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Lesson-4__AFFECTIVE-ASSESSMENt uiajhJXKB
- 2. Watch the video and make a short reflection relating to teaching and learning process. https://www.youtu be.com/watch?v= F23ak31YnTI
- 3. Desired Significant Learning Outcomes: In this lesson, you are expected to: develop an assessment tool to measure affective outcomes of learning.
- 4. Affective Assessment The affective domain (from the Latin affectus, meaning "feelings") includes a host of constructs, such as attitudes, values, beliefs, opinions, interests, and motivation. They are the non-cognitive outcomes of learning that are not easily seen or explicitly demonstrated. Measurement of feelings, attitudes, interests, and motivation related to learning (affective domain). Not about "what" students learned, but "how" they feel while learning.
- 5. Why Affective Assessment Important? Understanding student emotions and attitudes provides insights into their behavior and future learning. Helps teachers individualize instruction and improve strategies based on student needs. Students gain self-awareness and reflection skills, enhancing learning. Can identify learning difficulties or anxieties related to specific subjects.
- 6. Affective Assessment Benefits: Improves teaching effectiveness and learning outcomes. Provides information beyond cognitive performance. Helps unlock potential that might be hindered by negative emotions. Challenges: More difficult to measure objectively than cognitive skills. Requires different assessment methods.
- 7. Affective Traits Traits Description Attitudes Predisposition to respond favorably or unfavorably to specified situations, concepts, objects, institutions, or persons. In teaching, this will be concerned with the attitude toward learning, subject, teachers, classmates, homework, and projects or even attitude with wearing of uniforms, attendance to flag ceremony, and others. Interests Personal preference for certain kinds of activities. . Values Importance, worth, or usefulness of modes or conduct and end states of existence. These include principles that one considers to be right, and consequently which guides the person's future actions and decisions. In a school setting, values that are included in the curriculum are honesty, patience, perseverance, respect for others, cleanliness and order, care for environment, etc.
- 8. Traits Description Opinions Beliefs about specific occurrences and situations Preferences Desire to select one object over another Motivation Desire and willingness to be engaged in behavior including intensity of involvement. It arouses and sustains behavior. It can lead to increased effort and energy to pursue a goal. If a learner is highly motivated, he/her is willing to give his or her time and effort to reach a goal. Academic self- concept Self-perception of competence in school and learning Affective Traits
- 9. Traits Description Self- esteem Attitudes toward oneself; degree of self-respect, worthiness, or desirability of self-concept Locus of Control Self-perception of whether success and failure is controlled by the students or by external influences. Emotional Development Growth, change, and awareness of emotions and ability to regulate emotional expression Affective Traits
- 10. Traits Description Social relationships Nature of interpersonal interactions and functioning in group setting Altruism Willingness and propensity to help others Moral Development Attainment of ethical principles that guide decision-making and Behavior Classroom Development Nature of feeling tones and interpersonal relationship in a class Affective Traits
- 11. Three considerations in assessing affect Emotions and feelings change quickly most especially for young children and during early adolescence. Which means that to obtain a valid indication of an individual students emotion or feeling, it is necessary to conduct several assessments over a period of time.
- 12. Three considerations in assessing affect Use varied approaches in measuring the same affective traits as possible. It is better not to rely on a single method because of limitations inherent in the method.
- 13. Three considerations in assessing affect Decide what type of data or results are needed, is it individual or group data. Consideration of what the purpose of assessment is will influence the method that must be used. For reporting or giving feedback to parents or interested individuals about the learner, individual student information is necessary.
- 14. Factors to Consider in choosing method or methods to use: Type of affect that needs to be assessed: A general reaction to something or someone can best be gathered through observation. However, if attitude components is to be diagnosed, a self-report will give a better information. If the information needed is from grouped or individual responses: If grouped response and tendencies are needed, selected response self-report method is suited because it assures anonymity and is easily scored. The use of information: If the intention of the affective assessment is to utilize the results as supporting input to grading, then multiple approaches is necessary and be mindful of the possibility of having fake results from self- report and even from peer judgement.
