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Affective Assessment

Affective Domain
importance agreement frequency scenarios
AFFECTIVE DOMAIN

attention interest

appreciation
philosophy lifestyle checklists

rating scales

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Affective Assessment

The Affective Domain


Covers behaviors in regard to attitudes, beliefs, and feelings [dispositions] Networks of attitudes, beliefs, & feelings form a persons values. Values are perceptions/ideas of worth. Beliefs are perceptions of fact.

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Affective Assessment

Affective Observation
We can infer that people have attitudes, values, and feelings by
Their words, Their actions, and Their preferences.

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Affective Assessment

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 students attention Assessed by interest inventories Rated as Like, Undecided, Dislike
Going to parties Reading a book L L U U D D

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Affective Assessment

Attention concerned with:


students willingness to attend to classroom activity getting, holding, & directing students attention

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Affective Assessment

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

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Affective Assessment

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 questions.
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Outcome Terms for Interest


answers assists conforms greets discusses helps performs presents reads recites tells writes
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Affective Assessment

Level 3: Valuing: Preferences


Willingly and consistently complies Assessed by general reaction to a series of statements that gets at ones values:
Charities are a good thing SA A U D SD

Assessed by questions and justifying answer


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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 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
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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 behavior 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 alters arranges combines compares defines explains identifies 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 line between public & private knowledge
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Major Tools for Affective Assessment


Anecdotal records Teacher observations Self-Reports: interest inventories, attitude measures Peer Reports

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Affective Evaluation
Attitude scales* Self/other reports
Interest inventories Anecdotal records Questionnaires Opinionnaires Situational tests Systematic observation

Sociometric techniques Interviews Letters of recommendation

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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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Affectation

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Affective Assessment

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Affective Assessment
stateme nt: SA, A, U, D, SD fakability, se lf-de ce ption, sub'y, se mantics, invasion of privacy re cords, obse rvations, se lf/othe rre ports characte risation: consiste nt AFFECTIV E LEARNING action - life style organisation: v alue syste m - conceptualisation - philosophy v aluing = worth or value = ge neral re action
ASSESSING

ide as of wor th: attitudes, belie fs, fe elings infe rre d from words, actions, prefe re nces beliefs [ideas we think are true] strongly influence what we do affe ctiv e domain e mphasise s fe eling, e motion, degre e of acce...

re ce iving = willingness to attend to a par ticular stimulus: attentio... re sponding: active participation [fre quency]

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Affective Domain
importance agre ement fre quency prefe re nces observ ation scenarios
AFFECTIV E DOMA IN

atte ntion inte re st appreciation philosophy life style 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 arise us e "stories" to indicate their im portance view as "lubrication" to m ake interaction "go be tter" reinforcing attem pts in right direction 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 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 thinking & actions Affective Assessment

Importance

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Pe rs onal Com pe te nce Se lf-Aw arenes s Se lf-Regulation Motivation 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 desirable responses in others

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observing to s ee w hich are evident 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 Disinterested Weak Unimportant Negative Assign Responsibility Elsewhere


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Attitude Interest Motivation Value Academic SelfConcept Locus of Control

Favorable Interested Strong Important Positive Accept Responsibility

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