Affective Assessment
•Download as PPTX, PDF•
13 likes•6,846 views
This slide discusses the principles of affective assessment, a method of assessment used in measuring learning, as well as the approaches and tools used in assessing learning. (c) 2014 Gerard Joseph Atienza. All rights reserved.
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (15)
Similar to Affective Assessment
Similar to Affective Assessment (20)
Recently uploaded
Recently uploaded (20)
Affective Assessment
- 1. Affective Assessment Gerard Joseph Atienza & Eleonor Malabanan ED5: Assessment of Learning Philippine Normal University
- 2. But first...
- 8. What do we want to learn from this discussion?
- 9. Know the concepts, the advantages, and the limits of affective assessment
- 10. Develop good assessment tools using approaches in affective assessment
- 11. Today, we’re going to discuss... Concepts Uses How-To Tools and Approaches
- 12. Concepts
- 13. Affective assessment measures the student’s feelings.
- 15. What does affective assessment measure?
- 16. Motivation PerceptionAttitude Belief Behaviour Opinion Interest etc.
- 17. Aspects Attitudes Interests Personal beliefs & values Perceptions & viewpoints
- 18. Advantages Affection over cognition Communication lines Improvement by motivation Influence of future behaviours
- 19. Limits Can’t measure personality Must be valid and reliable Results examined carefully Conclusions must be solid Must be relevant
- 20. Uses
- 21. Applications Classroom activities Screening and evaluation Counselling Research Program evaluation
- 22. How-To
- 23. Principles Know why you evaluate Know what you evaluate Know your instruments Make sure they’re good Interpret your results
- 26. 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
- 27. 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.
- 28. 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
- 29. Likert scale School Attitudes SA A U D SD I 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.
- 30. Semantic differential Attitudes Toward the Lesson Easy Hard Important Useless Boring Interesting Too fast Too slow Effective Doesn’t work
- 32. 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 __________________.
- 33. What did we learn from this discussion?
- 34. We now know the concepts, the advantages, and the limits of affective assessment
- 35. We can now develop good assessment tools using approaches in affective assessment
- 36. Today, we just discussed... Concepts Uses How-To Tools and Approaches
- 37. Did you like our presentation?
- 38. References Anderson, 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.html McMillian, 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.
Editor's Notes
- Affective assessment is a type of assessment that measures personal qualities or aspects that contribute to and influence student performance in the classroom. The term “affective” implies a connection with feelings attached to certain ideas, issues, or actions.
- Affective assessment is a type of assessment that measures personal qualities or aspects that contribute to and influence student performance in the classroom. The term “affective” implies a connection with feelings attached to certain ideas, issues, or actions.
- Hence, affective assessment checks the emotions and disposition of the students with regard to a given topic or situation, a principle considered to be in contrast to performance assessment, which checks their knowledge, understanding, and thinking skills.
- Affective assessment is a type of assessment that measures personal qualities or aspects that contribute to and influence student performance in the classroom. The term “affective” implies a connection with feelings attached to certain ideas, issues, or actions.
- It involves the measurement of personal qualities or aspects, which include, but are not limited to, the following: motivation, attitudes, perceptions, beliefs, behaviours, opinions, and interests, among others.
- The primary focus of an affective assessment places central attention on how students feel, react to, or view a particular topic, event, or situation. These affective aspects usually set a precedent in current and future behaviour, which influence the ability of the students to comprehend, learn, and apply a certain concept or principle. There are four basic categories comprising the affective domain, namely: Attitudes. These involve the student’s personal opinion or feelings on the subject matter. Interests. These deal with what the student prefers, likes, and enjoys. Personal beliefs and values. These cover the principles the student believes to be true or right, and from which the student bases their own actions and decisions. Perceptions and viewpoints. These reflect the reaction, insight, or understanding the student has gained based on what they have observed and experienced.
