Common Affective Assessment Tools

Summary

In this lesson on affective assessment tools by Teacher Clare, the focus is on various evaluation methods that gauge emotional and attitudinal aspects of student learning. Affective assessment is more challenging than cognitive assessment but essential for understanding students' inner states and motivations. The video explores tools like self-report questionnaires, interviews, student journals, and observations, each with its own set of guidelines and limitations. These tools help teachers measure traits such as motivation, attitudes, and values, moving beyond the traditional academic focus.

Highlights

• Understand the difference between direct and indirect affective assessments. 🧐
• Learn about the self-report questionnaires like Likert scales and their pros and cons. 📋
• Interviews provide deep understanding but can be time-consuming. ⏳
• Student journals help reflect emotional states over time. 📓
• Observations allow for assessing behaviors in real situations. 🌟

Key Takeaways

• Affective assessment measures emotions and attitudes, not just cognitive skills. 🧠❤️
• Self-report questionnaires are simple but can be biased. 🎭
• Likert scales are a type of self-report that measure agreement levels. 📏
• Interviews offer in-depth insights but require trust and rapport. 🤝
• Observations capture behaviors in natural settings, offering real-time insights. 👀

Overview

Teacher Clare's lesson on affective assessment tools dives into the complexities of measuring students' emotions and attitudes, something that goes beyond conventional academic assessments. While cognitive evaluations are straightforward, assessing affective domains presents unique challenges—and opportunities—for educators.

The lesson covers a range of tools, starting with self-report questionnaires, which are commonly used despite their susceptibility to bias or inaccuracies. There's a special focus on Likert scales, a popular mechanism for gauging agreement levels on various topics. The video delves into crafting these tools correctly to obtain meaningful data.

Another major highlight is the use of interviews, student journals, and observations. Interviews allow educators to obtain detailed insights by fostering a conversation, while journals give students the space to reflect on their experiences. Observations enable real-time assessment of behaviors, offering valuable clues to students' attitudes and values during various activities.

Chapters

• 00:00 - 01:00: Introduction and Learning Objectives This chapter, titled 'Introduction and Learning Objectives,' serves as the starting point where Sister Claire introduces the lesson on assessment of learning. It begins with a call to action for viewers to subscribe and click the notification bell for updates. Sister Claire welcomes everyone to the lesson, and the primary focus is on discussing effective assessment tools. The chapter also establishes the learning objectives of the lesson.
• 01:00 - 02:30: Direct and Indirect Affective Assessment The chapter discusses the challenge of assessing affective traits in students compared to cognitive dimensions. It aims to explain common tools used for affective assessment and demonstrate their crafting for teachers' use. Despite difficulties, there are tools available for teachers to measure learning in the affective domain.
• 02:30 - 06:00: Self-Report Questionnaire or Inventory This chapter explores the use of self-report questionnaires or inventories in assessing learning. It highlights the concept of direct and indirect assessment within the learning domain, emphasizing that direct assessment of effective learning outcomes is more feasible at lower educational levels. An example is provided where a teacher uses online attendance in Moodle to gauge students' willingness to learn, indicating that teachers may regard the number of attendances as a measure of students' engagement and interest in the learning material.
• 06:00 - 09:00: Self-Report Questionnaire - Semantic Differential and Checklist This chapter explores the utilization of self-report questionnaires, specifically focusing on two types: the semantic differential and the checklist. It discusses the application of these tools in assessing the affective domain of students, particularly their abilities in completing assignments and participating in online activities as evidence at the responding level. The chapter highlights the challenges of indirect assessment, which attempt to gauge the internal states and thoughts of students, and notes ongoing research efforts to improve these measurement methods.
• 09:00 - 13:00: Interview as an Affective Assessment Tool The chapter discusses the use of interviews as an affective assessment tool, focusing on various methods that indirectly assess intended affective learning outcomes. It mentions the self-report questionnaire or inventory, which involves students or respondents answering questions related to their emotions or feelings.
• 13:00 - 15:00: Student Journal as an Affective Assessment Tool The chapter discusses the use of student journals as a tool for affective assessment, which can help in understanding students' behaviors, emotions, and feelings. It can aid in diagnosing emotional or intellectual states and assessing changes in motivation, attitudes, or interests before and after instruction. However, a limitation of this tool is the potential lack of truthfulness in responses.
• 15:00 - 18:00: Observation as an Affective Assessment Tool Observation as an Affective Assessment Tool: The chapter discusses the biases present in self-reported questionnaires or inventories. It highlights different scaling methods such as word scale, semantic differential, and checklists. These methodologies, including the Likert scale invented by Renis Likert, offer varied insights into the emotions and thoughts of students or respondents, reflecting their feelings and perceptions.
• 18:00 - 20:00: Assignment and Conclusion The chapter discusses the use of scales to measure opinions, focusing on how descriptive and numeric forms are used to capture a range of feelings. In numeric form, the scale typically ranges from 1 to 5, where 5 represents a strong positive sentiment, and 1 represents a strong negative sentiment.

