ProfEd 311 Unit 3 Authentic Assessment of the Affective Domain PDF

Republic of the Philippines UNIVERSITY OF SOUTHERN MINDANAO- KIDAPAWAN CITY CAMPUS Sudapin, Kidapawan City, North Cotabato AUTHENTIC ASSESSMENT OF THE AFFECTIVE DOMAIN UNIT 3...

Republic of the Philippines UNIVERSITY OF SOUTHERN MINDANAO- KIDAPAWAN CITY CAMPUS Sudapin, Kidapawan City, North Cotabato AUTHENTIC ASSESSMENT OF THE AFFECTIVE DOMAIN UNIT 3 Intended Learning Outcomes (ILO): Select appropriately developed high quality affective assessment tools; Use target-and learner-appropriate affective assessment methods and tools; and Interpret performance assessment data/results for monitoring and evaluating learner achievement to improve learner performance and inform instruction. In the Bloom’s taxonomy, three domains of learning were identified: cognitive, psychomotor, and affective domains. The cognitive domain includes mental skills (knowledge), the affective domain dwells on growth in feelings or emotional areas (feelings, emotions, attitude); and the psychomotor domain is concerned with manual or physical skills (skills). In short, the three domains of learning are KSA, meaning knowledge, skills, and attitude. In this Unit, we shall be concerned with the affective domain. For a balanced education, let us not pay attention only to the development of the mind (cognitive) and the hands (physical skills). Let us also give attention to the development of the heart (affective). We have heard people say he/she is “schooled” but not “educated”. This statement points to the fact that much of what has happened in the education process has been focused on the cognitive domain. Today, however, we talk about the whole child approach, social and emotional learning (SEL), emotional intelligence quotient (EQ), positive discipline, and growth mindset, which deliver the same basic message, the equally important affective function of education. The Taxonomy of Educational Objectives The taxonomy in the affective domain contains a large number of objectives in the literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases (Krathwohl et al., 1964). The descriptions of each step in the taxonomy culled from Krathwohl’s taxonomy of Affective Domain are given as follows: Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to. Responding is being 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 comment, to volunteer, to spend leisure time in, to acclaim. Valuing is willing to be perceived by others as attaching importance to certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate. Organization is relating the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine. Assessment of Learning 2 Page 1 of 13 Module 1 USMKCC-COL-F-050  Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve. More details of the five levels of educational objectives in the affective domain with examples are given below (Table 1): Table 1. The Taxonomy in the Affective Domain Level Definition Example Receiving Being aware of or attending to Individual would read a book something in the environment passage about civil rights Responding Showing some new behaviors as a Individual would answer result of experience questions about the book, read another book by the same author, another book about civil rights, etc. Valuing Showing some definite involvement The individual might or commitment demonstrate this by voluntarily attending a lecture of civil rights Organization Integrating a new value into one’s The individual might arrange general set of values, giving it some a civil rights rally ranking among one’s general priorities Characterization by Acting consistently with the new The individual is firmly Value value committed to the value, perhaps becoming a civil rights leader Teachers usually find difficulty in the use of behavioral terms when they formulate learning outcomes in the affective domain. Below are examples of verbs or behavioral terms that can be used to state learning competencies in the affective domain (Table 2): Table 2. Behavioral Verbs Appropriate for the Affective Domain Receiving Responding Valuing Organization Characterization 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 3.1 Affective Targets 3.1.1 Attitudes Attitude is defined as a mental predisposition to act that is expressed by evaluating a particular entity with some degree of favor or disfavor. Generally, individuals have their own attitude that focuses on subjects or any instructions. Attitudes are attached to metal categories, and mental categories are generally referred to as values. Assessment of Learning 2 Page 2 of 13 Module 1 USMKCC-COL-F-050  Four Components of Attitude: 1. Cognition – these are the beliefs, theories, and cause-and-effect of beliefs and perceptions. Cognition has nothing to do with "feelings" because it is a statement of belief that can change from one person to another and from one situation to another. 2. Affective – it refers to the feelings and emotions such as fear, like, and anger. 3. Behavioral Intention – these are our goals and aspirations, as well as our anticipated reaction to the attitude. 4. Evaluation – it is the degree of goodness or badness towards the attitude. Attitudes can be influenced by the social community to which we belong. An attitude can function as the framework to form a conclusion that interprets the actions of an individual. 