Scribd
Upload
2K views

Affective Domain Assessment - 1

This document discusses assessing students' affective characteristics such as attitudes, values, and emotions, rather than just cognitive skills. It outlines five levels of affective behavior from receiving to characterization. Reasons for assessing affect include that affect may be equally important to motivation as cognitive ability, and it can guide future instruction. Two main methods are teacher observations, either unstructured or using rating scales, and student self-reports using surveys. Validity relies on objective observations and honesty from students. Reliability requires adequate samples and using diverse measures.

Uploaded by

Jhener Nonesa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
2K views

Affective Domain Assessment - 1

This document discusses assessing students' affective characteristics such as attitudes, values, and emotions, rather than just cognitive skills. It outlines five levels of affective behavior from receiving to characterization. Reasons for assessing affect include that affect may be equally important to motivation as cognitive ability, and it can guide future instruction. Two main methods are teacher observations, either unstructured or using rating scales, and student self-reports using surveys. Validity relies on objective observations and honesty from students. Reliability requires adequate samples and using diverse measures.

Uploaded by

Jhener Nonesa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 17

Classroom Assessment

A Practical Guide for Educators

Assessing
Affective
Characteristics
Introduction….
 Assessment may focus not on subject
matter learning (i.e., cognitive skills), but
on other student characteristics.
 These characteristics include attitudes,
values, and emotions (i.e., characteristics
that make up the affective domain).
The Affective Domain and
Categories of Affective Behavior
 Affective domain: Domain of student behaviors that
addresses attitudes, emotions, values, interests,
feelings, etc.

 Affective characteristics are constructs (they are


unobservable, internal characteristics) that can only
be inferred from actions in situations or responses to
carefully designed questions.
Five hierarchical levels:
Receiving
Responding
Valuing
Organization
Characterization
Reasons for assessing affective
behaviors:
Affect may have equal importance to
cognitive ability (with respect to
motivation, etc.).
Assessment of affect can guide future
inclusion of affective instruction.
Can be used to monitor interests or
attitudes during instruction.
Reasons for assessing affective
behaviors:
 Difficult to measure constructs (tends to
have low reliability).
 Tendency for students to give socially
acceptable responses.
 At secondary level, focus is on attainment
of cognitive outcomes, not affective ones.
 Pressure from political and religious
groups who are opposed to nonacademic
instruction.
Categories:
 Social adjustment: Adaptive behavior and
social development as indicated by responses
to rules, responsibility, and interpersonal
relationships with teachers and students.
 Includes assertiveness, friendliness,
cooperation, collaboration, empathy, etc.
 Attitudes: Relatively stable internal tendencies
that influence what students are likely to do
 Attitudes have objects (“attitudes toward
something”).
Categories:
 Interests: Preferences for participating in
particular activities.
 Can help teachers select supplemental
materials or design examples that are of
interest.
 Values: Standards that determine end states of
existence, self-conduct, and presentation of self.
 Include world peace, freedom, happiness;
being honest, ambitious, responsible,
helpful.
 “Good citizenship.”
Categories:
 Self-attitudes: Beliefs and feelings about
oneself.
 Include self-concept, self-esteem, and self-
efficacy.
 Very important in classroom settings
because they influence motivation,
willingness to take risks, etc.
 Best for teachers to focus on academic self-
attitudes.
Guidelines for Developing
Measures of Affective Behaviors
 Measures must be relatively easy to establish or teachers will
not address the task.
 Important considerations when assessing affect:
• Must realize that feelings and emotions can change
quickly.
• Try to use as many different types of measures as possible.
• Decisions about interest in individual or group results
should be made at initial stages.
• Anonymity (necessary in order for students to respond
honestly).
Guidelines for anonymity:
 Directions on a self-report instrument should
stress the importance of honest answers.
 Restrict responses to checkmarks, circles of
preference; reduce or eliminate the need for
handwritten responses.
 Procedures for collection of completed
instruments should limit the potential for
identification of students.
Two methods of assessing
affective outcomes:
• Teacher observations: Watching or listening to
students.
 Recall considerations and limitations of
observations.
 Observations may be unstructured (open-
ended) or structured (predetermined checklists
or rating scales).
 Rating scales may be Likert scales or Likert-
type scales.
Teacher observation forms:
Observation Form:
“Following Directi ons”

1. Follows directions first time given. 

2. Follows directions after second verbal


prompt. 

3. Follows directions after nonverbal


prompt.
4. Follows directions with individualized

teacher intervention.
Student self-reports:
• Students rather than teachers complete the
instrument.
Published instruments exist; but not very
practical for classroom use.
Students may not take them seriously and
must be motivated to respond honestly.
Typical structure consists of statements;
students are directed to circle or check
their preferred responses.
Validity and Reliability of
Affective Measures
 Validity
• Decisions must be based on objective
observations.
• Prior identification of particular characteristics
will guide the observation itself.
• Students must respond truthfully.

 Reliability
• Samples must be adequate.

• Sources of error are innumerable; teachers must


base decisions on multiple and diverse measures.
Advantages and Limitations of
Affective Measures
 Advantages
• Unstructured observations can occur in
natural setting; are not restricted to
predetermined list.
• Structured observations provide more form
and guidance; more feasible and
manageable.
• Self-reports allow students to respond
directly about their feelings, attitudes, etc.
Advantages and Limitations of
Affective Measures
Limitations
• Unstructured observations require
teachers to make extensive notes.
• Structured observations require more
preparation.
• Self-reports require extensive
preparation; restrict what students are
able to respond to.

You might also like