Assessment ofaffectiveoutcomes
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This document discusses several methods for assessing affective outcomes: 1) Forced-choice selection methods require examinees to choose between options that differ in content rather than intensity. This minimizes subjectivity and is less susceptible to faking. 2) Likert scales use a rating scale (often 5 points) for examinees to indicate their level of agreement with statements. Numerical weights are assigned to responses. 3) Semantic differential techniques measure attitudes by having examinees rate concepts on bipolar adjective scales ranging from favorable to unfavorable. 4) Free response methods and opinionnaires can systematically gather opinions and attitudes through open-ended questions or well-constructed surveys. Opinionnaires should be brief,
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This document discusses various tools used to assess the affective domain, particularly attitudes, interests, motivation, and self-efficacy. It describes several common assessment tools including self-reports, rating scales like Likert scales, semantic differential scales, Thurstone scales, Likert scales, Guttman scales, and checklists. For each tool, it provides examples and discusses best practices in developing and using the instruments to effectively measure the affective domain.
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The document provides guidance on developing and using a table of specifications (TOS) to help teachers construct valid classroom tests. A TOS helps ensure tests are aligned to instruction by mapping objectives, time spent on each objective, and cognitive level taught to the number and type of test items. It provides evidence that tests accurately measure the intended content and require similar levels of thinking to what was taught. The document explains how to create a sample TOS and use it to determine the proportion of test items devoted to each objective based on class time. An effective TOS can improve the validity of inferences made from classroom tests.
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This document discusses assessment in the affective domain. It begins by explaining Bloom's taxonomy, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The affective domain describes learning related to feelings, values, appreciation, enthusiasms, attitudes, and emotional sets. Several assessment tools used to measure the affective domain are then described, including self-report measures, rating scales like Likert scales, checklists, and the semantic differential technique. Krathwohl's taxonomy of the affective domain is also presented, with five levels ranging from receiving to characterizing. The importance of motivation, attitudes, values, and self-efficacy in the affective domain is discussed.
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The document discusses improving data quality in surveys. It covers topics like non-response bias, questionnaire design, question construction, and pre-testing. To address non-response bias, the document recommends documenting non-responses, looking for correlations with response rates, using incentives thoughtfully, and gathering information from interviewers about non-respondents. For best questionnaires, it suggests starting with clear objectives, following good design practices, crafting clear questions informed by research, and pre-testing surveys. The overall goal is to reduce errors and biases to improve the reliability and validity of survey data.
Aiou Code 837
This document discusses various tools used for educational research. It identifies questionnaires, checklists, rating scales, scorecards, and attitude scales as major tools. It provides details on the characteristics, construction, uses, and limitations of each tool. Questionnaires collect standardized information through questions, while checklists record behaviors and ratings. Scorecards and rating scales evaluate qualities on a numerical scale. Attitude scales measure attitudes toward topics through statements along a continuum. Proper tool selection and construction are important for successful educational research.
Attitude scales
Attitude scales are questionnaires designed to measure the intensity and direction of feelings toward an object or event. There are several types of attitude scales, including Likert scales, Thurstone scales, and semantic differential scales.
A Likert scale presents statements for respondents to indicate their level of agreement on a scale, such as strongly agree to strongly disagree. It is one of the most popular scales because it is easy to construct and administer. Scores are calculated by assigning values to each response and summing them.
Thurstone scales involve a panel of judges rating statements and calculating median values to determine which statements represent each level of attitude. Respondents then indicate if they agree or disagree with each statement.
unit 2.4.ppt
This document discusses various techniques for measuring attitudes, including scales and methods. It describes:
1) Rating scales like Likert scales that measure agreement with statements and semantic differential scales that rate objects on bipolar adjective scales.
2) Other methods like Thurstone scales where judges rank statements and Guttman scales where responses are expected to follow a deterministic pattern.
3) Issues in attitude measurement like defining the object and respondents of study, desired accuracy, and available techniques. Measurement involves assigning numbers or symbols to characterize objects while scaling places measurements on a continuum.
Item writing
Item writing involves 8 key steps: 1) defining what is to be measured, 2) generating an item pool, 3) avoiding long items, 4) considering reading level, 5) avoiding double-barreled items, 6) mixing positively and negatively worded items, 7) considering cultural sensitivity, and 8) realizing items become obsolete. There are several item formats including dichotomous (true/false), polytomous (multiple choice), Likert scales, category scales, checklists, and Q-sorts. Each format has advantages and disadvantages for assessing different traits like knowledge, attitudes, or personalities. Careful item writing following best practices can help ensure accurate assessment of test takers.
