Assessment in the affective domain. cha.4.ed8
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This document discusses assessment in the affective domain. It begins by explaining Bloom's taxonomy, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The affective domain describes learning related to feelings, values, appreciation, enthusiasms, attitudes, and emotional sets. Several assessment tools used to measure the affective domain are then described, including self-report measures, rating scales like Likert scales, checklists, and the semantic differential technique. Krathwohl's taxonomy of the affective domain is also presented, with five levels ranging from receiving to characterizing. The importance of motivation, attitudes, values, and self-efficacy in the affective domain is discussed.
Assessment in the affective domain. cha.4.ed8
- 1. Assessment in the Affective Domain ASSESSMENT OF LEARNING 2 DR. REBECCA AMAGSILA Ph. D. • EDDIE T. ABUG • BSE-TLE 4A
- 2. Chapter 4 PUBLISHED BLOOM’S TAXONOMY • ASSESSMENT IN THE AFFECTIVE DOMAIN • 1965 • THREE DOMAINS • 1. COGNITIVE • 2. AFFECTIVE • 3. PSYCHOMOTOR
- 3. • COGNITIVE DOMAIN • Emphasizes measurements of reasoning and the mental faculties of student. • AFFECTIVE DOMAIN • Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection.
- 4. • AFFECTIVE DOMAIN • More difficult domain to objectively analyze and assess since affective objectives vary from simple attention to selected phenomena to complex • Internally consistent qualities of character and conscience. • “Schooled” but not” educated” • Processes in education today are aimed at developing the cognitive aspects of development and very little or no time is spent on the development of the affective domain.
- 5. • Development of Psychomotor domain • Is also an important consideration in education • Taxonomy developed in the affective domain • As a starting point of our discussions on measurement and evaluation in this particular educational domain of interest.
- 6. 1. Receiving Being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Ex. To differentiate, to accept, to listen(for), to respond to. 2. Responding Committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Ex. To comply, to follow, to commend, to volunteer, to spend leisure time in, to acclaim. 3. Valuing Willing to be perceived by others as valuing certain ideas, materials, or phenomena Ex. To increase, to measured proficiency in, to relinquish, to subsidize, to support, to debate. 4. Organization Already held and bring it into a harmonious and internally consistent philosophy. Ex. To discuss, to theorize, to formulate, to balance, to examine. 5. Charaterization By value or by value set is to act consistently in accordance with values he or she has internalized. Ex. To revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.
- 7. If we are desirous to apply the continuum of Krathwohl et al. To teaching, then we are encouraging students to not just receive information at the bottom Study the biographies of great scientists We are interested in students’ attitudes toward science, Scientists, Learning science and specific science topics Serve as inspiration for them to emulate the way that great scientists have led the simple lives Devoted their talents to the cause of science of the affective hierarchy. Instead, as teachers, we would like for them to respond to what they learn, to value it, to organize it And maybe even to characterize themselves as environmentalists, geology majors or earth scientists
- 8. • We want to find teaching methods that encourage students and draw them in • Affective topics in educational literature include attitudes, motivation, • Communication styles, classroom management styles, learning styles, • Use of technology in the classroom and nonverbal communication, • Interests, predisposition and self-efficacy
- 9. • As teachers • We need to be careful about our own actions • That may negatively impact on students’ attitudes • which go straight into the affective domain. • Facial expressions that reveal sarcasm, • Body movements that betray distrust and dislike, should all be avoided.
- 11. Level Definition Example Receiving Being aware of or attending to something in the environment. Individual would read a book passage about civil rights. Responding Showing some new behaviors as a result of experience. Individual would answer questions about the book, read another book by the same author, another book about civil rights, etc. Valuing Showing some definite involvement or commitment. The individual might demonstrate this by voluntarily attending a lecture on civil rights. Organization Integrating a new value into one’s general set of values, giving it some ranking among one’s general priorities. The individual might arrange a civil rights rally. Characterization by Value Acting consistently with the new value. The individual is firmly committed to the value, perhaps becoming a civil rights leader.
