Affective Domain PDF

ASSESSMENT OF STUDENTS IN AFFECTIVE DOMAIN AFFECTIVE DOMAIN It refers to the way in which we deal with situations emotionally such as feelings, appreciation,enthusiasm, motivation, values, and attitudes.  What is Affective Domain? The affective domain involves o...

ASSESSMENT OF STUDENTS IN AFFECTIVE DOMAIN AFFECTIVE DOMAIN It refers to the way in which we deal with situations emotionally such as feelings, appreciation,enthusiasm, motivation, values, and attitudes.  What is Affective Domain? The affective domain involves our feelings, emotions, and attitudes. This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. This domain is categorized into 5 subdomains. Receiving is being aware of or sensitive to the existence of specific ideas, material,orphenomenaand being willing totolerate them. Examples: differentiate, to accept, to listen to respond Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are to comply with, to follow to commend, to volunteer, to spend leisure time in, to acclaim Valuing is willing to be perceived by others as valuing specific ideas, materials,or phenomena Examples include to increase measured proficiency in, to relinquish, to subsidize, to support to debate Organization relates the value to those already held and brings it into al harmonious and internally consistent philosophy. Examples are to discuss, to theorize, to formulate, to balance, to examine Characterization by value or value set is to act consistently following the values he or she has internalized. Examples to discuss, to theorize, to formulate, to balance, toexamine Affective Learning Competencies Instructional objectives are specific, measurable, short- term, observable Student behaviors. Objectives are the foundationupon which you can build lessons and assessments that meet your overall course or lesson goals. Think of objectives as tools used to make sure you reach your goals. They are the arrows you shoot towards your target (goal).  The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline, but to ensure that learning is focused enough that both students and teacher know what is going on and so learning can be objectively measured. Level Definition Example Receiving Being aware of or attending to The individual would read a book passage something in the about civil rights. environment Responding Showing some new The individual would answer questions about behaviors as a result of the book, read another book by the same experience. author, another book about civil rights, etc. Level Definition Example Valuing Showing some definite The individual involvement or demonstrate this by commitment. voluntarily attending a lecture on civil rights. Organization Integrating a new value The individual might into one’s general set of arrange a civil rights values, giving it some rally. ranking among one’s general priorities. Levels Definition Example Acting The Individual is Characterization consistently firmly Value with the new committed to value. the value, perhaps becoming a civil rights leader. Behavioral Verbs Appropriate for the Affective Domain Receiving Respondin Valuing Organizatio Characteriz g n ation Accept Complete Accept Codify Internalize Attend Comply Defend Discriminate Verify Develop Cooperate Devote Display Recognize Discuss Pursue Order Examine Seek Organize Obey Systematize Respond Weigh ATTITUDES AND ITS 1.Attitudes Attitudes are defined as a mental predisposition to act by evaluating a particular entity with some degree of favor or disfavor. Individuals generally have attitudes that focus on objects, people, or institutions. Mental orientations towards concepts are usually referred to as values. Attitudes are comprised of four components: A. Cognitive Cognitions are beliefs, theories, expectancies, cause and efect, beliefs and perceptions relative tob the focal object. The concept is not the same as feelings but just a statement of beliefs and expectations that vary from one individual to another. b.Affect Refers to our feeling concerning the focal object, such as fear, liking, or anger. For instance, the color "blue" evokes different feelings for different individuals: some like blue, but others do not. Some associate blue with “loneliness,” while others associate it with “calm and peace.” C. Behavioral Intentions Our goals, aspirations, and our expected responses to the attitude object. D. Evaluation Evaluations are often considered the central component of attitude. Evaluations consist of the imputation of some degree of goodness or badness to an attitude object. Evaluations are a function of the cognitive, affective, and behavioral intentions of the object. It is most often the evaluation that is stored in memory, often without the corresponding cognitions and affect responsible for its formation. AFFECTIVE TRAITS 1. Attitude-predisposition to respond favorably or unfavorably to specified situations, concepts, objects, institutions, or persons. 2. Interest-personal preference for certain kinds of activities. 3. Value-importance, worth, or usefulness of mode or conduct and end state of existence. 4. Opinions- beliefs about specific occurrence and situations. 5. Preference - desire or propensity to select one object to another. 6. Motivation - desire or willingness to be engaged in behavior and intensity of involvement. 7. Academic self-concept- self-perception of competence in school and learning. 8. Self-esteem - attitude toward oneself; degree of self-respect, worthiness, or desirability of self- concept. 9. Locus of control - self-perception of whether success and failure is controlled by the student or by external influences. 10. Emotional development - growth, change, and awareness of emotions and ability to regulate emotional expression. MOTIVATION AND THEORIES OF MOTIVATION 2.Motivation Motivation is a reason or set of reasons for engaging in a particular behavior, especially human behavior, as studied in psychology and neuropsychology. The reasons may include basic needs (e.g., food, water, shelter) or an object, goal, state of being, or ideal that is desirable, which may or may not be viewed as “positive,” such as seeking a state of being in which pain is absent.  