- 15. Methods of Assessing Affective Targets More difficult to measure feelings, attitudes, and values compared to cognitive skills. Such measurement may be direct or indirect.
- 16. Methods of Assessing Affective Targets Direct assessment: Attendance Number of times a student raises their hand to answer or ask questions Number of completed assignments and projects Indirect assessment: Self-report questionnaires Questionnaires Opinionnaires Semantic differential Observation Interview
- 17. A. Self-report Questionnaires Self-report or self-inventory is a type of assessment where the respondent is asked to answer a question about himself/herself, his or her behavior, emotions, feelings, or views. It serves many purposes to include diagnosis of students' mental and emotional state. This is also popular in a pre-test and post-test design when the teacher wants to assess change (e.g., in attitude, interest, motivation) before and after instructional period. This assessment tool is easy to administer to get immediate results and information directly from the person who is most knowledgeable about himself/herself. Limitation: Respondents may not always be honest, opting to please the teacher rather than express their true feelings. Limitation: Personal bias and subjective viewpoints can influence responses. To overcome these limitations: Creating the right environment is essential to encourage truthful responses.
- 18. Likert Scale This measuring tool, invented by Rensis Likert, is a series of questions or items that requires the respondent to select on a scale a rating reflecting the level of agreement or disagreement on items that are related to a particular topic, experience, or issue. The responses, both in descriptive and numeric form, range from one extreme to another, such as strongly agree" to "strongly disagree, where "5" is the numerical value of the extreme positive feeling and "1" for the extreme negative. This kind of scaling gives deeper insight into what the students are thinking and feeling.
- 22. Writing Statements for Rating Scales Write a series of statements expressing positive and negative opinions toward attitude object. Select the best statements expressing positive and negative opinions and edit as necessary. List the statements combining the positive and negative and put the letters of the five-point scale to the left of each statement for easy marking. Add the directions, indicating how to mark the answer and include a key at the top of the page if letters are used for each statement. Some prefer to drop the undecided category so that respondents will be forced to indicate agreement or disagreement.
- 23. Writing Statements for Rating Scales Statements should refer to the present conditions rather than past or future situations. The statement should be relevant to the psychological construct being measured. Avoid factual statement since the nature of what is assessed are affective traits. Statement should elicit a response that lends itself to one interpretation.
- 24. Writing Statements for Rating Scales Statements should be clear and simple sentences using precise and direct language. Considering that responses in the instrument reflect gradation, statements should no longer contain always, nearly, only, never, and just. These words are ambiguous.
- 25. Writing Statements for Rating Scales Use vocabulary appropriate for the level of understanding of the respondents. Avoid double negative sentences.
- 26. Steps in the Construction of the Rating Scale 1. Select the affective trait you want to assess which you find relevant to teaching-learning situation. Make sure that you or your school is going to benefit from it and use the data to improve the present situation. Example: You may be interested to know students interest about specific educational issues like climate change and environment. This inventory will not only help the science teacher in classroom situation, but the data may also help teachers to know who can be tapped to participate in Waste Management and Segregation Project the school is launching.
- 27. Steps in the Construction of the Rating Scale 2. Construct items that are clear, definite, and focused on the trait you want to measure. Consider the different levels of affective taxonomy in constructing the items. In addition, since what you are assessing is on emotion or affect, items should include positive and negative positions that will make the respondent think carefully the answer to the item.
- 28. Steps in the Construction of the Rating Scale 3. Pilot test or field try the inventory and revise the parts that appear to be unclear. This is advised when you want to measure more encompassing and long term affective learning outcomes. The purpose of field testing the instrument is to detect unclear questions and statements and procedural difficulties the intended respondents can experience with the questionnaire. If the inventory is intended for Grade 6 students, then having another class of Grade 6 to give feedback to the inventory will best suit the purpose of field testing.
