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Affective Assessment Chapter 10By Jessie S. MunaED 450- 01

2. BELLWORKDo you think is important to assess students attitudestoward learning? If so why or why not?
3. Student Learning Objectives(SLOs) At the completion of this class,students will be able to:1. Define Affective Assessment2. Describe the
importance of Affective Variables3. Demonstrate the good and bad attitudes towards learning
4. Norms:1.Respect Others2.Cell Phones on silent or vibrate3.Be prepared4.HAVE FUN LEARNING!!!
5. TELEPHONEWARM UP ACTIVITY
6. Affective Assessment influence you to provide instruction so your students will, in fact, become more positive about the subject(s) youre
teaching Students attitudes toward learning play a major role in how much learning those students subsequently pursue. attitude and
behavior the students demonstrate towards the lesson.Affective AssessmentAffective Assessment is an assessment based on
thestudents attitudes in various perspectives .
7. And any attempt by the schools to modify students attitudes or values should be discontinue. Promoting values should be the job of
the family and a church Public Schools should only offer traditional academic education.The Cons of AFFECT(To have an influence on
or effect a change)
8. It develops interest for a subject matter (math, reading,or technology) Positive attitudes towards learning, self, as a learner and people
differ from us. These variables influence students future behavior Students attitudes, interests, and values are effected in
learning.Importance of Affective Variables
9. Question: In your group, discuss how does your assigned scenarios relates to Affective Variables. Scenario 2: Bobby, a fifth grader, is
in class uninterested on his teachers lecture on U. S government. So bobby ignored his teacher. Scenario 1 : Annie was assigned a math
homework that requires her parents signature. At home, she finishes her homework and she made sure her parents signed
it.Scenario/Role Play(optional)
10. 5 steps to creating a Multifocus Affective Inventory 1. Select the affective variables to measure 2. Determine how many items to allocate
to each affective variable 3. Create a series of positive and negative statements related to each affective variable 4. Determine the number
and phrasing of students response options 5. Create clear directions for the inventory and an appropriate presentation format A multi
affective is an assessment device that attempts to collect information about a number of students affective dispositions.Multifocus
Affective Inventory
11. Did we:1.Define Affective Assessment2.Describe the importance of Affective Variables3.Demonstrate the good and bad attitudes
towards learning

1. Assessment in the Affective Domain ASSESSMENT OF LEARNING

2 DR. REBECCA AMAGSILA Ph. D. EDDIE T. ABUG BSE-TLE 4A
2. 2. Chapter 4 PUBLISHED BLOOMS TAXONOMY ASSESSMENT
IN THE AFFECTIVE DOMAIN 1965 THREE DOMAINS 1.
COGNITIVE 2. AFFECTIVE 3. PSYCHOMOTOR
3. 3. COGNITIVE DOMAIN Emphasizes measurements of reasoning
and the mental faculties of student. AFFECTIVE DOMAIN
Describes learning objectives that emphasize a feeling tone, an
emotion, or a degree of acceptance or rejection.
4. 4. AFFECTIVE DOMAIN More difficult domain to objectively
analyze and assess since affective objectives vary from simple
attention to selected phenomena to complex Internally consistent
qualities of character and conscience. Schooled but not educated
Processes in education today are aimed at developing the cognitive
aspects of development and very little or no time is spent on the
development of the affective domain.

5. 5. Development of Psychomotor domain Is also an important

consideration in education Taxonomy developed in the affective
domain As a starting point of our discussions on measurement and
evaluation in this particular educational domain of interest.
6. 6. 1. Receiving Being aware of or sensitive to the existence of certain
ideas, material, or phenomena and being willing to tolerate them. Ex.
To differentiate, to accept, to listen(for), to respond to. 2. Responding
Committed in some small measure to the ideas, materials, or
phenomena involved by actively responding to them. Ex. To comply,
to follow, to commend, to volunteer, to spend leisure time in, to
acclaim. 3. Valuing Willing to be perceived by others as valuing
certain ideas, materials, or phenomena Ex. To increase, to measured
proficiency in, to relinquish, to subsidize, to support, to debate. 4.
Organization Already held and bring it into a harmonious and
internally consistent philosophy. Ex. To discuss, to theorize, to
formulate, to balance, to examine. 5. Charaterization By value or by
value set is to act consistently in accordance with values he or she
has internalized. Ex. To revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve.
7. 7. If we are desirous to apply the continuum of Krathwohl et al. To
teaching, then we are encouraging students to not just receive
information at the bottom Study the biographies of great scientists We
are interested in students attitudes toward science, Scientists,
Learning science and specific science topics Serve as inspiration for
them to emulate the way that great scientists have led the simple lives
Devoted their talents to the cause of science of the affective
hierarchy. Instead, as teachers, we would like for them to respond to
what they learn, to value it, to organize it And maybe even to
characterize themselves as environmentalists, geology majors or
earth scientists
8. 8. We want to find teaching methods that encourage students and
draw them in Affective topics in educational literature include

