Affective Assessment

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Affective Assessment
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Workshop Agenda

• What is Affective Assessment?
• How Can Affective Assessment Be Use
• In The Classroom?
• What Is An Affective Assessment?
• What Are Areas Not To Address?
• What Are Some Affective Assessments?

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What is AffectiveAssessment?
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• An affective assessment
• is any method
• used to discover
• how a student feels about themselves,
• their perception of their self-image,
• what influences
• their behavior in their
• community, in the classroom, and in their home.
• (Wood 1996)

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Affective Goals

• values attitudes
• self-concept
• intellectual
• orientation
• feelings

• motivation
• attention focus
• anxiety
• and
• (Puurula,Neill, Vasileiou, Husbands, Lang, Katz,
  Romi, Menezes, Vriens 2001)

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How can Affective AssessmentBe UsedIn
AClassroom?
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An affective assessment can

• enhance the existing behavior management program.
• be a powerful tool for opening and enhancing the
  channels of communication between the teacher and
  the class, the teacher and specific students, or
  between groups of students.
• help students learn to appropriately interact
  with each other.
• (Wood 1996)

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An affective assessment can

• improve a students self-concept.
• help students learn everyones ideas are
  important.
• help students realize that everyone is important.
• help teachers to see the worth of all students.
• (Yasutake, Tanis (1995)

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Additional Hoped for Benefits

• A raised interest in academic areas for
  lower academic students
• Self motivation for lower
• academic students in
• class activities.
• Realize and increase the importance for education
  in the minds of all students.

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What IsAnAffective Curriculum?
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• An affective curriculum is
• a curriculum that
• explores
• the issues and concepts
• regarding building
• student
• inner personal skills.
• (Wood 1996)

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• An affective curriculum is
• a supportive classroom environment
• where all students
• feel secure enough
• to appropriately express and share
• their feelings and concerns.

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• An
• Affective Curriculum
• Is
• A
• Classroom
• That
• Nurtures
• The Whole Child.
• (Shavelson, Roeser, Kupermintz, Shun, Ayale,
  Angela, Schultz, Gallagher, and Quihuis 2002)

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• What Are
• Areas
• Not To
• Address ?

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• Religion
• Politics
• Values
• Tolerance
• Morals
• Social Standards
• Cultural Standards
• (Averitt 1994 Carpenter 200)

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What Are Some Affective Assessments?
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• Discussion Groups
• Classroom Opinion Polls
• Profiles of Admirable
• Individuals
• Self-confidence Surveys
• Interest Checklist
• Knowledge Checklist
• Skills Checklist
• Informal Conversation
• (Perrin, Rueter)

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Affective Discussion

• Set Rules
• One person at a time talks.
• Do not interrupt others.
• Everyone (who chooses to) can talk.
• Be respectful of others.
• Keep hands and feet to yourself.
• All typical class rules are always in place.
• (Wood 1996)

• Consequences
• should fit the situation.
• blend with other classroom management.
• should be handled in a no-nonsense manner so as
  not to interrupt the activity.
• Remember
• Participation in the discussion is a choice.
• but all students should listen attentively.

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Guidelines for Expectations

• Clearly explain and discuss the activity and
  expectations.
• Effective group cohesion will not just happen.
• The group decides the expectations.
• Openly acknowledge and assist all students.
• Resolve problems or conflicts within the group.
• Do not be discouraged if students efforts to
  communicate are ineffective in the beginning
  stages.
• Encourage cooperative learning during the
  affective activities.
• Remind students they are individually
  responsible for their own learning and behavior
  choices.
• Use the power of consensus when a decision
  affects the whole class.
• (Wood 1996)

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Planning

• In the beginning the teacher does the planning.
• Have affective notebook or folder will be used to
  display student work ready.
• Choose someone to introduce the group activity.
• Have the group leader give the directions for the
  activity.
• Remind students this is their group time to
  discuss what they want.
• When needed remind the group of the rules and
  consequences.
• Give ample time for students to reflect on the
  activities and shared discussion.
• Help the students draw connections to other group
  activities or situations.
• Summarize the main parts of the activities and
  discussion to help bring group time to a positive
  close.
• Activities
• Watch a video.
  Study on Me
• Read a book or a story. Open
  discussion on a topic.

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Affective Inventories

• Define variable under study.
• Decide what factors are important to evaluate or
  make up the variable
• being studied.
• Clearly define each factor.
• Try to keep the number of factors down to
  5.
• Write Likert-type items that tap into each of the
  factors to be evaluated.
• Try to write at least 5 items under each
  factor.
• Use clear language in order to elicit
  responses that mean what you
• think they mean.
• Design every item to reveal useful
  information regarding the variable.
• Incorporate counter check questions where
  appropriate to verify consistency.
• Have experts review the survey.
• Give reviewers definitions of factors and
  variable being measured.
• Ask reviewers to place each item under the
  factor they think it taps into.
• Revise based on review.
• Pilot test the survey.
• Conduct a factor analysis of survey results.
• Revise based on analysis.
• Administer survey and conduct another factor
  analysis.

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Drawbacks to Affective Curriculum

• Time consuming.
• Can be touchy in how it is handled.
• Can be touchy in what is measured.
• Care must be taken when information is
• evaluated.

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Thank you for your time and attention.The End.