The main goal
of the teaching-learning process is learning. Learning is should be facilitated
and assessed. Learning doesn’t only refer to substantive or content knowledge
because learning can be in many forms. It can be a knowledge learned, a skill
acquired or an attitude patterned. Within the school, a learner also learners
to interact with other people and from his experiences he learn, acquire or
pattern his attitudes, beliefs, preferences, morals, ethics, feelings, etc..
Since affects are also products of the teaching-learning process, they should
also be assessed.
FIVE LEVELS OF AFFECTIVE DOMAIN OF
LEARNING
Receiving –
Being aware or attending to something in the environment
Responding –
Showing new behaviors as a result of learning/experiences
Valuing –
Showing some definite involvement or commitment
Organizing –
Integrating new values into one’s general set of values and giving ranks or
prioritizing them
Characterization
– Acting consistently with the new rule
ASSESSMENT OF AFFECTIVE OUTCOMES
Only a few
approaches to the assessment of affective outcomes have been translated into
classroom use. It is helpful for a teacher to know different approaches to
assess whether students are learning affectively.
APPROACHES TO THE ASSESSMENT OF
AFFECTIVE OUTCOMES
Robinson
& shaver (1993) mentioned ways to assess attitudes and dynamic outcomes.
They are as follows:
Money. A student who spends money on books
has, more likely, an inclination to reading and it can be deduced that he loves
what he does. People spend most of their money in things which they consider
important.
Time. Time is gold. Gold in important. If some spends his
time on something, it shows his love or interest in what he does.
Verbal Expressions.
A person who speaks of the Bible is obviously affectively inclined to the Words
of God.
Fund of Information. One who knows a lot about
the solar system has more likely spends time and money to know such
information. This shows his affective inclination to the field which interests
him.
Speed of Decision or Reaction Time. A person who makes quick decision
between attending ballet recitals or seminars shows his preference, beliefs and
attitudes. If he chooses to attend the seminar, it means that he has strong
belied or conviction that seminars are more important.
Written Expression or Personal
Documents. Writing
reflects who a person is. Emily Dickinson’s poems are always about bravery
towards death. It only shows her attitude.
Sociometric Measures. Though a lot of contentions can be
said against this, it still prevails that who your friends are is who you are.
Activity Level Methods. An activity that arouses one’s
interest and in which he exerts a lot of energy is more likely the activity
that he prefers.
Observations. Observing how a person conducts
himself is the best way to assess his affects.
Specific Performances and Behaviors. A person’s behavior toward something
is his attitude, belief, preference, etc. A person who hurts animals may be an
animal-hater or just a violent person.
Memory Measures. Our memory absorbs the best when it
is stimulated to do so. Recalling something easily reflects affects.
Simulations. Games, role playing and other
activities that represent outside interaction are good conditions from which
one’s affects can be observed.
THERE ARE
WAYS to gather affective data. In this part of the lecture, we will have the
following, one by one:
1. Self-report
2. Attitude
scale (Forced-Choice
Selection Method, Summated
Ratings or Likert Scale, The
Semantic Differential Technique)
3. The Free
Response and Opinionnaire Method
4. Simple
Projective Techniques
5. Self-expression
Techniques
6. Checklist
WRITING ITEMS FOR SELF-REPORT AFFECTIVE MEASURES
These are
guidelines and criteria to be considered to develop or edit activities that
measure affective outcomes (Payne, 2003). Payne cited several things to avoid:
1. Avoid
statements referring to the past. Instead, refer to the present.
2. Avoid
statements that are factual or are capable of being interpreted as factual.
3. Avoid
statements that can be interpreted in more than one way.
4. Avoid
statements that are irrelevant to the psychological object under consideration.
5. Avoid
statements that are likely to be endorsed by everyone or by no one.
6. Avoid
reflecting the entire range of affectivity.
7. Avoid
using complex, ambiguous or indirect language.
8. Avoid
statements that are too long (more than 20 words).
9. Avoid
statements that contain more than one complete thought.
10. Avoid
statements that contain universals: “only,” “just,” “merely,” “none” and others
of familiar nature.
11. Avoid
statements that are formed with compound or complex sentences.
12. Avoid
using highfalutin words or words difficult to understand.
13. Avoid
double negatives.
STEPS IN CONSTRUCTING AN ATTITUDE SCALE
Berdie et al.
(1996) described an effective method to construct an attitude scale. There are
steps and they are as follows:
Collect a
pool of statements.
If you plan to have an attitude scale for cheating, let your students write
three or four statements towards cheating.
Select the best statements.
Using a criteria cull 30 items from a pool of 50 or 60 statements.
