Affective Assessment Chapter 10 (p. 229-250) W. James Popham

Why Assess Affect? Popham believes that “affective variables are often more significant than cognitive variables” (230). People can still succeed, if they are hard working and highly motivated, even if they lack intellectual skills. Likewise, people with a low self esteem may not take on challenges if they don’t believe in themselves or their abilities.

Why Assess Affect? Continued… “The reason we want to promote positive attitudes toward learning is because students who have positive attitudes toward learning today will be inclined to pursue learning in the future” (Popham 233).

What To Assess? Attitudes *Go to page 234. Interests Values Skim read pages 234-236, and think about what you do with kids that targets these areas.

Attitudes Popham states there are 4 attitudes: Positive attitude toward learning Positive attitude toward self Positive attitude toward self as a learner Appropriate attitude toward those who differ from us (Popham 234).

Interests Popham states that there are 3 interest targets: Subject-related interests Interest in reading Interest in emerging technology (Popham 235)

Index cards, corners of interest, beginning and end of year *Index cards, corners of interest, beginning and end of year. Useful in various grouping. Birthday? Favorite place? Drawing? Writing? Acting? NAME Hobbies? What do you want to be? Favorite subjects?

Values Popham states that there are 4 potential value target areas: Honesty Integrity Justice Freedom (Popham 235)

The Lifeskills INTEGRITY-HONESTY: To act according to what's right or wrong INITIATIVE: To do something because it needs to be done FLEXIBILITY: To be willing to change plans when necessary PERSEVERANCE: To keep at it, and never give up ORGANIZATION: To plan and arrange in an orderly way SENSE OF HUMOR: To laugh and be playful without harming others EFFORT: To do your personal best COMMON SENSE: To use good judgment; stop and think before you act COMPASSION: Showing genuine concern and feelings for others PROBLEM-SOLVING: To create solutions to everyday problems RESPONSIBILITY: To be accountable for your actions PATIENCE: To wait calmly for someone or something FRIENDSHIP: To make and keep a friend through mutual trust and caring CURIOSITY: A desire to investigate and seek understanding of one's world COOPERATION - TEAMWORK: To work together towards a common goal or purpose CARING: To feel and show concern for others COURAGE: To act according to one's beliefs despite fear of consequences PRIDE: Satisfaction from doing one's personal best RESOURCEFULNESS: To respond to challenges and opportunities SELF-DISCIPLINE: To behave appropriately and make good choices MOTIVATION: Having the desire to achieve and succeed RESPECT: Treating others as you would want to be treated appropriately.

How Do You Assess Attitudes In The Classroom? Self-report or anonymous inventory *End of class, unit, or reflections/exit questions *Reading survey? *Thumbs up…. *Line up on this side if you like….

*Include a few affective questions on a cognitive pre-test: Name:_____________________________ MESOPOTAMIA PRE-TEST INTEREST INVENTORY: (Number the following topics from 1-6 with 1 being something you are most interested in learning about, and 6 being the topic you're least interested in learning about.) ____Government (leaders and laws) _____Religion and customs ____Architecture (buildings, structures) ____Agriculture (farming, crops) _____Culture (music and art) ____Technology (inventions, tools) WHAT DO YOU KNOW ABOUT MESOPOTAMIA? 1. Where is Mesopotamia? (continent and country) __________________________ 2. Why was it called the Fertile Crescent? ________________________________________________________ 3. What was the biggest conflict from Nature that people of Mesopotamia had to deal with? ________________ 4. How was their religion different than ours? ____________________________________________________ 5. Give an example of their laws or rulers:_______________________________________________________

*Include affective questions on a pre-test: LEARNING STYLES: Mark the following choices that fit you with a + (yes), - (no), P (part of the time) ( ) I like working by myself. ( ) I like working with a partner. ( ) I like working in groups. When working in a group, I am usually ( ) a leader , ( ) a follower, ( ) unhappy to take part in a group. ( ) I usually need help with my assignments. ( ) I study best when it is quiet. ( ) I know how to study. ( ) I work hard on my assignments. ( ) l will work on my assignment until it is completed. ( ) I like to draw. ( ) I like to read. ( ) I like to write. ( ) I like to make and build things. ( ) I like to act out or do skits. ( ) I like to use my imagination. ( ) I like to solve difficult problems.

The Most Widely Used Survey by Rensis Likert Likert Inventory Likert inventories consist of a series of statements to which students register their agreement or disagreement; Don’t make statements too positive or too negative (Popham 238).

Likert Statement Examples… Kindergarten, Grades 1 & 2, At-Risk Rdg K-2 I like school. Grades 3, 4, & 5 In general, I like school a lot. Very True Not True Not Sure

Likert Statement Examples… Junior High Math I think that multiplying is difficult. Very True Not True Not Sure

Likert Statement Examples… Junior High Band I enjoy practicing my instrument at home. Very True Not True Not Sure Junior High Art I enjoy drawing in my free time. Very True Not True Not Sure

Multifocus Affective Inventory *Go to page 241. A multifocus affective inventory is an assessment that attempts to collect information about a number of students’ dimensions. How might teachers make use of data from a multifocus affective inventory?

Something To Think About When should teachers assess their students’ affective status? (243) Should teachers give a pre and post test for the affect, just like they would do to check cognitive status?

“Although most teachers recognize that students’ interests, attitudes, and values are important, few teachers deliberately strive to promote appropriate affect in their students”(Popham 243).

Reasons for the “neglect of affect” : Too much curriculum to cover; Too much knowledge and skills that students need to master; Accountability pressures on teachers on boosting students’ test scores(Popham 245).

Good news, though! “Even if a teacher uses only one self-report inventory, at the start of a term and at its conclusion, the presence of this assessment instrument will almost certainly incline the teacher to think about the degree to which any classroom activities are being directed toward the promotion of appropriate affective outcomes” (Popham 245).

Affective or Interest/Learning Styles Information and Inventories http://www.edutopia.org/multiple-intelligences-learning-styles-quiz http://homeworktips.about.com/od/homeworkhelp/a/lstyleqz.htm http://agelesslearner.com/intros/lstyleintro.html