3.1.2 Interests Interest in the affective target is the personal preference for certain kinds of activities. It is a powerful motivational process that energizes learning, guides academic and career trajectories, and is essential to academic success. An interest can be an individual experience that they find more enjoyable and that involves lasting feelings; it can be a psychological state of mind which can increase the learner’s attention, effort, and excitement toward a specific situation. The Four Phases of Interest Development 1. Interest develops gradually and with external support – from lecture participation and school field trips. 2. Students at different stages of interest development may benefit from different types of external support. It creates a more exciting environment to attract the student’s attention inside the classroom, constructing a learning activity that can awaken the learner’s individual interest. 3. Triggered and maintained situational interest – where an individual begins to feel a personal sense of ownership, they start to go beyond what is required and become more curious and ask more questions to satisfy their curiosity. 4. Emerging and well-developed individual interests – where students will take personal responsibility for their curiosity and questions and find the perfect answer to them. 3.1.3 Motivation Motivation provides information about the type of environment, tasks, and activities that an individual can be motivated to do. Motivation provides insight into what an individual wants to do and what they need from a role in order to be engaged and successful. Five Classroom Tips to Motivate Students for Assessment Success 1. Create Student-Centered Classroom Assessments For many students who struggle with motivation, giving them more ownership and the opportunity to offer their own opinions can be helpful. Take advantage of this fact, and work to make your assessment more student-driven. 2. Tap into Intrinsic Motivation Interest and motivation go hand in hand. So, when creating your classroom exams, try to make questions as relevant to your students’ personal interests as possible. 3. Give Students a Say Letting your students make some decisions about their assessments is a great way to give them more ownership over their learning – and reap the motivational benefits that can provide. Assessment of Learning 2 Page 3 of 13 Module 1 USMKCC-COL-F-050  4. Take the Time to Personalize Taking the time to work individually with students and tailoring elements of your lessons to their needs can go a long way towards increasing their motivation for classroom assessments. 5. Encourage Students to Monitor their Own Progress When students are able to see their progress towards various academic goals, it can be a significant factor. 3.1.4 Values “Values” is defined as a principle, standard, or quality considered inherently worthwhile or desirable. Individuals, groups, and whole societies hold values. Values are what motivate and fulfill you. 3.1.5 Self-concept A self-concept is usually called a mental image of you as a person, as our internal interpretations of our actions, skills, and specific characteristics. When people are younger and still going through the self-discovery and identity-forming process, their self-concept appears to be more malleable. Self-perceptions are becoming more systematic and structured as people mature, as they form a clearer understanding of who they are and what is important to them. 3.1.6 Locus of Control The locus of control is an individual’s perception of the underlying main causes of events in his or her life. In education, the locus of control views the causes of their academic performance or school failure. It is assumed that whether a student has an internal or external locus of control has a powerful impact on academic motivation, persistence, and school achievement. 3.1.7 Self-efficacy Self-efficacy is a person’s particular set of beliefs that determine how well one can execute a plan of action in prospective situations (Bandura, 1977). It is a person’s belief in their ability to succeed in a particular situation. It is also important to understand the difference between self-efficacy and self-esteem. Self-efficacy is about the perception of one person to his/her abilities to attain a goal. While self-esteem is about the self- worth of a person. Characteristics of students with high self-efficacy: 1. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. Intrinsically motivated means that for every act they do, they are not expecting any external reward because they do it because it’s fun, enjoyable, and interesting. 2. Put forth a significant effort to meet commitments. They often exert a high degree of effort on what they are doing. 3. Attribute failure to things which are in their control rather than blaming external factors. 4. Students with high self-efficacy quickly and easily recover from obstacles that they are facing and from disappointment. 5. They are likely to achieve personal goals, things they set out to achieve for themselves. Those specific goals can be short-term or long-term goals. Characteristics of students with low self-efficacy: 1. Students with low self-efficacy believe they cannot be successful. They are more focused on failing and negative outcomes. Assessment of Learning 2 Page 4 of 13 Module 1 USMKCC-COL-F-050  2. They are less likely to make a concerted, extended effort. They are not exerting effort and losing interest in what they are doing, especially in difficult situations because of a lack of confidence. 3. They often avoid challenging tasks that they see as threats, not opportunities for improvement. 