AFFECTIVE ASSESSMENT

ADVANCED TEST MEASUREMENT

MEAM 607
JOSEPH G. LLEGUE
AFFECTIVE ASSESSMENT
• Affective traits and learning Targets
• Bloom’s affective Targets
• Methods of Assessing Affective Targets
• Attitude scales
 likert scales
 Semantic-Differential Scales
 Stapel Scales
Affective traits
• The word affective refers to variety of traits and dispositions
that are different from knowledge, reasoning, and skills
(John,1995).
• Technically, this term means the emotions or feelings that one
has toward someone or something.
• Nevertheless, attitudes, values, self concept, citizenship, and
other traits are usually considered to be non-cognitive, include
more than emotions or feelings.
Affective Traits
• Attitudes • Self- esteem
• Interests • Locus of Control
• Values • Emotional Development
• Opinions • Social relationships
• Preferences • Altruism
• Motivation • Moral Development
• Academic self-concept • Classroom Development
 Learning Targets
Learning targets are short term goals or statements. Your
learning targets should clearly state what you expect students to know
and be able to do at the end of the lessons.
1.Attitude Targets
2. Value Targets
3. Motivation Targets
4. Academic Self-Concept Targets
5. Social Relationship Targets
6. Classroom Environment Targets
1. Attitude Targets
• McMillan(1980)defines attitudes as internal states that
influence what students are likely to do.
• The internal state can in some degree determine positive or
negative or favorable or unfavorable reaction toward an object,
situation, person or
• group of objects, general environment, or group of persons. In a
learning institution, attitude is contingent on subjects, teachers,
other students, homework, and other objects or persons.
Attitude Targets

A Positive Attitude Toward A Negative attitude Toward

Learning Cheating
Math, Science, English Drug use
other subjects Bullying
Assignments Cutting classes
Classroom rules Dropping out
Teachers
Three Components of Attitudes (Contributing
Factor)
• Affective Component
consists of the emotion or feeling associated with an object
or a person
• Cognitive Component
is an evaluative belief (such as thinking something as
valuable, useful, worthless, etc.).
• Behavioral Component
is actually responding in a positive way.
2. Value Targets
• End states of existence
refer to a conditions and aspects of oneself and the kind of
world that a person wants such as safe life, world peace,
freedom, happiness, social acceptance, and wisdom.
• Mode of conduct
are manifested in what a person believe is appropriate and
needed in everyday existence such as being honest, cheerful,
ambitious, loving, responsible, and helpful.
 Value Sample Value Target

Honesty Students should learn to value honesty in dealing with others.

Integrity Students should firmly observe their own code of values.

Students should support the view that all citizens should be the
Justice recipients of equal justice from government law enforcement
agencies.

Students should believe that democratic countries must provide

Freedom
the maximum level of freedom to their citizens.
3. MOTIVATION TARGET
• Expectancy X Value Framework
implies that motivation is determined by students'
expectation, their belief about whether they are likely to be
successful, and the relevance of the outcome.
• Expectations
refers to the self efficacy of the students.
• Values
are self-perception of the importance of the performance
2 Kinds Of Motivation
Intrinsic Motivation
when students do something or engage themselves in
activities because they find the activities interesting, enjoyable,
or challenging.
Extrinsic Motivation
is doing something because it leads rewards or
punishment.
4. Academic Self-concept Targets
• Self-concept and self-esteem are multidimensional.
• Each person has a self-description in each area, that form one's
self concept or self image.
• Moreover, individuals have a sense of self regards, self
affirmation, and self worth in each area.(self-esteem)
5. Social Relationship Targets
• A complex set of interaction skills, including identification of and
appropriate responses to social indication, defines social
relationship.

peer relations friendship

cooperation collaboration
taking a stand conflict resolution
functioning in group assertiveness
Pro social behavior empathy
6. CLASSROOM ENVIRONMENT TARGET

In every classroom there is a unique climate that is felt at

every point in time. Some manifest a comfortable atmosphere,
others have relaxed and productive ambiance. As a result there
are classes that are happy and content while others are serious
and tensed due to the effect of the classroom climate. It follows
that students behave differently as dictated also by the classroom
climate, some shows warm and supportive class while others
register as cold and rejecting.
CLASSROOM ENVIRONMENT TARGET
• Characteristics
• Involvement
• Task Orientation
• Cohesiveness
• Favoritism
• Friction
• Formality
• Communication
• Warmth
Bloom’s Affective Taxonomy
• The affective domain is one of three domains in Bloom's
Taxonomy, with the other two being the cognitive and
psychomotor (Bloom, et al., 1956).
• The affective domain (Krathwohl, Bloom, Masia, 1973) includes
the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations,
and attitudes.
Bloom’s Affective Taxonomy
Characterization
by Value Set

Organization

Valuing

Responding

Receiving
Bloom’s Affective Taxonomy
At this level, the learner will:
• Attend the learning
session
• Be aware
• Be willing to hear/ receive
• Be attentive

Receiving
Phenomena
Bloom’s Affective Taxonomy
At this level, the learner will:
• Be willing to respond
• React
• Be satisfied to respond (be
motivated to respond)

Responding
Bloom’s Affective Taxonomy

At this level, the learner

will:
• Attach value to the
phenomenon
Valuing • Strongly associated
with the topic
• Demonstrate
commitment to
certain values
Bloom’s Affective Taxonomy
Organization
Organizes values into
priorities by contrasting
different values, resolving
conflicts between them,
and creating an unique
value system. The
emphasis is on comparing,
relating, and synthesizing
values.
Bloom’s Affective Taxonomy
Characterization
At this level, the learner will:
by Value Set • Completely internalize
his/her values and
behave in accordance
• Be predictable in
his/her behavior and
in supporting these
values
• Let his/her value
system control
behavior
 Memorizing it
Let it become a part
of you Characterization
by Value Set
Organize it in your
mind Organization

Value it
Valuing

Be responsible
Responding

Accept knowledge Receiving

Phenomena
Methods of Assessing affective Targets
• Student Self-report
Allows students to express their feelings or attitude toward a
given specific classroom activity
• Interview Method
Allows the teacher to probe and clarify information in order to
ambiguity.
• Questionnaire or Survey Method
 Constructed-response Format
 Selected-response Format
Attitude Scales
Attitude scales provide a quantitative measurement of
attitudes, opinions or values by summarizing numerical scores
given by researchers to people's responses to sets of statements
exploring dimensions of an underlying theme.

The Likert Scale (Summated Ratings Scale)

A multiple item rating scale in which the degree of an attribute
possessed by an object is determined by asking respondents to agree
or disagree with a series of positive and/or negative statements
describing the object.
 Attitude toward buying from the Internet

Totally Disagree Neutral Agree Totally

disagree Agree

a.) Shopping takes much longer on the

Internet

b.) It is a good thing that Saudi consumers

have the opportunity to buy products through
the Internet

c.) Buying products over the Internet is not a

sensible thing to do
Semantic Differential Scale

• A rating scale in which bipolar adjectives are placed at both ends (or
poles) of the scale, and response options are expressed as “semantic”
space.
Example:
Please rate car model A on each of the following dimensions:
Durable ---:-X-:---:---:---:---:--- Not durable
Low fuel consumption ---:---:---:---:---:-X-:--- High fuel consumption
Stapel Scale

• A simplified version of the semantic differential scale in which a single

adjective or descriptive phrase is used instead of bipolar adjectives.

Example:
Model A
-3 -2 -1 Durable Car 123
-3 -2 -1 Good Fuel Consumption 1 2 3
THANK YOU!