1. Affective Assessment Assessment of Dispositions

2. Affective Learning Targets AttitudesInterests ValuesOpinions PreferencesMotivation Academic Self-ConceptSelf-Esteem Locus of ControlSocial Relationships Emotional DevelopmentAltruism Classroom EnvironmentMoral Development

3. Attitude Assessment Positive attitudes toward: –learning –school –subject areas –teachers –working with others Negative attitudes toward: –cheating –drug use –violence –skipping school –dropping out

4. Affective Assessment Almost always used for formative purposes. We cannot hold students accountable for positive or negative dispositions in the same way we do for achievement. –We don’t lower a student’s grade because of a negative disposition. –Negative dispositions require teacher intervention. –We don’t raise a student’s grade because of a positive disposition.

5. Assessment Methods for Affective Learning Targets Checklists associated with lists of positive and negative behaviors, e.g.: –Positive attitude toward learning: Student… asks lots of questions. works well with others. completes all homework assignments on time. –Negative attitude toward learning: Student… sleeps in class. complains a lot. is frequently tardy to class.

6. Assessment Methods for Affective Learning Targets Student self-reports. –Interviews. –Questionnaires and surveys. –Likert (Lick-ert) scales. –Semantic Differential scales. Peer ratings. Importance of anonymity.

7. Developing Questionnaires: General Considerations Have a justification for each item. Keep the survey or questionnaire as short as possible. Conduct a pilot try-out of the instrument. Use a format that calls for the respondent to select a response. Maintain anonymity.

8. Assessing Dispositions: Some Additional Considerations Inferences derived from groups are generally more valid than inferences derived from individuals. Don’t ask leading questions. They can bias the results. Try to keep “social desirability” out of assessments of dispositions.

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