- 29. Steps in the Construction of the Rating Scale 4. Administer the self-report inventory to your target respondents. It is advised that adequate time like on power test is provided for completion of the inventory.
- 30. Steps in the Construction of the Rating Scale 5. Analyze the results and consider the findings and draw the implication. The most common scale is 1 to 5, with 1 as the extreme negative option, followed by the less negative, and mid-range ratings indicating a level of neutrality through 5 being the highest positive or favorable response. For the negative items, the numerical values are reversed. If your intention is for classroom setting only, data analysis does not have to be complex and computation of a score may not be the focus. The teacher may give more attention to patterns of responses vis--vis the content and essence of the affective items. Consequently, the teacher should be able to define the implications of the results to improve the learning environment.
- 31. Semantic Differential Scales Semantic Different Scale. These scales use adjective pairs that provide anchors for feelings or beliefs that are opposite in direction and intensity. Students would place a check between each pair of adjectives that describes positive or negative aspects of the traits. Example: Traits/attitude toward Mathematics subject Mathematics: Boring __ __ __ __ __ Interesting Important ___ ___ ___ ___ ___ Useless
- 34. Semantic Differential Scales Semantic Different Scale. It is also an efficient way of collecting information. Though this may be an efficient way note that it is not good to ask too many questions. It is important to carefully select those traits that are concerned or included in the defined affective targets or outcomes. It is also a good point to have open-ended items such as comments or suggestions.
- 39. Checklist Checklist A checklist is a form of self-report that asks persons to indicate whether they demonstrate a set of qualities or behaviors. A checklist consists of simple items that the student or teacher marks as "absent" or "present". Checklist is one of the effective assessment strategies to monitor specific skills, behaviors, or dispositions of individual or group of students (Burke, 2009).
- 40. Sample Checklist
- 41. Sample Checklist
- 42. Steps in constructing a checklist: Enumerate all the attributes and characteristics you wish to observe relative to the concept being measured. For instance, if the concept is "interpersonal relation", then you might want to identify those indicators or attributes which constitute evidence of good interpersonal relation Arrange these attributes as a shopping list of characteristics Ask the students to mark those attributes or characteristics which are present and to leave blank those which are not.
- 43. Checklist Directions: Indicate observation by placing a checkmark in the appropriate box to the left of the column. Positive Academic Performance Pays attention in class Engages in school/class activities Completes assignment on time Shows good decision-making skills
- 44. Interview There are different types of personal communication that teachers can use with their students, like individual and group interviews, discussions, and casual conversations to assess affect. It is similar to observation but in here, there is an opportunity that teachers may have direct involvement with the student wherein teachers can probe and respond for better understanding.
- 45. General steps in developing and conducting an interview: 1. Select the assessment objectives. 2. List the oral questions in sequence based on the objectives. However, the sequence is not absolute, instead, there should be a room for flexibility. Questions should start with general questions followed by more specific ones. 3. Make a report sheet or any form to record responses 4. Conduct the interview. Start with statements that will make the learner be at comfort level with the teacher. 5. Record the responses, both elicited responses and responses that were aided by prompts. Record as well the questions that were not answered, and additional questions that were given during the probing process. Record the wait time for the response. It will also be worth noting to record the nonverbal behavior like body movements during the interview process.
- 46. Interview Sample: The Interview Questions How did you feel about your participation in our class today? What did you think about the story that we discussed? Did the story interest you? What is the part of the story that caught most of your attention? Why did it interest you most? What makes you read a book without being told so by your teacher? How do you like your reading class? What makes you dislike it if ever you feel so? What different approach should your teacher use to help you and your classmates better?