Common Affective Assessment Tools Transcription

• 00:00 - 00:30 [Music] before you proceed please subscribe and click the bell button for more updates good day everyone my name is sister claire welcome to another lesson of assessment of learning in this lesson we will be discussing the effective assessment tools the learning objectives for this lesson
• 00:30 - 01:00 is to explain the common effective assessment tools and to demonstrate how these tools are crafted for the teachers measurement of affected traits is more challenging compared to measuring the students cognitive dimensions of learning although it is difficult to assess learning in effective domain there are some tools the teachers can use in assessing
• 01:00 - 01:30 learning in this area for this we have the direct and indirect effective assessment of the learning domain direct assessment of effective learning outcome is more achievable at the lower levels for instance a teacher can take online attendance in moodle to measure students willingness to learn thereby teachers may consider the number of
• 01:30 - 02:00 times the student were able to complete assignments and online activities these are actually evidences at the responding level of the affective domain on the other hand indirect assessment is difficult to measure since it covers the internal states that exist in the mind and thoughts of the students for this the researchers are in the continuing effort to use a
• 02:00 - 02:30 variety of method where indirectly assessing the intended affective learning outcomes today we will be discussing the common effective assessment tools first we have the self-report questionnaire or inventor this is used when a student or respondent is asked to answer questions pertaining
• 02:30 - 03:00 to his views behavior emotions or feelings in addition it can be used when diagnosing students emotional or intellectual state or even assess change in students motivation attitude or interests before and after the instruction although this assessment tool is easy to administer one limitation of this tool is the truthfulness
• 03:00 - 03:30 or biases in the gathering of actual data it is important to note that under a self questionnaire or inventory we can have like word scale semantic differential and the checklist like scale was invented by rance's leicard this type of scaling gives different perceptions of what the students or respondents are feeling and thinking hence the response says
• 03:30 - 04:00 whether in the descriptive or numeric form range from one extreme to another such as strongly agree to strongly disagree however using a numeric form we have five as the numeric value of the extreme positive feeling while one is the value of the extreme negative feeling moreover
• 04:00 - 04:30 this tool requires the respondent to it or select on a scale reflecting the level of agreement or disagreement on items relating to a particular experience issue or topic here is a sample like a scale in this example the student is asked on the extent he agrees or disagrees with the following views
• 04:30 - 05:00 about geometry with this the respondent or student is requested to select only one option among the given choices the most common k labels with corresponding numeric values are five for always four for often three sometimes two sell them or rarely and one for never here are the guidelines in making your self-report assessment instrument
• 05:00 - 05:30 first avoid factual statements such as the birthplace of president duterte's davao this makes true or false answer and not a likert scale second statement should be relevant to the psychological construct being measured you should have only one topic because if there are too many topics the student or the respondent might be confused third
• 05:30 - 06:00 the statement should refer to the present condition so when assessing the current feeling then it must be in present tense fourth avoid double negative statements for example a statement to describe his best friend is not ugly fifth use vocabulary appropriate students level of understanding and the last one
• 06:00 - 06:30 responses in the instrument should reflect progression or gradation [Music] lastly the statement should elicit a response that lends itself to one interpretation meaning the statement should be simple clear direct and precise the second self-report inventory is the semantic differential this is another wide used scale
• 06:30 - 07:00 designed by charles e oswood an american psychologist in 1979 another widely used scale that employs ratings of concepts with bipolar are contrary adjectives placed at the opposite ends of the scale for example we will assess the attitudes of students toward mathematics we will notice that at the left side we have
• 07:00 - 07:30 exciting while on the other side we have boring as the adjective so the respondents will just simply circle or check to identify their preferences here is another example of semantic differential in this example the students or respondents are asked to indicate their choice as they rate the new software you will notice we have bipolar
• 07:30 - 08:00 descriptions such as expensive versus inexpensive convenient versus inconvenient and lastly simple versus complex the third self-report inventory is the check list this tool is used to identify the presence or absence of a feeling behavior or attitude in here the behaviors are checked to reflect
• 08:00 - 08:30 what feeling behavior values or beliefs the respondents or learners are currently holding for instance you want to gauge or find out for students perception about stat 6 class so here you will simply list as many words or adjectives as you want and then you will just check on it in this example the statistics class is
• 08:30 - 09:00 we have the descriptions boring exciting and stimulating unpleasant etc same with the checklist in social science class simply put checklist is just checking what is present and what is absent on a certain construct or variable here's another effective assessment tool we have the interview interview
• 09:00 - 09:30 is an oral assessment of student learning conducted through spoken words and casual conversation this assessment tool allows the teacher to collect and explore more in-depth information about the trait being assessed which cannot be captured by written document or instrument it provides students or respondents the
