0 evaluări0% au considerat acest document util (0 voturi)
51 vizualizări45 pagini
The document discusses various methods for assessing students' affective domain, including teacher observation, student self-reports, and peer ratings. It provides examples of positive and negative behaviors that indicate attitudes toward learning. Teacher observation can be unstructured and open-ended or structured using checklists and rating forms. Student self-reports are obtained through interviews, conversations, questionnaires and surveys, and allow students to express their affect. Trust must be established for students to openly share their true feelings and beliefs.
The document discusses various methods for assessing students' affective domain, including teacher observation, student self-reports, and peer ratings. It provides examples of positive and negative behaviors that indicate attitudes toward learning. Teacher observation can be unstructured and open-ended or structured using checklists and rating forms. Student self-reports are obtained through interviews, conversations, questionnaires and surveys, and allow students to express their affect. Trust must be established for students to openly share their true feelings and beliefs.
The document discusses various methods for assessing students' affective domain, including teacher observation, student self-reports, and peer ratings. It provides examples of positive and negative behaviors that indicate attitudes toward learning. Teacher observation can be unstructured and open-ended or structured using checklists and rating forms. Student self-reports are obtained through interviews, conversations, questionnaires and surveys, and allow students to express their affect. Trust must be established for students to openly share their true feelings and beliefs.
traits and how these concepts are related to student learning were discussed the preceding chapter. Assessment of the affective domain is one of the requirements of the 21st teaching – learning proposition. A holistic approach is required so as to have Both the traditional and authentic assessment tools are to be utilized to come up with a good and quality results. There are various instruments or tools that can be used to assess affective domain of learners. Samples are provided to help you craft your own affective assessment tools. Cognitive and affective domains are inseparable aspects of learners. Each completes one another with respect to learners’ important domains. Proper, on- going assessment of the affective domain– students attitudes, values, dispositions , and ethical perspectives – is essential in any way efforts to improve academic achievement and the quality of educational experience provided. Unfortunately, the practice of routinely assessing learners‘ affective are often left behind and focus is given most of the time to assessing learners’ cognitive aspects. In addition unlike cognitive domain less assessment tools are available for the effective construct. There are three feasible methods of assessing affective traits and dispositions these methods are teacher observation ,student self report and pear rating (mc Milan ,2007) since affective traits are not directly observable they must be deduced from behaviour or what or student say about themselves and other . There are variety of psychological measures that asses affective traits ,but to sophistication of such instruments, classroom teacher rarely use them . Instead , own observation and students self reports are mostly used. 1. Emotions and feelings change quickly most especially for young children and during early adolescence. which means that to obtain a valid indication of individual students’ emotion or feeling , it is necessary to conduct several assessment over a period of time. A single assessment is not enough to see what prevalent affect is. It needs to be repeated over several times. 2. Use varied approaches in measuring the same affective trait as possible.
It is better not to rely on a single method
because of limitations inherent in that method. For example, students self-report maybe faked hence may significantly meddle in the results. ( however, if the self-reports are consistent with the teacher’s observation, then a stronger case can be made.) Consideration of what purpose of assessment is will influence the method that must be used. For reporting or giving feedback to parents or interested individual about the learner, individual student information is necessary . Thus multiple methods of collecting data over a period of time and keeping records to verify judgments based is appropriate. If the assessments is to improve instruction, then results for group or whole class is more proper to use. This is one of the usefulness of affective assessment. It is more reliable to use anonymous student self-reports. Teacher observation is one of the essenstial tools for formative assessment However, in this chapter the emphasis is on how to use this method so that teachers can make more systematic observations to record student behaviour that indicates the presence of targeted affective traits. In using observation, the first thing to do is to determine is advance how specific behaviors relate to the target. It starts with a vivid definition of the trait, then followed by list of student behaviors and actions that correspond to positive and negative dimensions of the trait. Behaviors and actions are identified initially by listing what the students with positive and negative behaviors and another list for negative student behaviors. These lists will serve as the initial or starting point of what will be observed. Contained in the table below are some possible student behaviors indicating positive and negative attitude toward learning Student Behaviours Indicatig Positive and Negative Attitudes Toward Learning Positive Negative Rarely misses class Is frequently absent
Rarely late to class Is frequently tardy
Asks lots of questions Rarely asks questions
Help other students Rarely helps other
student Works well Needs constant independently without supervision supervision Is involved in extracurricular is not involved in extracurricular activities activities he or she likes school says he or she doesn't like school comes to class early rarely comes to class early Stays after school rarely stays after school voluteers to help doesn't volunteer completes homework often does not complete homework tries hard to do well doesn't care about bad grades completes extra credit work never does extra credit work completes assignments before they never completes assignments before are due the due class
Rarely complains Complains
Rarely off- task sleeps in class
rarely bothers other students bother other students
Stares out window
These behaviours provide foundation in developing guidelines, checklist or rating scales. The positive behaviours are called Approach Behaviours while the negative ones are termed Avoidance Behaviours. Approach behaviours results in direct, less direct, less frequent, and less intense contact. These dimensions are helpful in describing the behaviours that indicate positive and negative attitudes. These behaviours may serve as vital input on how to perform observation, particularly the teacher observation. McMillan (2007) suggested that the best approach is to develop a list of positive and negative behaviours. Although published instruments are available , the unique characteristic of a school and its students are not considered in these instruments when they were developed.
