Affective Assessment

1. Affective Assessment

2. WorkshopAgenda • 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?

3. What is AffectiveAssessment?

4. 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)

5. values & attitudes self-concept intellectual orientation feelings motivation attention focus anxiety and … (Puurula,Neill, Vasileiou, Husbands, Lang, Katz, Romi, Menezes, Vriens 2001) Affective Goals

6. How can Affective AssessmentBe UsedIn AClassroom?

7. 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)

8. An affective assessment can: • improve a student’s self-concept. • help students learn everyone’s ideas are important. • help students realize that everyone is important. • help teachers to see the worth of all students. (Yasutake, Tanis (1995)

9. 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.

10. What IsAnAffective Curriculum?

11. An affective curriculum is a curriculum that explores the issues and concepts regarding building student inner personal skills. (Wood 1996)

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

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

14. What Are Areas Not To Address ?

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

16. What Are Some Affective Assessments?

17. Discussion Groups • Classroom Opinion Polls • Profiles of Admirable Individuals • Self-confidence Surveys • Interest Checklist • Knowledge Checklist • Skills Checklist • Informal Conversation (Perrin, Rueter)

18. 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. Affective Discussion

19. 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)

20. 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.

21. 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.

22. 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.

23. Thank you for your time and attention.The End.