- 14. A. COGNITIONS Beliefs, theories, ex, expectancies, cause-and-effect beliefs and perceptions. B. AFFECT Fear, liking, or anger (c:blue=loneliness, to others associated it with calm and peace). C. BEHAVIORAL INTENTIONS our goals, aspirations, and our expected responses to the attitude object. D. EVALUATION the central component of attitudes, consist of the imputation of some degree of goodness or badness to an attitude object. Defined as mental predisposition to that is expressed by evaluating a particular entity with some degree of favor or disfavor. Individuals generally have attitudes that focus on objects, people or institutions. VALUES Mental categories/orientation FOUR COMPONENTS OF ATTITUDES 1. ATTITUDES
- 15. • Evaluations are a function of cognitive, affect and behavioral intentions of the object. • It is most often the evaluation that is stored in memory, often without the corresponding cognitions and affect that were responsible for its formation (Robert Scholl, Univ. Of Trhode Island, 2002) • Why study attitudes? • Attitudes can influence the way we act and think in the social communities we belong. • They can functions as frameworks and references for forming conclusions and interpreting or acting for or against an individual; individuals , • Drinking Alcoholic Bev. • Mathematics and Mathematical Equations
- 16. 2. MOTIVATION • Is a reason or set or reasons for engaging in a particular behavior, especially human behavior as studied in psychology and neuropsychology. • The reason may include basic needs (e.g. food, water, shelter) • Or an object, goal, state of being, or ideal that is desirable, which may or may not be viewed as “positive”, such as seeking a state of being in which pain is absent. • The motivation for a behavior may also be attributed to less-apparent reasons such as altruism or morality. • Accdg. To Geen (1995), motivation refers to the initiation, direction, intensity and persistence of human behavior. • There are many theories that explain human motivation.
- 17. A.. Abraham Maslow’s Hierarchy of Human Needs Theory. - Human Beings have wants and desires - Physiological: food, clothing, shelter, - Safety and security: home and family - Social: being in a community, - Self esteem, Self actualiztion B. Frederick Herzberg’s two factor theory-need theory of motivation - Concludes that certain factors in the WORKPLACE result in JOB SATISFACTION, absent leads to DISSATISFACTION - 1. MOTIVATORS (e.g. Challenging work, recognition, responsibility) give positive satisfaction -2. MOTIVATOR HYGIENE THEORY/HYGIENE FACTORS (MAKES YOU HEALTHIER) - Do not motivate if present, but if absent will result in demotivation -e.g. Status, job security, salary, and fringe benefits C. Clayton Alderfer-ERG Theory (existence, relatedness and growth) - Expanded Maslow’s Hierarchy of Needs Theory -Existence Category “Physiological and Safety Needs” – Relatedness Category “Love and Self Esteem Needs”
- 18. Several Effects of Motivation in Education on how students learn/behavior toward Subject Matter Two (2) Kinds of Motivation (Situated Motivation found in Environmental Conditions that the Teacher creates) 1. INTRINSIC MOTIVATION occurs when people are internally motivatd to do something because it either brings them pleasure (impt./learning is morally significant) 2. EXTRINSIC MOTIVATION comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (money/good grades) (Ormrod, 2003) 1. Direct behavior toward particular goals. 2. Lead to increased effort and energy 3. Increase initiation of, and persistence in, activities. 4. Enhance cognitive processing 5. Determine what consequences are reinforcing. 6.Lead to improved performance.
- 19. 3. SELF-EFFICACY • The last focal concept, an impression that one is capable of performing in a certain manner or attaining certain goals. • A belief that one has the capabilities to execute the courses of actions required to manage prospective situations. • Unlike efficacy, which is the power to produce an effect (an essence, competence) • Self-efficacy is the belief (whether or not accurate) the one has the power to produce that effect. • (distinction) Self esteem relates to a person’s sense of self-worth, wheras • Sefl efficacy relates to a perception of their ability to reach a goal
- 20. DEVELOPMENT OF ASSESSMENT TOOLS Assessment Toolswhich are used to assess attitudes, interests, motivations, and self-efficacy, have been developed. 1. Self-Report (Written Reflections) -The most common measurement in the affective domain. -Requires an individual to provide an account of his attitude or feelings toward a oncept or idea or people. –ex. Write thoughts about the subject matter “Why I Like or Dislike Mathematics” - The teacher ensures that students would demontrate the (taxonomy) low level of receiving up to characterization. 2. Rating Scales • Set of categories designed to elicit information about a quantitative attribute in social science. • Common examples are LIKERT SCALE and 1-10 RATING SCALES • A person selects the number which is considered to reflect the perceived quality of a product.
