forms                     •    shares
•   initiates                 •    studies
•   invites                   •    works
•   joins
•   justifies
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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
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            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

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Level 4: Organization: Philosophy
             of Life
• Accepts responsibility for his/her own
• 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                 •    modifies
•   alters                  •    orders
•   arranges                •    prepares
•   combines                •    relates
•   compares                •    synthesizes
•   defines
•   explains
•   identifies
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 Level 5: Characterization by a Value
     or Value Complex: Lifestyle
• Acts consistently with the values
• Take a stand and state specifically what
  you would do [what people should do in
• 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
• 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                       •    practices
•   discriminates              •    qualifies
•   displays                   •    questions
•   influences                 •    solves
•   listens                    •    uses
•   modifies                   •    verifies
•   performs

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            Problems with Affective
• 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

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        Major Tools for Affective
• Anecdotal records
• Teacher observations
• Self-Reports: interest inventories,
  attitude measures
• Peer Reports

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             Affective Evaluation
• Attitude scales*                   • Sociometric
• Self/other reports                   techniques
     –   Interest inventories        • Interviews
     –   Anecdotal records           • Letters of
     –   Questionnaires                recommendation
     –   Opinionnaires
     –   Situational tests
     –   Systematic
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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 __.

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                Affective Assessment
                                                        ide as of wor th: attitudes, belie fs,
              stateme nt: SA, A, U, D, SD
                                                        fe elings
       fakability, se lf-de ce ption, sub'y,
                                                        infe rre d from words, actions,
       se mantics, invasion of privacy
                                                        prefe re nces
re cords, obse rvations, se lf/othe r-
                                                              beliefs [ideas we think are true]
re ports
                                            ASSESSING         strongly influence what we do
     characte risation: consiste nt AFFECTIV E LEARNING
                                                              affe ctiv e domain e mphasise s
     action - life style
                                                              fe eling, e motion, degre e of acce...
       organisation: v alue syste m
                                                        re ce iving = willingness to attend
       - conceptualisation - philosophy
                                                        to a par ticular stimulus: attentio...
     v aluing = worth or value = ge neral
                                                        re sponding: active participation
     re action
                                                        [fre quency]

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                Affective Domain
                                                 atte ntion
                                                 inte re st
              agre ement
             fre quency        AFFECTIV E
            prefe re nces       DOMA IN
                                                  life style
             observ ation
                                                 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

                                           us e "stories" to indicate their
                                           im portance

                                           view as "lubrication" to m ake
                                           interaction "go be tter"

                                           reinforcing attem pts in right

                                           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
            Importance        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
2/16/2012                       thinking &
                     Affective Assessment actions               31
                                           Pe rs onal Com pe te nce
                                           Se lf-Aw arenes s
                                           Se lf-Regulation
                                           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 desir-
                                           able responses in others
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                                     observing to s ee w hich are

                                     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               Attitude             Favorable
Disinterested             Interest             Interested
      Weak             Motivation                Strong
Unimportant                 Value               Important
   Negative          Academic Self-              Positive
   Assign           Locus of Control             Accept
Responsibility                                Responsibility
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