- 47. Student Journals. These are effective tools that can be used in assessing and monitoring student thinking and attitudes. Journal writing gives students guided opportunities to "think aloud" through writing. It is a special form of documentation that records personal experiences and thoughts. It is a reflection of learners' own perception about a problem, a situation, or an activity they are tasked with. A student who encountered a difficult problem and is asked to write about the situation through a journal will reflect more deeply and think critically about the problem or situation and what actions and decisions were made to hurdle the difficulties. In journal writing, students are given opportunity to rewind previous experiences that can give them new perspectives in facing future actions. Further, through journals, students are given the opportunity to open up and express their thoughts and feelings, which can reveal their thinking both on the cognitive and affective aspect of the problem task. Student Journals
- 48. Journal writing facilitates one-to-one dialogue between teachers and students. It fosters a partnership environment for resolving issues and conflicts confidentially. Written journals offer insights for teachers to provide feedback and pose questions, fostering different thinking approaches. While primarily aimed at capturing feelings and emotions, journal writing can enhance cognitive learning. Journals are guided by a set of ideas, questions, or problems to achieve these goals. Student Journals
- 49. Journal Writing Guide Questions for Teachers to Consider What is your purpose for the student journal writing (i.e., critical thinking, reflection, self-awareness, goal review, developing self-confidence, overcoming anxiety)? What is the format (i.e., handwritten free form, typed, full sentences)? What is the topic? What do you want the students to write about? How much do you want your student to write (i.e., number of pages, number of paragraphs, or number of words)?
- 50. How will the students be given feedback (i.e., individual, with a small group, with the teacher)? Who will read the journal (i.e., with teacher only, with other teachers, with selected students)? How will the students be graded (i.e., Pass/Fail, Rubric, no scoring needed)? . Journal Writing Guide Questions for Teachers to Consider
- 51. Teacher Observation Observation is an assessment tool that involves observing learner behaviors in a natural setting. It allows teachers to assess student behavior during teaching and learning, providing rich clues about attitudes, beliefs, disposition, and character. Unlike other assessments requiring separate time with students, observation occurs during regular activities. Example: A Physical Education teacher observes students playing basketball, focusing not only on skills but also on behaviors like honesty and patience, which reflect important affective characteristics.
- 52. Teacher Observation A.1 Unstructured Observation - Unstructured observation (anecdotal) may also be used for the purpose of making summative judgements. This is normally open-ended, no checklist or rating scale is used, and everything observed is just simply recorded. - Unstructured observation is more realistic, which means teachers can record everything they have observed and are not limited by what is contained in a checklist or rating scale. A.2 Structured Observation In structured observation, more time is needed since checklist or rating forms are to be made since it will be used to record observations. The form is generated from a list of positive and negative behaviors to make it easy and convenient in recording.
- 53. Student Behaviors Indicating Positive and Negative Attitudes Toward Learning POSITIVE NEGATIVE Rarely misses class Rarely late to class Asks lots of questions Helps other students Works well independently without supervision Is involved in extracurricular activities He or she likes school Comes to class early Stays after school Volunteers to help Completes homework Tries hard to do well Completes assignments before they are due Rarely complains Is rarely off-task Rarely bothers students Is frequently absent Is frequently tardy Rarely asks questions Rarely helps other students Needs constant supervision Is not involved in extracurricular activities Says he or she doesnt like school Rarely comes to class early Rarely stays after school Doesnt volunteer Often does not complete homework Doesnt care about bad grades Never does extra credit work Never completes assignments before the due date complains Sleep in class Bothers other students Stares out window Student Behaviors Indicating Positive and Negative Attitudes Toward Learning
- 54. Things that should be considered if teacher observation method will be used to assess affect: Determine behaviors to be observed in advance. Record students important data such as time, data, and place If unstructured, record brief descriptions of relevant behavior Keep interpretations separate from description Record both positive and negative behaviors Have as much observations of each student as necessary Avoid personal bias Record immediately the observations Apply a simple and efficient procedure
- 55. Example Teacher observation checklist