A way to affective assessment By Sajjad Ahmad Awan PhD Scholar
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This document discusses the affective domain of learning, which involves behaviors, attitudes, beliefs, and feelings. It covers five levels of the affective domain: receiving, responding, valuing, organization, and characterization. Various assessment methods are presented, including rating scales, observations, questionnaires, and self-reports. The importance of the affective domain for student success is emphasized. Developing students' emotional intelligence can positively impact their learning by strengthening competencies like self-awareness, self-regulation, empathy, and relationship skills.
![
Covers behaviors in regard to attitudes,
beliefs, and feelings [dispositions]
Networks of attitudes, beliefs, & feelings
form a person’s values.
Values are perceptions/ideas of worth.
Beliefs are perceptions of fact.
Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab
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![
Acts consistently with the values internalized
Take a stand and state specifically what you
would do [what people should do in general]
People are collecting money and supplies for
the victims of a flashflood. What will you do
to help these people?
Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab
20](https://image.slidesharecdn.com/awaytoaffectiveassessment-140303200357-phpapp02/85/A-way-to-affective-assessment-By-Sajjad-Ahmad-Awan-PhD-Scholar-20-320.jpg)
![Personal Sense of How Well We
Are Doing
FEELINGS, EMOTIONAL
RESPONSES, VALUES
With Cognitive Processes,
Develops Poise &
Emotional Quotient [E.Q.]
Desire to Continue to Learn
Related to How Well We
Understand, Do, Succeed
Barometer of Learner's
Confidence
Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab
AFFECTATION
Feelings Strongly Affect Learning
Process
Confirms "I can" or "I can't"
Related to Success
Related to Self-Esteem
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![statement: SA, A, U, D, SD
fakability, self-deception, sub'y,
semantics, invasion of privacy
records, observations, self/otherreports
characterisation: consistent
action - lifestyle
ideas of worth: attitudes, beliefs,
feelings
inferred from words, actions,
preferences
ASSESSING
AFFECTIVE LEARNING
organisation: value system
- conceptualisation - philosophy
valuing = worth or value = general
reaction
Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab
beliefs [ideas we think are true]
strongly influence what we do
affective domain emphasises
feeling, emotion, degree of acce...
receiving = willingness to attend
to a particular stimulus: attentio...
responding: active participation
[frequency]
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A way to affective assessment By Sajjad Ahmad Awan PhD Scholar
- 1. By Sajjad Ahmad Awan PhD Research Scholar
- 2. attention importance interest agreement frequency AFFECTIVE DOMAIN scenarios rating scales Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab appreciation philosophy lifestyle checklists 2
- 3. Covers behaviors in regard to attitudes, beliefs, and feelings [dispositions] Networks of attitudes, beliefs, & feelings form a person’s values. Values are perceptions/ideas of worth. Beliefs are perceptions of fact. Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 3
- 4. We can infer that people have attitudes, values, and feelings by Their words, Their actions, and Their preferences. Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 4
- 5. Emphasizes feelings, emotions, degree of acceptance or rejection. Five Levels Receiving - Attention Responding - Interest Valuing - Appreciation Organization - Philosophy Characterization - :Lifestyle Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 5
- 6. Concerned with getting, holding, directing student’s attention Assessed by interest inventories Rated as Like, Undecided, Dislike Going to parties Reading a book Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab L L U U D D 6
- 7. student’s willingness to attend to classroom activity getting, holding, & directing students’ attention Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 7
- 8. Listens attentively Shows awareness of the importance of learning Attends closely to the classroom activities The student will show awareness of class proceedings. Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 8
- 9. asks chooses describes follows holds Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab locates selects replies uses 9
- 10. Active participation by showing interest Assessed by observation in terms of frequently, sometimes, rarely, never. Volunteer to give an answer in class FSRN Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 10
- 11. completes assigned work participates in class discussions volunteers for tasks shows interest in subject enjoys helping others The student will willingly answer questions. Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 11
- 12. answers assists conforms greets discusses helps Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab performs presents reads recites tells writes 12
- 13. Willingly and consistently complies Assessed by general reaction to a series of statements that gets at one’s values: Charities are a good thing SA A U D SD Assessed by questions and justifying answer Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 13
- 14. demonstrates belief in the democratic process shows concern for the welfare of others demonstrates a problem-solving attitude demonstrates commitment to social improvement The student will express strong opinions on issues under discussion. Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 14
- 15. completes describes follows forms initiates invites joins justifies Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab proposes reads reports shares studies works 15
- 16. Development of a philosophy of life by bringing values together to form a value system through determining relationships among values and resolving conflicts among them. Assessed by determining whether the learner has developed a concept of value or belief Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 16
