AFFECTIVE

ASSESSMENT

Evaluation is an essential part of the

teaching and learning process.

Assessment is an estimate of the

effectiveness of learning or teaching

Introduction

Historical perspectives

Blooms taxonomy of Domains

- Cognitive
- Conative
- Affective

Introduction

Affective means connected with

emotions / attitudes.

Measurement of students attitude,

interests & values

An affective assessment discovers how

a student feels about themselves, their
self-image, what influences their
behavior in their community, classroom
and home.

Assessment of learning are

assessment strategies that are
designed to confirm what student
knows & feels. It also demonstrates
whether curriculum goals are met or
not.

A learning assessment is an activity or

test that measures how much a person
has learnt.
ex: If students are studying about HIV,
they might have a pretest before they start
a study.

 Receiving
(Attention)
Responding
(Interest)
Valuing
(Appreciation)
Organization
(Philosophy)
Characterization(Lifestyle)

- KRATWOHL

Student eagerness
Academic efficacy

Motivates student
Guides individual
Assess the capacity to analyze
Synthesis new information and concepts
Minimizes limitation
Assess knowledge and skills
Contd..

Provision for student choice

Balance the development and
judgmental role
Avoid biases
Minimize plagiarism
Considers workload of student and staff
Reduces students dropouts

Attitude is defined as a mental

predisposition to act, that is expressed by
evaluating a particular entity with some
degree of favour or disfavour.

Affective traits are not directly observable

Attitudes, values and feelings can be
inferred by
words
actions
preferences

Emotions and feelings can change

quickly it is necessary to conduct
several assessments over a substantial
length of time.
Try to use different approaches to
measure the same affective trait as
possible.
Decide whether you need individual
student or group results.

1.

Teacher observations

2.

Self-Reports

3.

Peer Reports

Systematic observation to record student

behavior is to
Determine in advance how specific behavior relates to

the target.
Example
Positive

Negative

Rarely misses class

Rarely late to class
Helps other student
Works independently
Says he/she likes college
Rarely complains
Tries hard to do well

Frequently absent
Frequently late
Rarely helps other student
Needs constant supervision
She/he doesnt like college
Sleeps in class
Never does extra credit

Student interview
Prerequisite for getting students to
reveal their true feelings and beliefs to
establish trust

Questionnaires, surveys and essays

Methods of obtaining peer rating:

1. Guess

Who Approach students are

asked to list the students they believe best
correspond to behavior descriptions

1. Sociometric

Approach used to assess

social structure of the class and the
interaction patterns among the students.

Scale: 5- Almost always, 4-Usually, 3- Frequently, 2-Sometimes, 1Never.

Name of the Group Member:

Name:
1. Contributes to effective group functioning
____
2. Fulfills his/her role responsibility
3. Ask questions that help the group
____
4. Listens respectfully to group members
5. Asks group members for help or clarification
____
6. Completes assigned tasks on time
____
7. Contributes idea that help the group
____

Your

____
____

Check list
Semantic differential scale
Likert scale
Rating scale
Thurstone scale
Reflective writing assessment and
Portfolio Assessment

20

It consists of simple items that the

student or teacher marks as
Absent / Present or
Yes / No.

Student Name: _____________ Date:

_______
Frequency method
Number of
Occurrences

Behavior
1. Tells other that the book was good
2. Reads for at least five minutes
continuously
3. Asks question about what is read
4. Goes through books on the table

scale in which individuals have to

respond in response to a large
number of items concerning an
attitude object or stimulus.

The student works independently

Strongly
agree

agree

Undecided

Disagree

or

The class is interesting.

SA A

SD

Strongly
disagree

Able to correlate highly individual item

with total score item.
Easy to label each scale value

Disadvantages

Large number of items included.

Time consuming

The Semantic Differential (SD) measures

people's reactions to stimulus words and
concepts in terms of ratings on bipolar
scales defined with contrasting adjectives
at each end.

Fair
Hard
Boring

Unfair
Easy
Interesting

0 -neutral, 1 slightly, 2 quite, 3 extremely

scale measures
1. Directionality
2. Intensity

Rating Scales refers to a set of categories

designed to elicit information about a
quantitative attribute . Allows to indicate the
degree or frequency of the behaviors skills
and strategies .

Numerical rating scale

Graphic rating scale

Descriptive graphic scale

To what extent the student participates in

discussion
1. 5-out standing, 4- above average, 3-Average, 2- below average
1-unsatisfactory

2.

3.

Never

Never
particip
ates,qu
iet,pass
ive

seldom

Occasionall
y

Participate
s as much
as other
members

Frequently

Always

Participates
more than any
other group
members

Easy to administer and score

Used for a large group
Teacher-record observation tool
Student-self assessment tool
Provide samples criteria prior to work

The single objective does not contain

enough information

Decreased objectivity

This attempts to approximate an interval

level of measurement. (method of equal
appearing intervals).
Strength of individual items can be
computed.
Accommodates neutral items.

Please check all those statements which

you agree
I do not approve this
(3.0)
It has its place
(7.1)
It corrupts individuals
(2.2)
Marijuana does good to many
(7.9)
Having never tried, I cant say
(6.0)
Contd.

If marijuana taken safely,

its effect can be enjoyable
(8.9)
I think it is horrible & corrupt
(1.6)
It is usually the drug people
start on before addiction
(4.9)
It is perfectly healthy & legalized (10.0)
The beginning of sad situation
(4.1)
Scoring
As respondent who selected 3, 7, 8 would
have an attitude score of 2.2 + 1.6+4.9
= 8.7/3 = 2.9.
Unfavourable to marijuana

 The process of internally examining and

exploring an issue of concern, triggered by
an experience, which creates and clarifies
meaning in terms of self, and which results
in a changed conceptual perspective"

Analyze community placement, clinical

placement, rural placement

Analyze past experience.

Review the learning course

Help to give a picture of the difference

between description and reflection

Disadvantages:

Deeper writing
Questions are more profound

Self Assessment of students work

Assessment of self evaluation

Collection of students work overtime.

Used for evaluation of students abilities
and progress.

Collection- Of student work

Selection-Looks for best work
Reflection-Articulate their thinking with
each item
Projection- Setting goals for future
Assessment of student work samples &
other materials assembled in portfolios to
document student.

Identify various linguistic problems.

Able to address deficiencies

Self assessment

Parents assessment

Unstructured observations - occur in

natural setting
Structured observations - provide more
form and guidance
Self reports - allow students to respond
directly.

Unstructured observations require

extensive notes.
Structured observation - require more
preparation.
Self reports - require extensive preparation
& restrict what students are able to respond
to.

Fakability acting in own best interest.

Self-deception cushioning failure by
minimizing faults, maximizing virtues.
Criterion Adequacy How do we
validate tests of emotional stability or
adjustment.
Invasion of privacy line between
public & private knowledge.

1. Cumming A. , Laurier M. 'Introduction to the

Special Issue'. Canadian Modern Review: 2007 64(1);
p.1-4.
2. Fuhrman M ,Gonzalez L R. Developing Student
motivation and attitude,2006 August ; 85(47), p.23-25
3. Jones N. Linking learning and assessment. a can
framework. ALTE Conference Vilnius: 2007
4. Rea-Dickins P., Gardner S. Snares and silver bullets.
disentangling the construct of formative. Language Testing:
2007 p.17, 215.
5. Rea-Dickins. Mirror and mirror on the wall identifying
processes of classroom assessment: 2001 Septomber
54(1);p. 429-462.

Any Questions?

Thank You