Affective Assessment

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

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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.