4. They have low ambition; they don’t see good opportunities and goals in the future, which may result in disappointing academic performances. Teachers need high self-efficacy too. Teachers who have a high sense of efficacy in their teaching abilities may find it easier to motivate their students and improve their cognitive development. These teachers may also be able to rebound from setbacks and be more willing to experiment with new ideas or techniques. Low-efficient teachers may rely more on controlling their teaching style and may be more critical of students. How can students gain self-efficacy? There are four sources of self-efficacy that teachers can use to build self-efficacy in various ways: 1. Mastery Experiences (Performance Outcomes) This is the most influential source among the four sources of self-efficacy. Mastery experiences refer to the experiences of one person that she/he has gained when they do new challenges, and they successfully do this challenge or task. Positive and negative experiences can influence the ability of an individual to do a task. If someone performed well at the previous task they are more likely to do well and exert more effort in doing the task that is connected from the previous task. But if they fail, they often expect that they will fail in the future if they try to do that task. 2. Vicarious Experiences (Social Role Models) Vicarious experiences involve observing other people successfully completing a task. By observing other people doing a task and they are doing it successfully, you become more confident because you see someone else doing the task successfully. Then you may come to believe that you will succeed as well. Social role models can be your parents, teachers, classmates, friends, and other people that influence you positively. 3. Social Persuasion Social persuasion is one way to build and gain self-efficacy. Receiving positive and encouraging feedback from others is a huge help in gaining self-efficacy because you become confident, and they convince you to believe that you have the skills and are capable of being successful. For example, your teacher is motivating you by giving you good feedback for you to put it your best effort, and by that, the teacher can boost your self- efficacy. 4. Emotional and Physiological States The emotional, physical, and psychological well-being of a person can influence how they feel about their personal abilities in a particular situation. Positive emotions can boost our confidence in our skills. It leads to an energized state which drives a person to complete a task or to be successful while anxiety can weaken it. Teachers can reduce stressful situations and lessen the anxiety that students are experiencing. 3.1.8 Anxiety Anxiety is directly related to feelings of uneasiness, frustration, self-doubt, fear, or worry. Anxiety can be defined by levels: Some people can be anxious about many things, or just by situations. Others are anxious for particular events or acts. Assessment of Learning 2 Page 5 of 13 Module 1 USMKCC-COL-F-050  How anxiety affect students’ learning and performance in school? Students who are experiencing anxiety can negatively impact their ability to learn and enjoy their time in school, which may lead to social and behavioral problems, poor performance and learning, neglected hygiene, poor self-care practices, and low self- esteem. This can include a lack of engagement in the classroom, poor relationships with peers and teachers, and a disinterest in pursuing passions and planning for the future. The effect of anxiety on academic performance is not always obvious. A student may appear fine one minute and then have an outburst or panic attack the next. Teachers and staff need training to be able to properly handle these unexpected occurrences. 3.1.9 Creativity Treffinger (2005) described different ways in which he understood creativity: creativity as the potential for anyone to be able to think of new and useful ideas, to look at a problem in a new way and find an original and workable solution, and to use one’s mind in a productive way to generate and apply new ideas. Creativity is very important in teaching and learning because when the teacher is creative and innovative in creating different techniques in teaching, the students will be productive in studying and won’t find the class boring. Creativity helps both sides a lot in many ways. Most students think that studying is boring because the teacher just focuses on the discussion itself. That’s why it is important that a teacher provides different techniques, such as giving them fun activities related to the topic to make their discussion exciting. 3.1.10 Epistemological Beliefs According to Bakx, VanDer Sanden, Sijtsma, Croon, & Vermetten (2006), epistemology explores the beliefs we hold about knowledge, what knowledge is, how knowledge is constructed, and what constitutes knowledge. Beliefs about the sources of knowledge will influence our decision-making processes, guide critical thinking practices, and facilitate self- regulated learning. An epistemological belief discusses the ideas we have about knowledge and how it develops and is constructed. Also, these beliefs are important as they affect our thinking skills, especially in the decision-making process. There are different aspects that affect one’s knowledge and beliefs. Most of the epistemological beliefs that we have now are because of our experiences in our daily lives. Our family and peers play an important role in developing our epistemology. It is important to not disregard the epistemological beliefs of the students inside the classroom because their differences affect their performance inside the classroom. 