Attitude scales ppt
this ppt contains all attitude scales with detail used in psychiatry and cover all aspects of attitude scales.
Lesson-4__AFFECTIVE-ASSESSMENt uiajhJXKB
This document provides information about assessing students' affective outcomes of learning. It begins by outlining the desired learning outcomes, which is to develop an assessment tool to measure affective domains. It then defines the affective domain as including constructs like attitudes, values, beliefs, and motivation.
The document explains that affective assessment is important as it provides insights into student behavior and needs beyond cognitive performance. It also notes some benefits and challenges, such as affective traits being more difficult to measure objectively than cognitive skills. Various affective traits are then defined, and different methods for assessing affect are outlined, including self-report questionnaires, observation, and interviews. Steps for constructing rating scales are also provided.
Selasturkiye Rm Social Surveys
Research projects use questionnaires to collect standardized data from many people. Questionnaires can be used to collect descriptive information through population or sample surveys. They require asking all respondents the same questions in the same order. Common to all types of surveys is the use of questionnaires to collect data. Questionnaires facilitate measuring what people know, like, think, and experience through their responses. Care must be taken in questionnaire design and administration to obtain accurate self-reports.
Data collection methods
This document discusses various methods for collecting data in research studies. It describes:
1) The key steps in data collection including deciding what data to collect, how to collect it, who will collect it, when to collect it, and available resources.
2) The main types of data (primary and secondary) and data collection methods (quantitative like questionnaires and qualitative like focus groups).
3) Important considerations for developing and validating questionnaires including content validity, face validity, construct validity, and criteria validity.
4) Additional data collection methods like interviews (structured, semi-structured, and unstructured) and schedules. Guidelines for effectively implementing each method are provided.
Survey Design: Introduction & Overview
The document provides an overview of key aspects of survey design, including question styles, response formats, sampling, and implementation. It discusses developing a questionnaire, types of questions, optimizing question wording and structure, pre-testing surveys, and sampling techniques. The goal is to introduce rigorous methodology to plan, develop, and implement effective research questionnaires.
Building A Professional Image
This document outlines the key elements of developing emotional intelligence and effective communication skills. It discusses how emotional intelligence factors into life and career success more than raw intellectual skills alone. It also emphasizes the importance of skills like self-awareness, self-regulation, empathy and social awareness. The document then provides guidance on improving communication, listening skills, giving and receiving feedback, and working effectively in teams. It stresses managing reactions to change and influencing change processes positively.
Non Standarized Tests (Using Nursing Approch).pptx
This document discusses various types of non-standardized tests used to measure attitudes, including attitude scales, anecdotal records, and sociometry. It provides details on several types of attitude scales such as Likert scales, semantic differential scales, and Q-sort techniques. It describes how anecdotal records involve written descriptions of significant behavioral incidents observed by teachers. Sociometry is introduced as a basic approach for studying relationships between individuals or groups.
Edu 702 group presentation (questionnaire) 2
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
Attitude scale and critical incident technique
The individual experienced many career failures and losses over multiple years including losing jobs, businesses and elections. However, after facing defeat in many areas of his life, he was eventually elected as President of the United States. Prior to achieving the presidency, he faced numerous setbacks such as losing his job, failing in business, his wife passing away, and being defeated in multiple campaigns for public office over many years.
DIFFERENTIAL SCALES... new.pdf
The document discusses the differential scale, also known as the Thurstone scale. It is a type of measurement scale used to assess respondents' attitudes, behaviors, or feelings toward a topic. The scale consists of statements about an issue, with each assigned a numerical value indicating level of agreement. Respondents select the statements they agree with, and their average score reflects their overall attitude. The document provides details on developing and administering differential scales, including having judges rate statements and selecting a balanced set for questionnaires. It also describes how to analyze the results by calculating mean or median scores of the statements selected by each respondent.
unit 5 Data Collection and Measurements
This document provides an overview of methodology, measurement, and data collection topics. It begins with objectives of describing evaluation of observational methods, types of questions, psychosocial scales, accuracy and error in measurement, and sampling. It then covers specific measurement topics - structured self-reports, composite scales like Likert and semantic differential, Guttman scaling, and accuracy, precision and sources of error. Final sections discuss sampling, defining target populations, and calculating sample size using formulas.
EXAMINING DISTRACTORS AND EFFECTIVENESS
EXAMINING DISTRACTORS AND EFFECTIVENESS
Distractors are the multiple choice response options that are not the correct answer. They are plausible but incorrect options that are often developed based upon students’ common misconceptions or miscalculations. Item analysis software typically indicates the percentage of students who selected each option, distractors and key.
educ 11
differencial scale SE.pptx
The document discusses the differential scale, also known as the Thurstone scale. It is a unidimensional scale used to measure attitudes, behaviors, or feelings toward a topic. Statements related to the topic are rated on an 11-point scale by judges and assembled into a questionnaire. Respondents indicate their level of agreement, and their score is calculated as the mean or median of statements agreed with. Differential scales are commonly used in psychology and education research to quantify attitudes in a measurable way.
Waystowordanswerchoicesinquestionnaires
1. There are three main types of response options for closed-ended questions: categorical, ordinal, and numerical.
2. Categorical responses involve categories with no numerical value like male/female. Ordinal responses ask respondents to rate or order items on a scale. Numerical responses ask for a specific number.
3. When constructing response options, they should be mutually exclusive, inclusive, meaningful, balanced, and easy for respondents to understand and distinguish from the question.
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Assessment ofaffectiveoutcomes
- 1. Chapter 17 Assessment of Affective Outcomes REPORTED BY: RONALY J. BUEZA BSEDIII- ENGLISH Reference: Measuring and Evaluating Learning Outcomes in AL 1 and 2 Carlito D. Garcia Ed D
- 2. Forced-Choice Selection Methods • A forced-choice item the respondent to select among choices that differ on content, rather than the degree of favorableness or intensity. •The examinee is directed to indicate which of several action, contents, or object is most characteristic of him or her. •The format is similar to that of a multiple choice item or it may be a description of a situation with associated questions, or a pair of choice statements.
- 3. Advantage of the forced-choice pattern(According to Oppenhiem(1999) Minimizes the subjective element in judgment; Reduces the respondent’s ability to produce a desired outcome and therefore less fake able; Produces a better distribution and spread of scores with less piling up and skewness; Is quick, efficient, objective and lends itself to machine-scoring; and Produces scores easily analyzed with respect to reliability and validity.
- 4. The Method of Summated Rating or Likert Scales • One of the most frequently used response style in attitude measurement is the Likert scale, Which is usually a five-point scale that links options ”strongly agree” and “strongly disagree.” In this kind of rating scale, The students respond to statements by choosing the options that most closely represent their feelings about the statements. • The usual response categories are as follows: strongly agree; agree; uncertain or undecided; disagree; and strongly disagree. • Numerical weights ; 5 for strongly agree; 4 for agree; 3 for undecided or uncertain; 2 for disagree; And 1 for strongly disagree.
- 5. The Semantic Different Technique • This technique is not a test procedure but a general method of obtaining ratings of concepts in a series of bipolar adjective scales. • It is designed so that attitudes, feelings, and opinions can be measured by disagree, from very favorable to highly unfavorable.
- 6. In the semantic differential scale, the respondent checks the blank on the continuum that corresponds to his feelings about the stimulus word. Identify the concept/s to be rated. The number and type of concepts to be selected will depend upon the intent. It is best to select a group of related concepts that can be viewed within the same context or frame of reference. Choose appropriate bipolar scales. Examples of paired opposite adjectives that can be used are the following: good- bad; sweet-sour; high-low; kind-cruel; pleasant-unpleasant; valuable-worthless; brave-cowardly; honest-dishonest; healthy- sick; relaxed-tense and many more. The difficulty level of the words should be considered as students cannot use adjectives whose meanings they don’t understand.
- 7. Design a response sheet. Only one concept should appear on each page and the scales listed beneath. The polarity of the scales should be alternated. You may use 5 to 7-point scale. Nonetheless, 10 to 15 adjective pairs would be sufficient for a group of about 10 related concepts. The younger the group, the fewer concepts and scales should be used. Write instructions . The cover sheet should include a general orientation to the task and statement about why data are being collected. The significance of the scale positions should be specified, as well as the procedure for responses. An example of a standard set of instructions for a semantic differential exercise is cited below.
- 8. Free Response and Opinionnaire Methods • The opinionnaire is used frequently in the polling method of gathering opinion and attitude data. The use of a well-constructed opinionnaire can systematize the data-gathering process and help ensure that relevant questions are asked and all important aspects of a problem surveyed.
- 9. To be considered in preparing an opinionnaire.(according to Gable,1996) Brevity; Inclusion of items of interest and face appeal to attract the attention of the respondent and cause him to become involved in the task; Provision for depth of response in order to avoid superficial replies; Wording of questions neither too suggestive nor too unstimulating; Phrasing of questions so they are not too narrow in scope, allowing the respondent reasonable latitude in his responses. Reference: Measuring and Evaluating Learning Outcomes in AL 1 and 2 Carlito D. Garcia Ed D