The motivation for a behavior may also be attributed to less-apparent reasons such as altruism or morality. Motivation refers to the initiation, direction, intensity, and persistence of human behavior (Geen, 1995). Abraham Maslow’s hierarchy of human needs Abraham Maslow’s hierarchy of human needs (summary): Human beings have desires that influence their behavior, only unsatisfied needs can influence behavior, but satisfying needs cannot. Since needs are many, they are arranged in order of importance, from basic to the complex. The person advances to the next level of needs only after the lower need is at least minimally satisfied. The further progresses up the hierarchy, the more individuality, humanness, and psychological health a person will show. 2. Herzberg’s Motivation Hygiene Theory: The psychologist Frederick Herzberg extended the work of Maslow and propsed a new motivation theory popularly known as Herzberg’s Motivation Hygiene (Two-Factor) Theory. Herzberg conducted a widely reported motivational study on 200 accountants and engineers employed by firms in and around Western Pennsylvania.  According to Herzberg, the opposite of satisfaction is not dissatisfaction. The underlying reason, he says, is that removal of dissatisfying characteristics from a job does not necessarily make the job satisfying. He believes in the existence of a dual continuum. The opposite of ‘satisfaction’ is ‘no satisfaction’ and the opposite of ‘dissatisfaction’ is ‘no dissatisatisfaction’. 3. McClelland’s Need Theory: Another well-known need-based theory of motivation, as opposed to hierarchy of needs of satisfaction- dissatisfaction, is the theory developed by McClelland and his associates’. McClelland developed his theory based on Henry Murray’s developed long list of motives and manifest needs used in his early studies of personality. McClelland’s need-theory is closely associated with learning theory, because he believed that needs are learned or acquired by the kinds of events people experienced in their environment and culture. McClelland identified the following three characteristics of high-need achievers: 1. High-need achievers have a strong desire to assume personal responsibility for performing a task for finding a solution to a problem. 2. High-need achievers tend to set moderately difficult goals and take calculated risks. 3. High-need achievers have a strong desire for performance feedback. 4. McGregor’s Participation Theory: Douglas McGregor formulated two distinct views of human being based on participation of workers. The first basically negative, labeled Theory X, and the other basically positive, labled Theory Y. Theory X is based on the following assumptions: 1. People are by nature indolent. That is, they like to work as little as possible. 2. People lack ambition, dislike responsibility, and prefer to be directed by others. 3. People are inherently self-centered and indifferent to organisational needs and goals. 4. People are generally gullible and not very sharp and bright. On the contrary, Theory Y assumes that: 1. People are not by nature passive or resistant to organisational goals. 2. They want to assume responsibility. 3. They want their organisation to succeed. 4. People are capable of directing their own behaviour. 5. They have need for achievement.  Urwick’s Theory Z: Much after the propositions of theories X and Y by McGregor, the three theorists Urwick, Rangnekar, and Ouchi-propounded the third theory lebeled as Z theory. The two propositions in Urwicks’s theory are that: 1. Each individual should know the organisational goals precisely and the amount of contribution through his efforts towards these goals. 2.Each individual should also know that the relation of organisational goals is going to satisfy his/her needs positively. In Urwick’s view, the above two make people ready to behave positively to accomplish both organisational and individual goals. Theory Z is based on the following four postulates: 1. Strong Bond between Organisation and Employees 2. Employee Participation and Involvement 3. No Formal Organisation Structure 4. Human Resource Development 6. Argyris’s Theory: Argyris has developed his motivation theory based on proposition how management practices affect the individual behaviour and growth In his view, the seven changes taking place in an individual personality make him/her a mature one. In other words, personality of individual develops 6. Argyris’s Theory: 7. Vroom’s Expectancy Theory: One of the most widely accepted explanations of motivation is offered by Victor Vroom in his Expectancy Theory” It is a cognitive process theory of motivation. The theory is founded on the basic notions that people will be motivated to exert a high level of effort when they believe there are relationships between the effort they put forth, the performance they achieve, and the outcomes/ rewards they receive. Thus, the key constructs in the expectancy theory of motivation are: 1. Valence: Valence, according to Vroom, means the value or strength one places on a particular outcome or reward. 2. Expectancy: It relates efforts to performance. Instrumentality: By instrumentality, Vroom means, the belief that performance is related to rewards. Thus, Vroom’s motivation can also be expressed in the form of an equation as follows: Motivation = Valence x Expectancy x Instrumentality 8. Porter and Lawler’s Expectancy Theory : In fact, Porter and Lawler’s theory is an improvement over Vroom’s expectancy theory. They posit that motivation does not equal satisfaction or performance. The model suggested by them encounters some of the simplistic traditional assumptions made about the positive relationship between satisfaction and performance. They proposed a multi-variate model to explain the complex relationship that exists between satisfaction and performance.  