- 17. Please explain what you believe about --- and why. Observe the video and indicate those values that agree with the values you hold. The student will criticize arguments and positions presented in class. Recognizes the need for balance between freedom & responsibility in a democracy Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 17
- 18. Accepts responsibility for his/her own behavior Understands and accepts own strengths & limitations Formulates a life plan in harmony with his/her abilities, interests, beliefs Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 18
- 19. adheres alters arranges combines compares defines explains identifies Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab modifies orders prepares relates synthesizes 19
- 20. Acts consistently with the values internalized Take a stand and state specifically what you would do [what people should do in general] People are collecting money and supplies for the victims of a flashflood. What will you do to help these people? Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 20
- 21. Demonstrates self-reliance in working independently Cooperation in group activities Punctuality and self-discipline The student will demonstrate a philosophy of life by the consistency of his or her daily actions. Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 21
- 22. acts discriminates displays influences listens modifies performs Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab practices qualifies questions solves uses verifies 22
- 23. Fakability – acting in own best interest Self-deception – cushioning failure by minimizing faults, maximizing virtues Semantic problems – often – frequently Criterion Adequacy – How do we validate tests of emotional stability or adjustment Invasion of privacy – line between public & private knowledge Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 23
- 24. Anecdotal records Teacher observations Self-Reports: interest inventories, attitude measures Peer Reports Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 24
- 25. Attitude scales* Self/other reports Interest inventories Anecdotal records Questionnaires Opinionnaires Situational tests Systematic observation Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab Sociometric techniques Interviews Letters of recommendation 25
- 26. Likert: 5 points: SA A U D SD Semantic Differential: Fair 3 2 1 0 –1 –2 –3 Unfair Thurstone: well-organized __, timely __, skill building __, boring __, rehash __, on topic __, aimless __, out of context __, passive, enthusiastic __, involved __, wasted time __. Guttman: works hard __, well-organized __, on time __, a good student __. Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 26
- 27. Personal Sense of How Well We Are Doing FEELINGS, EMOTIONAL RESPONSES, VALUES With Cognitive Processes, Develops Poise & Emotional Quotient [E.Q.] Desire to Continue to Learn Related to How Well We Understand, Do, Succeed Barometer of Learner's Confidence Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab AFFECTATION Feelings Strongly Affect Learning Process Confirms "I can" or "I can't" Related to Success Related to Self-Esteem 27
- 28. statement: SA, A, U, D, SD fakability, self-deception, sub'y, semantics, invasion of privacy records, observations, self/otherreports characterisation: consistent action - lifestyle ideas of worth: attitudes, beliefs, feelings inferred from words, actions, preferences ASSESSING AFFECTIVE LEARNING organisation: value system - conceptualisation - philosophy valuing = worth or value = general reaction Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab beliefs [ideas we think are true] strongly influence what we do affective domain emphasises feeling, emotion, degree of acce... receiving = willingness to attend to a particular stimulus: attentio... responding: active participation [frequency] 28
- 29. attention importance interest agreement frequency preferences observation scenarios Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab appreciation AFFECTIVE DOMAIN philosophy lifestyle checklists rating scales 29
- 30. setting the expectation modelling the desired behaviours highlighting their importance to job/real life talking about such Actions to Build Such using the vocabulary of such labelling attitudes as they arise use "stories" to indicate their importance view as "lubrication" to make interaction "go better" reinforcing attempts in right direction shaping of appropriate behaviour Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 30
- 31. beliefs held strongly form the basis for action basic to outlook/perspective on life related to interpersonal & intrapersonal intelligence success in life: IQ -10-20%; rest, including EQ to 85% Importance determines our potential for learning practical life skills key to our personal destiny: HOW FAR WE RISE a meta-ability controlling other abilities knowing and managing self reading and handling others provides info to guide thinking & actions Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 31
- 32. Personal Competence Self-Awareness Self-Regulation Motivation Social Competence Emotional Intelligence Empathy Social Skills knowing own internal states, preferences, resources, intui... managing own internal states, impulses, resources emotional tendencies facilitating reaching goals awareness of others' feelings, needs, concerns adeptness at inducing desirable responses in others Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 32
- 33. observing to see which are evident noting preferences self-reports or inventories Indicators of Success reports re frequency/strength completion of stems scenarios for responses scenarios re beliefs/action Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 33
- 34. Range of College-Related Behaviors Unfavorable Attitude Favorable Disinterested Interest Interested Weak Motivation Strong Unimportant Value Important Negative Academic SelfConcept Positive Assign Responsibility Elsewhere Locus of Control Accept Responsibility Sajjad Ahmad Awan PhD Scholar TE DTSC Khushab 34