Chapter 17Assessing Affective Outcomes

Reference: Measuring and Evaluating Learning Outcomes in AL 1 and 2

Carlito D. Garcia Ed DNiel Richard C.

LopezBSED-III

Approaches to the Assessment of Affective Outcomes.

1. Money

The amount of money an individual spends on certain activities and courses of action is the direct manifestation of his attitude and interest. In both elementary and high school, simulation exercises involving purchases can be very revealing.

Approaches to the Assessment of Affective Outcomes.

2. Time

The amount of time an individual uses in certain activities is to some extent, a reflection of his attitude toward them. Surveying the time can definitely reveal their interests and values.

Approaches to the Assessment of Affective Outcomes.

3. Verbal Expressions

A number of assessment methods utilize verbal expressions of attitudes. Likert, Semantic, Differential and Opinionnaire are illustrative of methods for assessing verbal expressions of attitudes.

Approaches to the Assessment of Affective Outcomes.

4. Fund of Information

The amount or type of information an individual has about the certain object, person or issue is, to some extent, indicative of his attitude.

Approaches to the Assessment of Affective Outcomes.

5. Speed Of Decision Or Reaction Time

Normally, an individual makes a quick decision on areas or issues where he has the strongest conventions.

Approaches to the Assessment of Affective Outcomes.

5. Written Expressions or Personal Documents

Analysis of such documents such as biographies, diaries, records, letters, autobiographies, journals and exposition can reveal a lot an individual’s attitude.

Approaches to the Assessment of Affective Outcomes.

6. Sociometric Measures

Analysis of choice of friends, social distances preferences and general structure of a classroom can be very informative about a students’ predispositions and values.

Approaches to the Assessment of Affective Outcomes.

7. Activity Level Methods

There are number of measures of an individuals’ general excitement level in response to stimulus. Notable among these are fluency or amount written, speed of reading and work endurance.

Approaches to the Assessment of Affective Outcomes.

8. Observations

The use of standardized reports systematically gathered by trained recorders operating withing the limits of an explicitly stated frame of reference has provided very useful data on attitudes and on the operations of these attitudes between individuals.

Approaches to the Assessment of Affective Outcomes.

9. Specific Performances and Behaviors

An individuals behavior ca illustrate his/ her attitudes and their influences.

Approaches to the Assessment of Affective Outcomes.

10. Memory Measures

Instructing an individual to learn a given material, varying the controversial nature of the content, introducing an unrelated activity to distract the subject, and then asking hi to recall all or part of original material is one approach to the use of memory as an instrument of an instrument of attitude assessment

Approaches to the Assessment of Affective Outcomes.

11. Simulations

Contrived structures or unstructured activities can be used in stimulating and simulating affective responses. The use of role playing, for instance is useful both as an assessment as well as an instructional technique.

Writing Items for Self-Report

Affective Measures

Writing Items for Self-Report Affective Measures

Refer to the past or future rather than the present

Are factual or capable of being interpreted as factual

May be interpreted in more than 1 way Are irrelevant to the psychological object

under consideration

Writing Items for Self-Report Affective Measures

Are likely to be endorsed by almost everyone or by almost no one

Do not reflect the entire range of effectivity; Use language that is complex, ambiguous

and indirect; Are too long (more than 20 words); Contain more than one complete thought;

Writing Items for Self-Report Affective Measures

Contain universals such as only, just, merely, none and others

Are formed with compound words and complex sentences;

Use words that may not be understood by those who are to be given the completed scales; and

Use double negatives.