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Published byJane Holmes Modified over 9 years ago
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AFFECTIVE ASSESSMENT A Concurrent Session W. James Popham
University of California, Los Angeles A Concurrent Session KDE/ISLN/KLA Leadership Networks Joint Summer Conference Lexington, Kentucky June 20, 2011
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Affective Assessment: A 21st Century Shortcoming?
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ASSESSING STUDENTS’ AFFECT
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We MEASURE what we TREASURE.
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The Predictive Nature of
Students’ Current Affective Status Students’ Current Behavior Status Students’ Subsequent Behavior Predicts
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Potential Attitude Targets:
Positive attitudes toward learning Positive attitudes toward self Positive attitudes toward self as a learner Appropriate attitudes toward those who differ from us
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Potential Interest Targets:
Interest in specific subjects Interest in subject-related activities Interest in public affairs Interest in altruistic endeavors
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Potential Value Targets:
Honesty Integrity Justice Freedom
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ASSESSING AFFECT: A THREE-PART STRATEGY
Affective assessment instruments should be self-report inventories, completed by students under conditions of actual and perceived anonymity, from which group-focused inferences about students’ affective status can be accurately drawn.
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ANONYMITY-ENHANCEMENT TACTICS
Emphasize anonymity in directions. Provide a rationale for the assessment. Restrict responses to untraceable marks. Install an anonymous collection-procedure. Do not hover.
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A traditional, unidimensional Likert inventory
Two Measurement Tactics for Assessing Students’ Affect via Anonymous, Self-Report Inventories: A traditional, unidimensional Likert inventory A Likert-like, multidimensional inventory
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Constructing A Traditional
Likert Inventory Select the affective variable to assess. Create a set of favorable and unfavorable statements. Ask others to classify these as positive or negative. Determine number and nature of response options. Construct a preliminary version including directions. Try out the preliminary version. Score the inventories. Delete aberrant statements.
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A DIFFERENCE IN DISCRIMINATION-ENGENDERING
Day in and day out, school is always the most enjoyable part of my day. (Strongly Agree, Agree, Not Sure, Disagree, Strongly Agree) Although I sometimes find it disagreeable, most of the time, I enjoy school. (Strongly Agree, Agree, Not Sure, Disagree, Strongly Agree)
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CONSTRUCTING A MULTIFOCUS INVENTORY
Choose the affective variables to measure. Decide on how many items per variable. Generate positive/negative statement for each variable. Determine number and phrasing of response options. Develop directions and a presentation format.
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Assessment/Instruction Utility:
An Affective Target of Considerable Assessment/Instruction Utility: Students' confidence in their ability to perform important skills
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CONSTRUCTING A CONFIDENCE INVENTORY
Select suitable skills or bodies of knowledge. Decide on how many items per skill or body of knowledge. Identify and describe tasks (or activities) requiring the use of those skills or bodies of knowledge. Determine number and nature of response options. Develop directions, sample item(s), and presentation formats.
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TO DELVE DEEPER INTO THE ASSESSMENT OF AFFECT
Read darn near any of Jungle Jim’s books about assessment written during this or the previous century. He is so repetitive! Address:
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