- 21. SEMANTIC DIFFERENTIAL SCALE • Tries to assess an individual’s reaction to specific words, ideas or concepts in terms of ratings on BIPOLAR SCALES • Defined with contrasting adjectives at each end • 0 = Neutral, 1 = Slightly, 2 = Quite, 3 = Extremely • “3” close to good = Extremely Good reaction • “3” close to bad = Extremely Bad reaction • The scale actually measures two things • 1.) Directionality of a reaction (e.g. Good versus bad) • 2.) Intensity (slight through extreme)
- 22. A number of basic consideration are involed in Semantic Differential (SD) methodology Three Dimension of Response labeled EVALUATION, POTENCY, and ACTIVITY (EPA) CONCEPT’S PROFILE Measurements of a concept (EPA) Evaluation – good/bad, Potency –powerful/powerless, Activity – fast/low BIPOLAR ADJECTIVES are simple, economical means for obtaining data on people’s reactions. Can be used with adults/children, persons from all walks of life/culture EPA system – appropriate in affective responses (hundreds of word concepts, stories, poems, social roles, stereotypes, colors, sounds, sapes, individual persons) The results support the validity(SD) AS A TECHNIQUE FOR ATTITUDE MEASUREMENT used in 1) measure of attitude in wide variety of projects, 2) assess attitude change, 3) study attitude formation, 4) attitudes towards organization, 5) attitudes toward jobs and occupations, 6) attitudes toward minorities
- 23. THURSTONE LIKERT THURSTONE • Considered the father of attitude measurement • Addressed the issue of how favorable an individual is with regard to a given issue • Developed (1932) method of summated ratings/Liker t Scale LIKERT SCALE An Example of a Thurstone Scale (target attribute: "measuring parents' aspirations for their children's educational & career attainments“) From http://jan.ucc.nau.edu/~mid/edr720/class/survey/responses/rea ding4-2-1.html From https://rmsbunkerblog.wordpress.com/tag/likert-scale/
- 24. CHECKLIST The easiest instrument in the affective domain to construct. Consists of simple items that the student or teacher marks as • “absent” • “present” Steps in the construction of a checklist • Enumerate all the attributes/characteristics you wish to observe relative to the concept being measured. • Arrange this attributes as a “shopping” list of characteristics. • Ask the students to mark those attributes/characteristics which are present and to leave blank those which are not.
- 25. Checklist for Teachers By: Sandra F. Rief M.A.E74 (1997) Getting students’ attention 1. Ask an interesting, speculative question, show a picture, tell a little story, or read a related poem to generate discussion and interest in the upcoming lesson. 2. Try “playfulness,” silliness, a bit of theatrics (props/storytelling) to get attention/interest. 3. Use storytelling. Students of all ages love to hear stories. 4. Add a bit of mystery bring an object relevant to the upcoming lesson in a box. 5. Signal students auditorily: ring a bell, use a beeper or timer. 6. Vary your tone of voice: loud, soft, whispering. 7. Use visual signals: flash the lights or raise your hand which signals - students to raise hand. 8. Frame the visual materia you want students to be focused on with your hands/colored box. 9. If using an overhead, place an object (e.g. little toy car/plastic figure) projected – screen. 10. Clearly signal: “Everybody....Ready...” 11. Color is very effective in getting attention. 12. Model excitement and enthusiasm about the upcoming lesson.
- 26. References Santos, Rosita De Guzman Ph. D. 2007. Advanced Methods in Educational Assessment and Evaluation Assessment of Learning 2 PICTURES Retrieved October 14 2014 http://leanlearning.wikispaces.com/instructional_design Retrieved October 14, 2014 http://serc.carleton.edu/NAGTWorkshops/affective/index.html Retrieved October 14, 2014 http://www.theknowledgeguru.com/serious-games-work-large-enterprise/ Retrieved October 14, 2014 http://educatingpreschool.blogspot.com/2011/03/affective-domain.html Retrieved October 14,2014 http://www.slideshare.net/gabriellavillafranca3/assessment-in-affective-domain Retrieved October 18, 2014 http://norahcolvin.com/tag/maslow/ Retrieved October 18, 2014 http://aviationmentor.blogspot.com/2011_03_01_archive.html Retrieved October 18, 2014 http://logcero.blogspot.com/2014/01/assessment-tools-in-affective-domain.html