attitudes, motivation, Communication styles, classroom

management styles, learning styles, Use of technology in the
classroom and nonverbal communication, Interests, predisposition
and self-efficacy
9. 9. As teachers We need to be careful about our own actions That
may negatively impact on students attitudes which go straight into
the affective domain. Facial expressions that reveal sarcasm, Body
movements that betray distrust and dislike, should all be avoided.
10.
10. Level Definition Example Receiving Being aware of or
attending to something in the environment. Individual would read a
book passage about civil rights. Responding Showing some new
behaviors as a result of experience. Individual would answer
questions about the book, read another book by the same author,
another book about civil rights, etc. Valuing Showing some definite
involvement or commitment. The individual might demonstrate this by
voluntarily attending a lecture on civil rights. Organization Integrating
a new value into ones general set of values, giving it some ranking
among ones general priorities. The individual might arrange a civil
rights rally. Characterization by Value Acting consistently with the new
value. The individual is firmly committed to the value, perhaps
becoming a civil rights leader.
11.
11. A. COGNITIONS Beliefs, theories, ex, expectancies, causeand-effect beliefs and perceptions. B. AFFECT Fear, liking, or anger
(c:blue=loneliness, to others associated it with calm and peace). C.
BEHAVIORAL INTENTIONS our goals, aspirations, and our expected
responses to the attitude object. D. EVALUATION the central
component of attitudes, consist of the imputation of some degree of
goodness or badness to an attitude object. Defined as mental
predisposition to that is expressed by evaluating a particular entity
with some degree of favor or disfavor. Individuals generally have
attitudes that focus on objects, people or institutions. VALUES Mental

categories/orientation FOUR COMPONENTS OF ATTITUDES 1.

ATTITUDES
12.
12. Evaluations are a function of cognitive, affect and
behavioral intentions of the object. It is most often the evaluation
that is stored in memory, often without the corresponding cognitions
and affect that were responsible for its formation (Robert Scholl, Univ.
Of Trhode Island, 2002) Why study attitudes? Attitudes can
influence the way we act and think in the social communities we
belong. They can functions as frameworks and references for
forming conclusions and interpreting or acting for or against an
individual; individuals , Drinking Alcoholic Bev. Mathematics and
Mathematical Equations
13.
13. 2. MOTIVATION Is a reason or set or reasons for engaging
in a particular behavior, especially human behavior as studied in
psychology and neuropsychology. The reason may include basic
needs (e.g. food, water, shelter) Or an object, goal, state of being, or
ideal that is desirable, which may or may not be viewed as positive,
such as seeking a state of being in which pain is absent. The
motivation for a behavior may also be attributed to less-apparent
reasons such as altruism or morality. Accdg. To Geen (1995),
motivation refers to the initiation, direction, intensity and persistence
of human behavior. There are many theories that explain human
motivation.
14.
14. A.. Abraham Maslows Hierarchy of Human Needs Theory. Human Beings have wants and desires - Physiological: food, clothing,
shelter, - Safety and security: home and family - Social: being in a
community, - Self esteem, Self actualiztion B. Frederick Herzbergs
two factor theory-need theory of motivation - Concludes that certain
factors in the WORKPLACE result in JOB SATISFACTION, absent
leads to DISSATISFACTION - 1. MOTIVATORS (e.g. Challenging
work, recognition, responsibility) give positive satisfaction -2.
MOTIVATOR HYGIENE THEORY/HYGIENE FACTORS (MAKES

YOU HEALTHIER) - Do not motivate if present, but if absent will result

in demotivation -e.g. Status, job security, salary, and fringe benefits
C. Clayton Alderfer-ERG Theory (existence, relatedness and growth)
- Expanded Maslows Hierarchy of Needs Theory -Existence
Category Physiological and Safety Needs Relatedness Category
Love and Self Esteem Needs
15.
15. Several Effects of Motivation in Education on how students
learn/behavior toward Subject Matter Two (2) Kinds of Motivation
(Situated Motivation found in Environmental Conditions that the
Teacher creates) 1. INTRINSIC MOTIVATION occurs when people
are internally motivatd to do something because it either brings them
pleasure (impt./learning is morally significant) 2. EXTRINSIC
MOTIVATION comes into play when a student is compelled to do
something or act a certain way because of factors external to him or
her (money/good grades) (Ormrod, 2003) 1. Direct behavior toward
particular goals. 2. Lead to increased effort and energy 3. Increase
initiation of, and persistence in, activities. 4. Enhance cognitive
processing 5. Determine what consequences are reinforcing. 6.Lead
to improved performance.
16.
16. 3. SELF-EFFICACY The last focal concept, an impression
that one is capable of performing in a certain manner or attaining
certain goals. A belief that one has the capabilities to execute the
courses of actions required to manage prospective situations. Unlike
efficacy, which is the power to produce an effect (an essence,
competence) Self-efficacy is the belief (whether or not accurate) the
one has the power to produce that effect. (distinction) Self esteem
relates to a persons sense of self-worth, wheras Sefl efficacy
relates to a perception of their ability to reach a goal
17.
17. DEVELOPMENT OF ASSESSMENT TOOLS Assessment
Toolswhich are used to assess attitudes, interests, motivations, and
self-efficacy, have been developed. 1. Self-Report (Written
Reflections) -The most common measurement in the affective