• 09:30 - 10:00 opportunity to open their thoughts or ideas while at the same time it enables the teachers to be flexible in adapting questions as the need arises it must be noted however that interviews can provide the powerful moment of sharing whereas learners or responders are able to express face-to-face feelings and emotions
• 10:00 - 10:30 however a prerequisite component to achieve this kind of excellent moment of sharing is trust that is built up by the interviewer with the interviewees interviews may be structured or unstructured in structured interview there is a planned sequence of questions or interview guide which lead
• 10:30 - 11:00 to open-ended discussions between the teacher and the student either by group or individual moreover it takes more time because you are required to plan and prepared ahead compared to unstructured interviews it must be highlighted that one limitation of the structured interview is the predetermined questions
• 11:00 - 11:30 that limit the flexibility moreover some important information may be missed or ignored because you are controlled by the list of questions you need to accomplish for this instrument here's the sample of constructed interview an unstructured interview on the other hand will appear to be natural because it can create a more conversational environment for
• 11:30 - 12:00 sharing as a consequence a teacher can elicit more truthful information from the respondents or students however in many cases even when trust has been established students may not be comfortable talking or sharing about their values and feelings when faced in a one-to-one conversation with a person here are the steps to conduct interview first select the assessment
• 12:00 - 12:30 objectives second list the oral question sequence based on the objective third make a record note to capture both verbal and non-verbal behavior then conduct the interview so the third assessment tool for effective domain is the student journal this is an effective tool that can be used in assessing and monitoring students
• 12:30 - 13:00 thinking and attitudes journal writing gives students guided and opportunities to think aloud since it is a special form of documenting their personal experiences and thoughts journal writing students gives opportunity to rewind previous experiences that may give them another point of view and through journals students are given the opportunity to
• 13:00 - 13:30 open up and express their thoughts and feelings moreover a written journal provides information for teachers to give feedback and ask questions and while the primary intention of journal writing is to capture students feelings and emotion the discourse can lead to improving also the cognitive domain fourth assessment tool is observation observation involves looking for the presence or absence
• 13:30 - 14:00 of some behaviors that you want to observe observation enables the teachers to assess students behavior in an actual teaching and learning process this technique gives a source of clues that can be both obtrusive and unobtrusive measures of character attitudes dispositions or beliefs and etc for example a maple teacher
• 14:00 - 14:30 observes students play volleyball at the outset the teacher's focus will be on the scales how they spike pass the ball and the teamwork however a teacher may also discover those who play a clean game and those who play on foul moves such behavior is indicative of effective characteristic like honesty and sportsmanship which we
• 14:30 - 15:00 aim to develop not only for the map subject but across the school curriculum there are actually two types of observation we have the unstructured observation which is open-ended with no formal recording and the unstructured observation has been criticized because it's very subjective taking into account personal interpretation of the observed data
• 15:00 - 15:30 the second type of observation is the structured observation is also known as systematic observation the conduct of structured observation requires preparation for a checklist or rating form before the actual observation in doing the recording it simply requires a check on the yes and no for the presence or absence of the behavior next it uses a non-participant
• 15:30 - 16:00 method and employs a predetermined observation category for instance in msu when we conduct a demotion observation an evaluation sheet is provided in the rating scale the evaluator will simply give ratings based on what was observed here are the guidelines in doing the observation first set a clear definition of the affective trait that must be observed
• 16:00 - 16:30 second prepare a checklist or rating that will define a specific behavior that must be observed third ensure that it is free from ethical issues here's another sample of class observation rating form based on the depth of report card you will see the various behavior statements that served as indicators of the dep ed affected goals this tool is used as the official instrument
• 16:30 - 17:00 of teachers in observing the behavior of their students for your assignment you will create two effective assessment tools specifically the likert scale and the structured interview tool in creating a likert scale i want you to choose one affected goal to assess from that end then create at least five statements and on top of the five statements write
• 17:00 - 17:30 options for respondents to choose for instance some strongly agree up to strongly disagree in making a structured interview tool however you will use or choose an effective goal and then create five interview questions along with that make an interview report sheet you can create your own template provided that on the left side
• 17:30 - 18:00 you reflect the list of questions while on the right side you provide a space where you can write the response of those questions so that's all for effective assessment tools thank you for watching this video if you want to download a sample effective tool just click the link in this video description so see you in my next video once again this is teacher claire