- The assessment of students’ personal dispositions presents advantages, yet poses a challenge compared to evaluating their grasp of concrete theories and concepts. The advantages that this type of assessment offers involve: The significance of affective variables over cognitive variables The opening and enhancement of opportunities for teachers and the students to communicate Improvement of the learning experience through motivation Influence of future behaviours and perceptions of students
- This is partly due to the nature of the human mind and the complexity of the tasks involved. While measuring the viewpoints and perceptions of students are as important as assessing their outputs, coupled with the fact that information generated from affective assessments can help provide a way to enhance potential learning opportunities within the classroom, there are particular limits that educators need to consider when issuing this type of assessment. Affective assessment is not personality assessment. Tools used to measure the affective domain must prove to be valid and reliable. Educators using this approach must examine carefully results gathered, and review and validate any conclusions made. Affective assessment should be aligned with pre-selected interest areas.
- The primary focus of an affective assessment places central attention on how students feel, react to, or view a particular topic, event, or situation. These affective aspects usually set a precedent in current and future behaviour, which influence the ability of the students to comprehend, learn, and apply a certain concept or principle. There are four basic categories comprising the affective domain, namely:
- This is partly due to the nature of the human mind and the complexity of the tasks involved. While measuring the viewpoints and perceptions of students are as important as assessing their outputs, coupled with the fact that information generated from affective assessments can help provide a way to enhance potential learning opportunities within the classroom, there are particular limits that educators need to consider when issuing this type of assessment. Affective assessment is not personality assessment. Tools used to measure the affective domain must prove to be valid and reliable. Educators using this approach must examine carefully results gathered, and review and validate any conclusions made. Affective assessment should be aligned with pre-selected interest areas.
- The primary focus of an affective assessment places central attention on how students feel, react to, or view a particular topic, event, or situation. These affective aspects usually set a precedent in current and future behaviour, which influence the ability of the students to comprehend, learn, and apply a certain concept or principle. There are four basic categories comprising the affective domain, namely:
- This is partly due to the nature of the human mind and the complexity of the tasks involved. While measuring the viewpoints and perceptions of students are as important as assessing their outputs, coupled with the fact that information generated from affective assessments can help provide a way to enhance potential learning opportunities within the classroom, there are particular limits that educators need to consider when issuing this type of assessment. Affective assessment is not personality assessment. Tools used to measure the affective domain must prove to be valid and reliable. Educators using this approach must examine carefully results gathered, and review and validate any conclusions made. Affective assessment should be aligned with pre-selected interest areas.
- The primary focus of an affective assessment places central attention on how students feel, react to, or view a particular topic, event, or situation. These affective aspects usually set a precedent in current and future behaviour, which influence the ability of the students to comprehend, learn, and apply a certain concept or principle. There are four basic categories comprising the affective domain, namely:
- The primary focus of an affective assessment places central attention on how students feel, react to, or view a particular topic, event, or situation. These affective aspects usually set a precedent in current and future behaviour, which influence the ability of the students to comprehend, learn, and apply a certain concept or principle. There are four basic categories comprising the affective domain, namely:
- Checklist. A checklist is an assessment tool where different criteria or statements under a certain scenario are presented to the respondent, and the respondent is made to select which statements they think apply to that scenario. This type of tool is often used by teachers as part of their observation of students’ behaviours, but may also be used by students in their own observations of certain situations.
- Personal beliefs and values. These cover the principles the student believes to be true or right, and from which the student bases their own actions and decisions.
- Personal beliefs and values. These cover the principles the student believes to be true or right, and from which the student bases their own actions and decisions.
- Personal beliefs and values. These cover the principles the student believes to be true or right, and from which the student bases their own actions and decisions.
- Personal beliefs and values. These cover the principles the student believes to be true or right, and from which the student bases their own actions and decisions.
- The primary focus of an affective assessment places central attention on how students feel, react to, or view a particular topic, event, or situation. These affective aspects usually set a precedent in current and future behaviour, which influence the ability of the students to comprehend, learn, and apply a certain concept or principle. There are four basic categories comprising the affective domain, namely:
- Personal beliefs and values. These cover the principles the student believes to be true or right, and from which the student bases their own actions and decisions.
- The primary focus of an affective assessment places central attention on how students feel, react to, or view a particular topic, event, or situation. These affective aspects usually set a precedent in current and future behaviour, which influence the ability of the students to comprehend, learn, and apply a certain concept or principle. There are four basic categories comprising the affective domain, namely: