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Affective Assessment. Assessment of Dispositions. Affective Learning Targets. Attitudes Interests Values Opinions Preferences Motivation Academic Self-Concept Self-Esteem Locus of Control Social Relationships Emotional Development Altruism Classroom Environment Moral Development.
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Affective Assessment Assessment of Dispositions
Affective Learning Targets Attitudes Interests Values Opinions Preferences Motivation Academic Self-Concept Self-Esteem Locus of Control Social Relationships Emotional Development Altruism Classroom Environment Moral Development
Positive attitudes toward: learning school subject areas teachers working with others Negative attitudes toward: cheating drug use violence skipping school dropping out Attitude Assessment
Affective Assessment • Almost always used for formative purposes. • We cannot hold students accountable for positive or negative dispositions in the same way we do for achievement. • We don’t lower a student’s grade because of a negative disposition. • Negative dispositions require teacher intervention. • We don’t raise a student’s grade because of a positive disposition.
Assessment Methods for Affective Learning Targets • Checklists associated with lists of positive and negative behaviors, e.g.: • Positive attitude toward learning: Student… • asks lots of questions. • works well with others. • completes all homework assignments on time. • Negative attitude toward learning: Student… • sleeps in class. • complains a lot. • is frequently tardy to class.
Assessment Methods for Affective Learning Targets • Student self-reports. • Interviews. • Questionnaires and surveys. • Likert (Lick-ert) scales. • Semantic Differential scales. • Peer ratings. • Importance of anonymity.
Developing Questionnaires: General Considerations • Have a justification for each item. • Keep the survey or questionnaire as short as possible. • Conduct a pilot try-out of the instrument. • Use a format that calls for the respondent to select a response. • Maintain anonymity.
Assessing Dispositions:Some Additional Considerations • Inferences derived from groups are generally more valid than inferences derived from individuals. • Don’t ask leading questions. They can bias the results. • Try to keep “social desirability” out of assessments of dispositions.
