1. Qualitatively Different How to Measure Affective Goals

2. Affective Categories Personal Competence Social Competence Leadership Cultural Competence Connecting to “Heart”

3. What is the perfect measurement tool? Tell me I'm clever, Tell me I'm kind, Tell me I'm talented, Tell me I'm cute, Tell me I'm sensitive, Graceful and wise, Tell me I'm perfect - But tell me the truth. Shel Silverstein http://www.brainyquote.com/quotes/authors/s/shel_silverstein.html#A7 VV8KC5StimSwrK.99

4. THREE premises on which we base the use of qualitative/subjective measures. From Stumbling on Happiness by Daniel Gilbert

5. Imperfect tools are a real pain, but they sure beat pounding nails with your teeth. Premise

6. Subjectivity: The fact that experience is unobservable to everyone but the person having it. Daniel Gilbert Subjectivity: The fact that experience is unobservable to everyone but the person having it. Daniel Gilbert

7. Of all the flawed measures of subjective experiences we can use, the honest, face to face report of an observant individual is the least flawed. Premise

8. Use Affective Goals to Promote Internal Locus of Control What is internal locus of control?How to promote growth mindset Internal locus of control refers to an individual’s belief that he can control events that affect him. This internal locus of control aligns with a growth mindset, that talent and intelligence are not fixed, but dependent on hard work and effort. Reframe praise Teach self-advocacy strategies Create opportunities for : ▫Metacognition ▫Self-evaluation and - monitoring ▫Risk-taking and mistake- making ▫Setting goals and implementing action plans

9. “…imperfections in measurement are always a problem, but they are a devastating problem only when we don’t recognize them.” Premise

10. What’s the question? ANSWER #1: 91 ANSWER #2: $3.11 ANSWER #3:18 ANSWER #4: Qualitative evaluation – What is an assessment process that answers the question, “How well did we do?”

11. ANSWER #1: Richer data deepens understanding ANSWER #2: Provides depth and insights into data that may not be attainable using quantitative methods ANSWER #3: Focus is on people, not numbers Question: What are the benefits of Qualitative Evaluation?

12. ANSWER #1: Often more time consuming than quantitative evaluations ANSWER #2: Dependent on skill, sensitivity, and integrity of evaluator ANSWER #3: Limited information on which to draw generalizations Question: What are the limits of Qualitative Evaluation?

13. Which is the best type of data for the situation? Which is the best type of data for the situation? Imagine you have an irritating rash on your forehead, and you go to the doctor for some relief. Which would you rather the doctor do? A. Look at the rash and set you up for blood work, allergy tests, and a possible biopsy B. Look at the rash, touch the rash, ask you a number of questions regarding your eating and hygiene habits; family history of skin problems, the introduction of new environmental factors, and who in your house has access to a black magic marker, and then prescribe a mild topical cream along with a journal you keep for the next week to determine possible causes of the rash.

14. What qualitative methods are appropriate given the purpose of the evaluation? What qualitative methods are appropriate given the purpose of the evaluation? Document, portfolio, product review

15. What qualitative methods are appropriate given the purpose of the evaluation? What qualitative methods are appropriate given the purpose of the evaluation? Observations

16. What qualitative methods are appropriate given the purpose of the evaluation? What qualitative methods are appropriate given the purpose of the evaluation? Interviews

17. What qualitative methods are appropriate given the purpose of the evaluation? What qualitative methods are appropriate given the purpose of the evaluation? Self Evaluation

18. Frequency of the action; number of times in collaborative reflection; define success Frequency of the action; number of times in collaborative reflection; define success Quantify Aspects of the Action

20. What does it mean to be SMART? S pecific M easureable A ttainable R elevant T ime-bound SMART

21. PRACTICE

22. How do we overcome any challenges or barriers these types of goals and measurements present in our districts?