affective assessment. evaluation is an essential part of the teaching and learning process. ...
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Introduction Historical perspectives Blooms taxonomy of Domains -Cognitive -Conative -AffectiveTRANSCRIPT
AFFECTIVE ASSESSMENT
Evaluation is an essential part of the teaching and learning process.
Assessment is an estimate of the effectiveness of learning or teaching
Introduction
Historical perspectives
Blooms taxonomy of Domains-Cognitive-Conative-Affective
Introduction
Affective means connected with emotions / attitudes.
Measurement of students’ attitude, interests & values
An affective assessment discovers how a student feels about themselves, their self-image, what influences their behavior in their community, classroom and home.
Assessment of learning are assessment strategies that are designed to confirm what student knows & feels. It also demonstrates whether curriculum goals are met or not.
A learning assessment is an activity or test that measures how much a person has learnt.
ex: If students are studying about HIV, they might have a pretest before they start a study.
• Receiving (Attention)• Responding (Interest)• Valuing (Appreciation)• Organization (Philosophy)• Characterization(Lifestyle)
- KRATWOHL
•Student eagerness
•Academic efficacy
Motivates student Guides individual Assess the capacity to analyze Synthesis new information and concepts Minimizes limitation Assess knowledge and skills
Contd..
Provision for student choice Balance the development and judgmental role Avoid biases Minimize plagiarism Considers workload of student and staff Reduces students dropouts
Attitude is defined as a mental
predisposition to act, that is expressed by
evaluating a particular entity with some
degree of favour or disfavour.
Affective traits are not directly observable Attitudes, values and feelings can be
inferred by• words• actions • preferences
Emotions and feelings can change quickly – it is necessary to conduct several assessments over a substantial length of time.
Try to use different approaches to measure the same affective trait as possible.
Decide whether you need individual student or group results.
1. Teacher observations
2. Self-Reports
3. Peer Reports
Systematic observation to record student behavior is to• Determine in advance how specific behavior relates to
the target.Example
Positive Negative
Rarely misses classRarely late to classHelps other studentWorks independentlySays he/she likes college Rarely complainsTries hard to do well
Frequently absentFrequently lateRarely helps other studentNeeds constant supervisionShe/he doesn’t like collegeSleeps in classNever does extra credit
Student interview Prerequisite for getting students to reveal
their true feelings and beliefs to establish trust
Questionnaires, surveys and essays
Methods of obtaining peer rating:
1.Guess Who Approach – students are asked to list the students they believe best correspond to behavior descriptions
1.Sociometric Approach – used to assess social structure of the class and the interaction patterns among the students.
Scale: 5- Almost always, 4-Usually, 3- Frequently, 2-Sometimes, 1- Never.
Name of the Group Member: Your Name:1. Contributes to effective group functioning ____2. Fulfills his/her role responsibility____3. Ask questions that help the group ____4. Listens respectfully to group members ____5. Asks group members for help or clarification____6. Completes assigned tasks on time____7. Contributes idea that help the group____8. Comes to class and group meetings on time____
Overall rating of this person ____5: Excellent 4: good 3: satisfactory 2: needs work 1: poor
Check list Semantic differential scale Likert scale Rating scale Thurstone scale Reflective writing assessment and Portfolio Assessment
20
It consists of simple items that the student or teacher marks as
Absent / Present or Yes / No.
Student Name: _____________ Date: _______
Frequency methodNumber of Occurrences
Behavior
1. Tells other that the book was good
2. Reads for at least five minutes continuously
3. Asks question about what is read
4. Goes through books on the table
scale in which individuals have to
respond in response to a large
number of items concerning an
attitude object or stimulus.
The student works independently Strongly agree
agree Undecided Disagree Strongly disagree
or• The class is interesting.
SA A U D SD
Able to correlate highly individual item with total score item.
Easy to label each scale value Disadvantages Large number of items included. Time consuming
The Semantic Differential (SD) measures
people's reactions to stimulus words and
concepts in terms of ratings on bipolar
scales defined with contrasting adjectives
at each end.
0 -neutral, 1 – slightly, 2 – quite, 3 – extremely
scale measures 1. Directionality2. Intensity
Fair Unfair Hard Easy
Boring Interesting 0 1 2 3 2 31
Rating Scales refers to a set of categories designed to elicit information about a quantitative attribute . Allows to indicate the degree or frequency of the behaviors skills and strategies .
Numerical rating scale
Graphic rating scale
Descriptive graphic scale
To what extent the student participates in discussion
1. 5-out standing, 4- above average, 3-Average, 2- below average 1-unsatisfactory
Never seldom Occasionally
Frequently Always
Never participates,quiet,passive
Participates as much as other members
Participates more than any other group members
2.
3.
Easy to administer and score Used for a large group Teacher-record observation tool Student-self assessment tool Provide samples criteria prior to work
The single objective does not contain enough information
Decreased objectivity
This attempts to approximate an interval level of measurement. (method of equal appearing intervals).
Strength of individual items can be computed.
Accommodates neutral items.
Please check all those statements which you agree
- I do not approve this (3.0)- It has its place (7.1)- It corrupts individuals (2.2)- Marijuana does good to many (7.9)- Having never tried, I can’t say (6.0)
Contd….
- If marijuana taken safely, its effect can be enjoyable (8.9)- I think it is horrible & corrupt (1.6)- It is usually the drug people - start on before addiction (4.9)- It is perfectly healthy & legalized (10.0)- The beginning of sad situation (4.1) Scoring As respondent who selected 3, 7, 8 would
have an attitude score of 2.2 + 1.6+4.9 = 8.7/3 = 2.9. Unfavourable to marijuana
“ The process of internally examining and
exploring an issue of concern, triggered by
an experience, which creates and clarifies
meaning in terms of self, and which results
in a changed conceptual perspective"
Analyze community placement, clinical placement, rural placement
Analyze past experience.
Review the learning course
Help to give a picture of the difference between description and reflection
Disadvantages: Deeper writing Questions are more profound
Self Assessment of students work Assessment of self evaluation Collection of students work overtime. Used for evaluation of students abilities
and progress.
Collection- Of student work Selection-Looks for best work Reflection-Articulate their thinking with
each item Projection- Setting goals for future Assessment of student work samples &
other materials assembled in portfolios to document student.
Identify various linguistic problems. Able to address deficiencies Self assessment Parents assessment
Unstructured observations - occur in natural setting
Structured observations - provide more form and guidance
Self reports - allow students to respond directly.
Unstructured observations – require extensive notes.
Structured observation - require more preparation.
Self reports - require extensive preparation & restrict what students are able to respond to.
Fakability – acting in own best interest. Self-deception – cushioning failure by
minimizing faults, maximizing virtues. Criterion Adequacy – How do we
validate tests of emotional stability or adjustment.
Invasion of privacy – line between public & private knowledge.
1. Cumming A. , Laurier M. 'Introduction to the Special Issue'. Canadian Modern Review: 2007 64(1); p.1-4.2. Fuhrman M ,Gonzalez L R. Developing Student motivation and attitude,2006 August ; 85(47), p.23-253. Jones N. Linking learning and assessment. a can framework. ALTE Conference Vilnius: 20074. Rea-Dickins P., Gardner S. Snares and silver bullets. disentangling the construct of formative. Language Testing: 2007 p.17, 215.5. Rea-Dickins. Mirror and mirror on the wall identifying processes of classroom assessment‘: 2001 Septomber 54(1);p. 429-462.
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