Authentic-Assessment-of-the-Affective-Targets

Authentic Assessment Lesson

1. Authentic Assessment of the Affective Targets

2. What is Affective Domain? It covers behaviors about attitudes, beliefs and feelings. Reasons why it is important to assess affect (William James Popham(2003) educators should be interested in assessing affective variables because these variables are excellent predictors of student’s future behavior; Teachers should assess affect to remind themselves that there’s more to be a successful teacher than helping students to obtain higher scores on achievement tests; and Information regarding student’s affect can help teachers teach more effectively on a day-to-day basis.

3. a. Attitude targets -influences what students are likely to do. -most often one can identify the positive and negative attitudes that a person intends to foster or at least keep track of because of these attitudes are related to correct and future behavior. Example of Positive and negative attitudes:

4. 3 components/contributing factors of attitude An affective component of positive and negative feelings A cognitive component describing worth or value A behavioral component indicating a willingness or desire to enggage in particular actions

5. 1. Using questionnaires to survey students Questionnaires are amongst the most common forms of determining students’ attitudes or opinions. example of an opinion questionnaire developed by a classroom teacher to assess apprentice responses to estimating in a printing course

6. Some helpful criteria for writing attitude or opinion statements avoid statements that may be interpreted in more than one way; avoid statements likely to be endorsed by almost everyone or no one; select statements believed to cover the entire range of feelings; statements should be short, rarely exceeding 20 words; each statement should contain only one complete thought; and terms such as ‘all, always, none, never ...’ should be avoided. When people are tired of completing surveys, they may settle for generating any response that is merely reasonable like: agreeing with complex statements; responding in a way that ensures privacy; answering conservatively; saying “don’t know” etc. when the question is complex; making some random choices; and making indiscriminate choices.

7. Points to Consider when Making Questionnaires 1 4 2 5 3 Keep the questionnaire as short as possible and preferably to one page. l Offer people a reward for completing the questionnaires. Check that only the most essential questions are asked. l Distribute and collect questionnaires yourself. Do not ask adult students for both age and gender.

8. example of observational form: There are a number of choices available to you in the way you can conduct observations. Any covert observation raises questions of ethics and these issues should be clarified. We are aware that people will behave differently when they know that they are being observed but in free and democratic education systems, we do not think that there is any scope for covert assessments. 2. Observation forms of Assessing attitudes

9. Two basic guidelines for the observational assessment of attitudes : that both the student and the observer should know the characteristics being observed; and that standards (e., observational checklists) are used as an aid to consistent evaluation.

10. b. Interest Targets Interest is a personal preference for certain kinds of activities. The interests of an individual are really important information about the make-up of his personality. Interests are one of the determinants of individual differences. An interest is a tendency to become absorbed in an experience and to continue it. Main characteristics of Interest Interests are not necessarily related to ability or aptitude. Interest can be hereditary as well as acquired from the environment, through the interests are mainly acquired. Interests are fairly stable, and cannot be changed easily. Interests of an individual resemble his parent’s or family’s interests. Interests are the aspects of the personality of an individual. Interests are related to aptitudes and achievements

11. Formative assessments of interests can be used to direct teaching and learning to those aspects of a subject that students find relevant and rewarding. The ranking is preferable to rating scales as a means of establishing preferences and the personal order of importance. 1. Assessing interest in formative assessment Example: The pair comparisons - students are instructed to mark the object that they most prefer. Example:

12. c. Motivation Targets Motivation is the determined engagement in learning in order to gain mastery of knowledge and skills; students take learning seriously and give importance to opportunities to learn. Intrinsically motivated When students do something or engaged themselves in activities because they find the activities interesting, enjoyable, or challenging. Extrinsic Motivated Doing something because it leads to a reward or punishment. Likewise, it has been shown that students who are motivated by a need to understand and master the task (mastery orientation) show more positive behavior and thinking as compared to those who are doing something for the result or outcome (performance operation).