After the list of behaviour's has been
developed, the teacher needs to decide whether to use an informal, unstructured observation or a formal one structured. These two types differ in terms of preparation and what is recorded. Unstructured observation (anecdotal) may also be used for the purpose of making summative judgements. This is normally open-ended, no checklist or rating scale is used, and everything observed is just simply recorded. In using unstructured observation , it is necessary to have at least some guidelines and examples of behaviours that indicate effective trait. Thus it is a must to determine in advance what to look for , however it should not be limited to what was predetermined, it also needs to open to include other actions that may reflect on the trait. Unstructured observation is more realistic, which means teachers can record everything they have observed and are not limited by what is contained in a checklist or rating scale. There is no problem if specific behaviours that were not previously listed an be added. The disadvantage is that it is not practical to record much about student behaviour on a regular basis. It is hard to find time most especially when the teacher is pre- occupied with other learning activities. Structured observation is different from unstructured observation in terms of preparation needed as well as in the way observation is recorded. In structured observation, more time is needed since checklist or rating forms are to be made since it will be used to record observations. The form is generated from a list of positive and negative behaviours to make it easy and convenient in recording. determine behaviours to be observed in advance Record students important data such as time, data, and place. If unstructured, record brief description of relevant behaviour Keep interpretations separate from description of relevant behavior Record both positive and negative behaviours. Have as much observations of each student as necessary Avoid bias Record immediately the observations Apply a simple and efficient procedures. There are varied ways to express students affect as self- report. The most common and direct way is while having a casual conversation or interview. Students can also respond to a written questionnaire or survey about themselves or other students 1.2.1 Student Interview There are different types of personal communication that teachers can use with their students’ like individual and group interviews , discussions and casual conversations to assess affect. It is similar to observation but in here, there is an opportunity that teachers may have direct involvement with the student wherein teachers can probe and respond for better understanding it is important that trust must be established so that students’ true feelings and beliefs will be revealed. Without trust, students may simply respond in a way that they will please the teacher even if it is not the true reflections od their real selves. An advantages of interview is that the teacher can clarify questions probe where appropriate for clarification of responses, and note non-verbal behaviour on the other hand, students have an opportunity to qualify or elaborate on previous responses. This procedure helps avoid vagueness , a problem normally experienced with measuring affect. The second type under self-report method is questionnaires and surveys. The two types of format using questionnaires and surveys are: (a) Constructed- Responses format ; And (B) Selected Response Format . It is a straight forward approach asking students about their affect by responding to simple statement or questions. Another way to implement constructed- response format is by means of an essay. Essay items provide more in depth and extensive responses that that of the simple short sentences. Reasons for their attitudes values and beliefs are expresses better using essays Selected- Response Format there are three ways of implanting the selected response format in assessing affective learning outcomes. These three ways will be discussed in the succeeding part of this chapter. Checklist for using Students Self Report to Assess Affect (McMillan 2007) Keep measures focused on specific affective traits Establish trust with students Match response format to the trait being assessed Ensure anonymity if possible Keep questionnaires brief Keep items short and simple Avoid negatives and absolutes Write items in present tense Avoid double –barrelled items Peer ratings or appraisal is the least common method among the three methods of assessing affect discussed in this chapter. Because of the nature methods of learners they do not always take this activity seriously and most often than not they are subjective in conducting this peer rating. Thus peer rating is seen relatively inefficient in terms of nature of conducting scoring and interpreting peer ratings. However teachers can accurately observe what present in the classroom and thus can verify the authenticity of results of peer rating. The two methods of conducting peer ratings are: (a) guess who approach : and (b) socio-metric approach. These approaches can be used together with observations and self reports to strengthen assessment of