affective assessment
TRANSCRIPT
Affective AssessmentGerard Joseph Atienza & Eleonor Malabanan
ED5: Assessment of LearningPhilippine Normal University
But first...
What do we want to learn from this discussion?
Know the concepts, the advantages, and the limits of affective assessment
Develop good assessment tools using approaches in affective assessment
Today, we’re going to discuss...
ConceptsUsesHow-ToTools and Approaches
Concepts
Affective assessment measures the student’s feelings.
What does affective assessment measure?
Motivation PerceptionAttitude Belief
Behaviour Opinion Interest etc.
Aspects
AttitudesInterestsPersonal beliefs & valuesPerceptions & viewpoints
Advantages
Affection over cognitionCommunication linesImprovement by motivationInfluence of future behaviours
Limits
Can’t measure personalityMust be valid and reliableResults examined carefullyConclusions must be solidMust be relevant
Uses
Applications
Classroom activitiesScreening and evaluationCounsellingResearchProgram evaluation
How-To
Principles
Know why you evaluateKnow what you evaluateKnow your instrumentsMake sure they’re goodInterpret your results
Tools and Approaches
Fixed-response Formats
Checklist
Indicate the behaviours displayed by the child during the class by putting a check mark next to the behaviour._____ Focus
_____ Attention
_____ Participation
_____ Respect
_____ Courtesy
_____ Critical thinking
Alternative or forced response
Answer with a Yes or No.
_____ My understanding of today’s topic depended on how my teacher discussed it.
_____ Getting good scores makes me feel better and more appreciated by everybody.
_____ I consider myself good in this subject.
Ranking
Please rank from 1 (most important) to 5 (least important) the things you consider in selecting a course for your master’s degree.
_____ Academic reputation
_____ Cost of attending the course
_____ Convenience to home or work
_____ It’s a weekend class
_____ The requirements for the course
Likert scale
School Attitudes
SA A U D SDI am able to understand what I am supposed to learn.
I know I can learn things, even if they are either new to or difficult for me.
I am not sure if I am making progress as fast as I am expected to.
I feel stressed out when I have to meet the schedules given to me to learn the lesson.
Semantic differential
Attitudes Toward the Lesson
Easy Hard Important UselessBoring InterestingToo fast Too slowEffective Doesn’t work
Free-response Format
Open-ended question
Fill in the blanks.
1. I think English is __________________.
2. The teacher is ________________.3. What I like about today’s lesson is
_______________.4. If I learned something today, it’s
____________________.5. During breaks, I
__________________.
What did we learn from this discussion?
We now know the concepts, the advantages, and the limits of affective assessment
We can now develop good assessment tools using approaches in affective assessment
Today, we just discussed...
ConceptsUsesHow-ToTools and Approaches
Did you like our presentation?
ReferencesAnderson, L. W., & Anderson, J. C. (1982). Affective Assessment is Necessary and Possible. Educational Leadership, 524-525.Government of Alberta. (2008, September 27). Checklists, Rating Scales and Rubrics (Assessment). Retrieved from LearnAlberta.ca: http://www.learnalberta.ca/content/mewa/html/assessment/checklists.htmlMcMillian, J. H. (2014). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction. Michigan: Pearson Education.Witte, R. H. (2012). Classroom Assessment for Teachers. New York: McGraw-Hill.