13. A rating scale designed to help identify the motivation behind a target problem behavior in individuals through informant responses. 1. Motivation Assessment sccale Example:

14. d. ValuesTarget Values are characteristics or traits that a person holds in high importance. This includes principles that one considers to be right, and consequently which guide the person's future actions and decisions. Such as being honest, cheerful, ambitious, loving, responsible, and helpful. Example 1. Sample of value and value target Some values that are commendable and non-controversial. Non-controversial values like kindness, generosity, perseverance, loyalty, respect, courage, compassion, and tolerance. Both of them believed that there should be a limit to the number of affective traits targeted and assessed.

15. e. Self-Concept Target A collection of beliefs about oneself that includes elements such as academic performance, gender roles, sexuality and racial identity. 1. The Personal Self-Concept Questionnaire (PSQ) The questionnaire is made up of 22 statements and divided into four subcategories. Participants use a scale of one to five to respond to the statements, with one being ‘Totally Disagree’ and five being ‘Totally Agree.’ 2. The Self-Concept Questionnaire (SCQ) The questionnaire itself contains 48 statements that aim to measure self-concept across six different aspects. Participants rate their answers to the statements on a scale from 1 to 5, with one being ‘very unlike me’ and five being ‘very true of me.’ A higher score indicates a high sense of self-concept, with a lower score indicating a lower sense of self-concept.

16. f. Locus Control -an individual's beliefs about the extent of control that they have over things that happen to them. The more anxious or depressed a person is, the more external their locus of control tends to be and a greater external locus of control is associated with a greater vulnerability to physical illness. Types of Locus Control 1. Internal Students generally believe that their success or failure is a result of the effort and hard work they invest in their education. Individual believes that his/her behavior is guided by his/her personal decisions and efforts. 2. External Students generally believe that their successes or failures result from external factors beyond their control, such as luck, fate, circumstance, injustice, bias, or teachers who are unfair, prejudiced, or unskilled. Individual believes that his/her behavior is guided by fate, luck, or other external circumstances.

17. 1. Multidimensional Health Locus of Control Scale -an 18-item Multidimensional Health Locus of Control scales (MHLC) remain widely used in health psychology. Each of the six items per scale is scored on a range between strongly agree and strongly disagree. 2. Schepers locus of Control Questionnaire - This 80-item questionnaire (extended from 65 items to improve reliability) is based on the social learning theory and attribution theory. It scores individuals on their degree of internal control, external control, and autonomy.

18. 1. Mind Tools – Locus of Control In this quick-to-complete online questionnaire, the user reads 22 paired statement s and selects the statement they prefer is similar to Rotter’s Locus of Control Scale. When you click Calculate My Total, it returns a value of Internal Locus of Control(strong), Internal Locus of Control (moderate), or External Locus of Control 2. University of Virginia – Darden School of Business This handy Locus of Control Instrument contains 20 true-or-false questions. Once complete, a table helps you calculate your degree of internal versus external locus of control. The score, between 0 and 100, identifies the individual as having a very strong external locus of control, external locus of control, both external and internal locus of control, internal locus of control, or very strong internal locus of control. 3 popular Locus of Control Test

19. 3 . Nicholson McBride Resilience Questionnaire Created by the National Health Service in the United Kingdom, this downloadable table is an abbreviated version of the Nicholson McBride Resilience Questionnaire . It contains 10 yes–no questions . The scores are based on the answers given to each question. Add two points for a ‘no’ answer for each of the following questions: Do you find it a waste of time to plan ahead because something always causes you to change direction? Are most of the things you do designed to please other people? An overall score over 20 suggests the person who completes it takes control of their life and has an internal locus of control Example:

20. Thank you for listening. Group 1 Aron, Irish Bandao, Salve Baucas, Rolanda Camillo, Khyran Es-esa, Julia Kelly, Leny Mataag, Carolyn Palacsa, Alvarez Salming, Karla