3.2 Appropriate Methods Appropriateness of Assessment Methods are the strategies, techniques, tools, and instruments for collecting information to determine the extent to which the students demonstrate the desired learning outcomes. 3.2.1 Types of Appropriate Assessment Methods 1. Written-Response Instruments This includes multiple-choice, true/false, matching, short answer, and other objective tests, essays, exams, and checklists. Assessment of Learning 2 Page 6 of 13 Module 1 USMKCC-COL-F-050  2. Product-Rating Scale These scales measure products that are frequently rated in education, such as book reports, maps, charts, diagrams, notebooks, essays, and creative endeavors of all sorts. 3. Performance Test One of these is the performance checklist, which consists of a list of behaviors that make up a certain type of performance. 4. Oral Questioning An appropriate assessment method when the objectives are: - To the students’ stock knowledge; and - To determine the student’s ability to communicate ideas in a coherent verbal sentence 5. Observation and Self-Report These are useful supplementary assessment methods when used in conjunction with oral questioning and oral testing. 3.2.2 Selection of Appropriate Assessment Methods Observation Effective teachers observe their students from the time they enter the classroom. During instruction, teachers observe students’ behavior to gain information about the students’ levels of interest and understanding of the material or activity. Questioning Teachers ask questions for many instructional reasons, including keeping students’ attention on the lesson; highlighting important points and ideas, promoting critical thinking, allowing students’ to learn from each other’s answers, and providing information about students’ learning. 3.2.3 Development of Affective Assessment Tools McMillan (2007) gives three feasible methods of assessing learning or a learner’s development in the affective domain. The first item on the list is teacher observation. The two others are student self-report and peer-ratings. These methods of assessing learning in the affective domain make use of tools such as the Likert scale, semantic differential, checklist, and sentence completion. 1. Teacher Observation Teacher observation can be unstructured or structured. It is unstructured when observation is open-ended. A teacher’s observation is not limited to items on a checklist or rating scale. Teacher observation is structured when he/she is guided in what to observe by a checklist or rating scale. To make teacher observation work in relation to the assessment of affective learning, the following should be observed: Determine behaviors to be observed in advance. Record students’ important data such as time, date, and place. If unstructured, record brief descriptions of relevant behavior. Keep interpretations separate from the description. Assessment of Learning 2 Page 7 of 13 Module 1 USMKCC-COL-F-050  Record both positive and negative behaviors. Have as much observation of each student as necessary. Avoid personal bias. Be objective. Immediately record the observations. Apply a simple and efficient procedure. A student may also do an observation of a classmate or peer. For his/her observation to be reliable like the teacher, the overall purpose of the observation must be made clear. 2. Student Self-Report A student self-report requires the student to provide an account of his or her attitude or feelings toward a concept, idea or person. A self-report is also referred to as a “written reflection”. A teacher may require a student to write his thoughts on topics like “Why I Like or Dislike Physics” or “Why I Like or Dislike Coming to School”. A student self-report can also be derived by way of a student interview or by way of a questionnaire and survey. A teacher may interview a student to find out whether the student likes or hates Physics as a subject and why. One advantage of an interview is that the teacher can probe into the answers of the student right there and then. Another means to derive a student self-report is by way of a survey and a questionnaire. These surveys and questionnaires can give us a constructed-response format like an essay. “Why is Physics My Favorite Subject?” or “Why is Physics My Pet Peeve?” may be the title of an essay that the teacher asks the student to write about to determine the student’s attitude toward Physics. The teacher may also get a student self-report by means of a selected-response format by means of assessment tools such as a checklist, a rating scale (like a Likert Scale) or a Semantic differential scale. Likert Scale A Likert Scale is one example of a rating scale. It makes use of a five-point scale from Strongly Disagree (1), Disagree (2), Undecided (3), Agree (4) to Strongly Agree (5). Below is a Likert Scale used to assess a student’s attitude toward teaching as a profession to determine each student’s attitude toward teaching after a lesson on teaching as a profession. Example: Direction: Each statement is supposed to measure your attitude toward teaching as a profession. Indicate your response with a check Legend: 5 – Strongly Agree 4 – Agree 3 – Undecided 2 – Disagree 1 – Strongly Disagree Assessment of Learning 2 Page 8 of 13 Module 1 USMKCC-COL-F-050  5 4 3 2 1 1. Teaching is the noblest profession. 2. Teaching is for those who can’t make it in the other professions. 3. Teaching is meant for women. 