interpersonal and classroom environment targets. Each of the three methods ( observation, Self report peer ratings ) that was discussed previously has its own advantage and disadvantage. In choosing for which method or to use consider the following factors. A general reaction to something or someone can best be gathered through observation. However, if attitude components is to be diagnosed a self report will give a better information. Observation can be supported by peer rating method if the target is socially oriented affect. If grouped response and tendencies are needed, selected response self report method is suited because it assures anonymity and is easily scored. In the intention of the affective assessment is to utilize the results as supporting input to grading then multiple approaches is necessary and be minded of the possibility of having fake results form self-report and even from peer judgement. to sum it up the choice of method or combining these methods is dependent upon the context, targets and the level of comfort in utilizing any particular method or combination of methods. The affective domain encompasses behaviours in terms of attitudes, beliefs, and feelings. Sets of attitudes beliefs and feelings comprise one’s value. There are various assessment tools that can be used to measure affect. Checklist is one of the affective formative assessment strategies to monitor specific skills, behaviours or dispositions of individual or group of students(Burke,2009) Checklist contain criteria that focus on the intended outcome or target. Checklists help student in organizing the tasks assigned to them into logically sequenced steps that will lead to successful completion of the task. For the teachers , a criteria checklists can be used for formative assessments by giving emphasis on specific behaviours, thinking skills, social skills, writing skills, speaking skills, athletic skills or whatever outcomes are likely to be measured and monitored. Checklist can be used for individual or group cases. Observation Checklist Student Subject Date
Type of Assignment Not yet Somewhere Frequently
Work Habits • Gets work _______________ _______________ ______________ done time • Asks for help _______________ ________________ _____________ when needed • Takes initiative ________________ ________________ ______________ Study habits • Organizes _____________ _____________ _____________ work ___ ____ ___ • Takes good _____________ _____________ _____________ notes ___ ____ ___ • Uses time well _____________ _____________ _____________ ___ _____ ___ Social Skills • Works well _____________ _____________ _____________ with others ___ ____ ____ • Listen to others _____________ _____________ _____________ • Help others ___ ____ ____ _____________ _____________ _____________ ___ ____ _____ 3.1.1 Criteria For checklist In the planning for criteria that will be used in checklist, the criteria must be aligned with the outcomes that need to be observed and measured. Generally criterion is defined as standard that serves as reference for judgement or decision. Popham (1999) explain that when teachers set criteria, the main emphasis is to use these criteria in making judgement or regarding the adequacy of student responses and the criteria will influence the way the response is scored. Checklist should be utilized because these a. Make a quick and easy way to observe and record skills, criteria and behaviours prior to final test or summative evaluation b. provide information to teachers if there are students who need help so as to avoid failing c. Provide formative assessments of students learning and help teachers monitor if students are on track with the desired outcomes. 1. Rating scales help students understand the learning target/outcomes and to focus students attention to performance 2. Completed rating scale gives specific feedback to students as far as their strengths and weaknesses with respect to the targets to which they are measured. 3. Students not only learn the standard s but also may internalize the set standards. 4. Ratings helps to show each student’s growth and progress.
Example Rating Scale (Attitude towards
Mathematics ) Directions : put the score on the Column for each of the statement as it applies to you. Use 1 to 5 being lowest and 5 6 the highest Score
1. I am happy during Mathematics class
2. I get tired doing board work and drills
3. I enjoy solving word problems
The most commonly used type of rating scales are: Numerical Rating Scale a numerical rating scale translates the judgements of quality or degree into numbers. To increase the objectivity and consistency of results from numerical rating scales a short verbal description of the quality level of each number may be provided. Example: Directions: Indicate the degree to which the student contributes to team activity by encircling the appropriate number. The numbers represent the following values 4- constantly appropriate and effective ; 3 generally appropriate and effective – 2 needs improvement. May do other unrelated tasks ; and 1 – unsatisfactory descriptive and do other task not related to activity. Descriptive Rating Scales A better format for rating is this descriptive graphic rating scales that replaces