Administer the inventory.
This is not a test; there is no right and wrong answer. All the sentences in
the list represent ideas that some people hold about cheating on tests.
Students can make use of the plus (+) sign or the minus (-) sign to indicate
whether they agree or disagree, respectively. If students are uncertain, they
can indicate this using a question (?) mark. Students can intensify their
responses by encircling the symbol they incurred. For example, and encircled
plus (+) sign symbolized that the student strongly agrees with the statement.
Of course, these indications can be modified.
Score the inventory.
Values can be assigned to responses. Refer to the given example below.
Symbol
|
Points given
|
Encircled +
|
5
|
+
|
4
|
-
|
3
|
Encircled -
|
2
|
?
|
0
|
If the
maximum possible score is 150, this will indicate a favorable attitude. The
minimum can be 30 score and the indifference can be 90.
ATTITUDE
SCALING:
FORCED-CHOICE SELECTION METHODS
This method
requires/forces respondents to select among choices that differ in content.
This is instead of choosing the degree of favorableness or intensity. The
respondent is to choose the statement that best describes him. The format is
the same with that of a multiple-choice examination and can be a description of
a situation.
The
forced-choice selection method: minimizes the subjectivity of the exam; reduces
fakability; produces a better distribution; is quick, efficient and objective;
and produces scores that are easily analyzed.
ATTITUDE SCALING:
SUMMATED RATING OR LIKERT SCALES
In this
method, respondents are to choose among numbers (1, 2,3, 4 and 5) or letter (A,
B, C, D and E) which are assigned with response categories (strongly agree,
agree, uncertain, disagree or strongly disagree). Numerical weights are best
used for easiness of computation.
ATTITUDE
SCALING:
SEMANTIC DIFFERENTIAL TECHNIQUE
This method
makes use of bipolar adjective scales. It is designed to measure attitudes,
feelings and opinions by degree from very favorable to highly unfavorable.
Refer to the examples below:
Fast
___ - ___ - ___ - ___ - ___ - ___
-____
Slow
Good
___ - ___ - ___ - ___ - ___ - ___
-____
Bad
Quite
___ - ___ - ___ - ___ - ___ - ___
-____
Active
Strong
___ - ___ - ___ - ___ - ___ - ___
-____
Weak
There are steps
in developing a semantic differential scale. There are enumerated as
follows:
1. Identify
the concepts to be rated.
2. Choose
appropriate bipolar scales.
3. Design
a response sheet.
4. Write
instructions.
FREE RESPONSE AND OPINIONNAIRE METHOD
This method
brings out every relevant response and ensures that all necessary questions are
asked. The students are free to respond the way they deem proper.
The following criteria are
to be considered in preparing an opinionnaire (Gable, 1996):
1. Brevity
2. Inclusion
of items of interest and face appeal to the respondents
3. Provision
for depth responses
4. Wording
should neither be suggestive nor unstimulating.
5. Phrasing
of questions should allay suspicion about hidden purposes and should not
embarrass/threaten respondents.
6. Phrasing
of question should not be too narrow. It should allow respondents a reasonable
latitude.
There are two
types of opinionnaires – the close/pre-categorized type and the
open/free-response type. A pre-categorized type is very closely related to the
forced-response technique in that it requires a respondent to choose between or
among categorized responses. The former, on the other hand, gives absolute
freedom for any type of response.
There are general cautions to be considered when preparing an opinionnaire:
1. Spell
out objectives, purposes and specifications for the instrument.
2. Try
to limit the length of the questionnaire to ten questions.
3. Make
sure that the students understand the purpose of the questionnaire.
4. Use
a sequence of questions.
5. Motivate
the students to answer thoughtfully.
6. Control
the questionnaire’s administration.
7. Urge
the students to express their own thoughts.
8. Be
sure that directions are clear, definite and complete.
9. Urge
student to ask clarifying questions.
10. Pilot-test
the questions that are not clear to them.
SIMPLE PROJECTILE TECHNIQUES
SPT or
(simple projectile technique) can be done using word association, unfinished sentences or unfinished stories.
Word association is done by presenting a word and letting the student respond
using the first word that comes out from his mind. Unfinished sentences are
done by letting the student fill out missing parts of a sentence. Unfinished
story is done by asking students to tell how a story should end.
SELF-EXPRESSION TECHNIQUES
SET give the
student the opportunity to express their ideas and opinions about themselves
and others. Johari’s Window and other modified forms are the best examples of
this.
CHECKLISTS
This is the
simplest way to gather affective data. Students are only required to tick items
that are either desirable/favorable or undesirable/unfavorable for them.
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