What is the main point in Porter and Lawler’s model is that effort or motivation does not lead directly to performance. It is intact, mediated by abilities and traits and by role perceptions. Ultimately, performance leads to satisfaction,. The same is depicted in the following Fig 17.4. Motivation in education can affect how students learn and their behavior towards subject matter (Ormrod, 2003). It can: 1. Direct behavior toward particular goals. 2.Increase initiation of and persistence in activities 3. Lead to increase effort and energy. 4.Enhance cognitive processing. 5.Determine what consequences are reinforcing. 6.Lead to improved performance These are the two kinds of motivation: Intrinsic motivation occurs when people are internally motivated to do something because it either pleases them, they think it is essential, or they feel what they are learning is morally significant. Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of factors external to them (like money or good grades) Self-efficacy It is an Impression that one is capable of performing in a particular manner or attaining specific goals. It is a belief that one can execute the courses of action required to manage prospective situations. Unlike efficacy, which is the power to produce an effect (in essence, competence), self- efficacy is the belief (whether or not accurate) that one has the power to produce that effect. Self-esteem Self-esteem relates to a person’s sense of self-worth. In contrast, self-efficacy relates to a person’s perception of their ability to reach a goal. For example, say a person is a terrible rock climber. They would likely have poor self- efficacy regarding rock climbing, but this wouldn’t need to affect their self-esteem; most people don’t invest much of their self-esteem in this activity. Development of Assessment Tools Assessment tools in the affective domain, particularly those used to assess attitudes, interests, motivations, and self-efficacy, have been developed. 1.Self-Report Sometimes called “written reflections.” The most common measurement tool in the affective domain. It essentially requires an individual to account for his attitude or feelings towards a concept or idea, or people. 2.Teacher Observation is one of the essential tools for formative assessment. Steps in using teacher's observation: 1. Determine in advance the specific behavior related to the targets. 2. Develop a list of positive and negative behaviors. 3. Decide the type of observation you want to use. b) Two methods of teacher observation 1. Unstructured observation is also known as open-ended observation. The teacher monitors his students in natural classroom setting, taking notes of the observations about the classroom environment and the behaviors and characteristics of the students being assessed. 2. Structured observation it usually involves the utilization of checklist, rating scale, and sometimes the use of rubrics.  Using this measurement tool, the teacher requires the students to write his/their thoughts on a subject matter, like “Why I Like or Dislike Mathematics.” The teaher ensures that the students write something which would demonstrate the various levels of taxonomy, e.g., the lowest level of receiving up to characterization 3.Rating Scales A rating scale is a set of categories designed to elicit information about a quantitative attribute in social science. Typical examples are the Likert scale and 1-10 rating scales. A person selects the number that is considered to reflect the perceived quality of a product. The primary feature of any rating scale is that it consists of a number of categories. 4.Semantic Differential Scales (SD) SD tries to assess an individual’s reaction to specific words, ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end. An example of an SD scale is: The scale measures two things: a.Directionality of a reaction (e.g., good vs bad); and b.Intensity (slight through extreme) 5.Thurstone Scale Thurstone is considered the father of attitude measurement. He addressed the issue of how favorable an individual is concerning a given Issue. He developed an attitude continuum to determine the position of favorability on the issue. Below is an example of a Thurstone scale measurement: Directions. Put a checkmark in the blank if you agree with the item. 1.Blacks should be considered the lowest class of human beings. (scale value = 0.9) 2.Blacks and whites must be kept apart in all social affairs where they might be taken as equals. (scale value = 3.2) 3. I am not interested in how blacks rate socially. (scale value =5.4) 3.A refusal to accept black is not based on any fact of nature but prejudice that should be overcome. (scale value = 7.9) 4.I believe that blacks deserve the same social privileges as whites. (scale value = 10.3) 6.Likert Scale In 1932, Likert developed the summated ratings (or Likert’s scale) method, which is still widely used today. The Likert scale requires that individuals tick on a box to report whether they “strongly agree,” “agree,” are “undecided,” “disagree,” or “strongly disagree” in response to a large number of items concerning an attitude object or stimulus, Below is an example of a Likert Scale: Statement: I do not like to solve algebraic equations. Response options: 1. Strongly Disagree 2. Disagree 3. Agree 4. Strongly Agree 7. Multidimensional Scales In 1944, Guttman suggested that multidimensional scales should measure attitude, as opposed to unidimensional scales. He pointed out that there should be a multidimensional view of the attitude construct. He developed the Scalogram Analysis, Cumulative Scaling, or as usually called Guttman Scaling. The major characteristic of this scale is that the response to one item helps predict the responses to other items. 8. Checklists The most common and perhaps the easiest instrument in the affective domain to construct. It consists of simple items that the student or teacher marks as “absent” or “present.” Three steps in developing checklist: 1. Enumerate all attributes and characteristics you wish to observe relative to the concept being assessed. 2. Arrange these attributes as a "shopping" list of characteristics. 3. Ask students to mark attributes or characteristics which are present and to leave blank to those which are not. THANK YOU !