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Affective Assessment

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Mark Miller

on 18 March 2013

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Transcript of Affective Assessment

Affective Assessment John Javers
Mark Miller ZCERT-054
June 2012 Affective Domain: Outcomes of education involving feelings more than understanding; likes, pleasures ideals and/or values.
serc.carleton.edu The Three Domains of Bloom's Taxonomy Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills) ` Affective
Taxonomy Why do we care about the Affective Domain? We want students to do more than just receive the information, but move up the Taxonomy.
While it's difficult to evaluate, it has the potential to help significantly in increasing student learning.
Some students may struggle more under a cognitive-only approach that ignores the Affective domain. What is Affective Assessment? Measuring student motivations, attitudes, perceptions, interests, opinions, and values, among others. One example: A checklist for observing students' attitudes toward learning. Positive:
asks questions
cooperates with others
completes school work on time
daydreams or sleeps in class
complains a lot
is frequently tardy Other Assessment Methods: Self assessments via:
Likert scales
semantic differential scales
Thurstone scale
Peer ratings Other Considerations for Assessments: Anonymity is key
Keep it as short as possible
Have a justification for each item Consider what you are trying to measure
Conduct a pilot of the assessment Bloom Krathwohl Affective Assessment Likert Scale A "phychometric" scale.
Each question is referred to as a "Likert item," whereas the sum of the responses are considered the Likert Scale. The sum of a group of responses may give a more accurate depiction of a respondent's views than taking each one singly.
5 is a common number of responses, but it can range from 2 to 10. Semantic Differential Scale Measures the connotative meaning of objects, events, and concepts.
Determines the attitude toward a given object.
Bipolar adjectives often frame a given element.
Because of its universality, it has been referred to as the "Eveready Battery" for attitude surveys. Assessing Student Dispositions Inferences derived from groups are generally more valid than those from individuals.
Leading questions results in biased results.
Try to keep out issues of "social desirability." Thurstone Scale The 1st formal technique for attitude assessment.
"Judges" respond (below), ranging from 1 to 11.
Respondents simply check to agree.
Once built, taking an assessment is straightforward, however, the mechanism behind it is more complex. Please check all those statements with which you agree.
___ 1. I don't approve of something that puts you out of a normal state of mind. (3.0)
___ 2. It has its place. (7.1)
___ 3. It corrupts the individual (2.2)
___ 4. Marijuana does some people a lot of good. (7.9).
___ 5. Having never tried marijuana, I can't say what effects it would have. (6.0)
___ 6. If marijuana is taken safely, its effect can be quite enjoyable. (8.9)
___ 7. I think it is horrible and corrupting. (1.6)
___ 8. It is usually the drug people start on before addiction. (4.9)
___ 9. It is perfectly healthy and should be legalized. (10.0)
___ 10. Its use by an individual could be the beginning of a sad situation. (4.1) 1. If marijuana is taken safely, its effect can be quite enjoyable.

2. I think it is horrible and corrupting.

3. It is usually the drug people start on before addiction. Thurstone, continued... In Summary... Measuring student attitudes, perceptions, and all other elements in the Affective Domain can allow us as teachers to better understand our students. Doing so can affect how we teach, which can lead to better learning. Another Affective Example ... An Activity to Introduce the Geoscience Perspective http://serc.carleton.edu/introgeo/roleplaying/examples/havholm.html "This exercise is intended to connect students to geology and to remind them of the diverse ways in which people, including geoscientists, relate to rocks." Learning Goals Relate a strange new situation (geology class) to the familiar context of human life.
Work in groups to prepare for a public presentation of their findings Summarize what they have learned in writing.
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