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.

Any Questions?

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