domain. -Requires an individual to provide an account of his attitude

or feelings toward a oncept or idea or people. ex. Write thoughts
about the subject matter Why I Like or Dislike Mathematics - The
teacher ensures that students would demontrate the (taxonomy) low
level of receiving up to characterization. 2. Rating Scales Set of
categories designed to elicit information about a quantitative attribute
in social science. Common examples are LIKERT SCALE and 1-10
RATING SCALES A person selects the number which is considered
to reflect the perceived quality of a product.
18.
18. SEMANTIC DIFFERENTIAL SCALE Tries to assess an
individuals reaction to specific words, ideas or concepts in terms of
ratings on BIPOLAR SCALES Defined with contrasting adjectives at
each end 0 = Neutral, 1 = Slightly, 2 = Quite, 3 = Extremely 3
close to good = Extremely Good reaction 3 close to bad =
Extremely Bad reaction The scale actually measures two things 1.)
Directionality of a reaction (e.g. Good versus bad) 2.) Intensity
(slight through extreme)
19.
19. A number of basic consideration are involed in Semantic
Differential (SD) methodology Three Dimension of Response labeled
EVALUATION, POTENCY, and ACTIVITY (EPA) CONCEPTS
PROFILE Measurements of a concept (EPA) Evaluation good/bad,
Potency powerful/powerless, Activity fast/low BIPOLAR
ADJECTIVES are simple, economical means for obtaining data on
peoples reactions. Can be used with adults/children, persons from all
walks of life/culture EPA system appropriate in affective responses
(hundreds of word concepts, stories, poems, social roles,
stereotypes, colors, sounds, sapes, individual persons) The results
support the validity(SD) AS A TECHNIQUE FOR ATTITUDE
MEASUREMENT used in 1) measure of attitude in wide variety of
projects, 2) assess attitude change, 3) study attitude formation, 4)
attitudes towards organization, 5) attitudes toward jobs and
occupations, 6) attitudes toward minorities

20.
20. THURSTONE LIKERT THURSTONE Considered the
father of attitude measurement Addressed the issue of how
favorable an individual is with regard to a given issue Developed
(1932) method of summated ratings/Liker t Scale LIKERT SCALE An
Example of a Thurstone Scale (target attribute: "measuring parents'
aspirations for their children's educational & career attainments)
From http://jan.ucc.nau.edu/~mid/edr720/class/survey/responses/rea
ding4-2-1.html From https://rmsbunkerblog.wordpress.com/tag/likertscale/
21.
21. CHECKLIST The easiest instrument in the affective domain
to construct. Consists of simple items that the student or teacher
marks as absent present Steps in the construction of a checklist
Enumerate all the attributes/characteristics you wish to observe
relative to the concept being measured. Arrange this attributes as a
shopping list of characteristics. Ask the students to mark those
attributes/characteristics which are present and to leave blank those
which are not.
22.
22. Checklist for Teachers By: Sandra F. Rief M.A.E74 (1997)
Getting students attention 1. Ask an interesting, speculative question,
show a picture, tell a little story, or read a related poem to generate
discussion and interest in the upcoming lesson. 2. Try playfulness,
silliness, a bit of theatrics (props/storytelling) to get attention/interest.
3. Use storytelling. Students of all ages love to hear stories. 4. Add a
bit of mystery bring an object relevant to the upcoming lesson in a
box. 5. Signal students auditorily: ring a bell, use a beeper or timer. 6.
Vary your tone of voice: loud, soft, whispering. 7. Use visual signals:
flash the lights or raise your hand which signals - students to raise
hand. 8. Frame the visual materia you want students to be focused on
with your hands/colored box. 9. If using an overhead, place an object
(e.g. little toy car/plastic figure) projected screen. 10. Clearly signal:
Everybody....Ready... 11. Color is very effective in getting attention.
12. Model excitement and enthusiasm about the upcoming lesson.