4. Teaching is the lowest paid profession yet most demanding. 5. Teaching has many rewards teaching. Semantic Differential A student is asked to assess his Science class as a whole by way of a Semantic Differential scale, as shown below. The scales are pairs of adjectives on feelings or beliefs that are opposite. Example: Direction: Which item is true for your Math class? Check the item that applies to you. Mark X the item that does not apply to you. 2 1 0 -1 -2 Exciting Boring Fulfilling Frustrating Demanding Easy Checklist In a checklist, as the name implies, the student simply checks an item that is observed or present or possessed or that applies to him/her. A student is asked to evaluate the extent to which he/she possesses a growth mindset. Example: Direction: Check the item which applies to you. 1. I believe that intelligence can be developed. 2. I do not easily give up. 3. I accept criticism. 4. I draw inspiration from the success of others. 5. I see challenges as opportunities to grow. 6. I persist in the face of difficulties. 7. I view effort as path to mastery. 8. I learn from criticism. 9. I believe that success is a matter or luck. 3. Peer Ratings How else may a teacher know if a student is realizing the intended learning outcome in the affective domain other than the teacher observing the student or the student making a report about himself/herself. Another way is to ask the student’s peers to rate him/her on affective items where the teacher wants to rate the student. Assessment of Learning 2 Page 9 of 13 Module 1 USMKCC-COL-F-050  Ideally, a teacher’s observation of a student’s realization of an affective learning outcome should coincide with the student’s self-report and that of a peer rating of the student. Many times, it does not happen, however. 3.2.4 Interpretation and Utilization of the Different Methods Each of the three feasible methods (Student Self Report, Teacher Observation, and Peer Rating) has its own advantages and disadvantages. Consider the following factors when choosing which method or methods to utilize: Type of affect that needs to be assessed A common response to something or someone can best be gathered through observation. Nevertheless, if an attitude component is to be diagnosed, a self-report will give better knowledge. If the information needed is from grouped or individual responses If grouped responses and tendencies are required, the selected response self-report method is suitable because it guarantees anonymity and is easily scored. The use of information If the intention of the affective assessment is to utilize the outcomes as supporting input to grading, then multiple approaches is essential and be mindful of the plausibility of having fake comes from self-report and even from peer judgment. 3.3 Other Affective Measures and Assessments 3.3.1 Non-Test Indicators Every student goes through an assessment to measure if they achieved the expected learning outcomes at the end of the course. Academic tests are typically relied upon to assess the performance of students in educational tasks that focus more on their cognitive development. “Educated but not well–mannered.” A school must pursue goals that don’t just focus on the high-test scores of its students but also on their personality, attitude, and behavior while learning, which affects their social well-being. This can be seen in the students’ performances while not being informed that they are being judged. The assessment tools that can be included are portfolios, anecdotal records, non–test instruments such as questionnaires, interview guidelines, observation guidelines, checklists, and rating scales. 3.3.2 Transversal Competencies Transversal Competencies (TVC) refer to knowledge, skills, values, and attitudes that are integral to life in the 21st century. We need to adapt and collaborate with our fast-changing world, technological advances that are continuously shaping our lives and workplaces. A change from old educational goals is needed in order to achieve this. Students who will become future workers need to be ready and must have sophisticated and complex problem–solving skills, as well as communication and coordination skills. This will help the success of an individual and also a well-functioning society. Assessment of Learning 2 Page 10 of 13 Module 1 USMKCC-COL-F-050  Figure 1. Categories of Transversal Competencies 3.3.3 21st Century Skills 21st century skills are needed to be equipped by students to become globally competitive and able to adapt to the fast–changing world and advanced technologies. Learning Skills These are the four C’s (Critical thinking, Creativity, Collaboration, and Communication) that teach students about the mental processes needed to adapt to a new work environment and strengthen it. - Critical Thinking – this is how we find solutions to problems that may arise. For example, in a company that is facing a problem, as we identify the problem, we should also be ready and know the solution to it. - Creativity – thinking outside the box, we should be able to innovate ideas, new things, that may help to adapt and to become successful. - Collaboration – this is how well we work with our workmates or classmates. Combining each other’s ideas, doing each other parts or responsibilities, and each other’s willingness. “Two is better than one.” - Communication – this is how we talk to others with the challenging part of having different beliefs, philosophy, but still able to understand each other ideas and messages trying to convey. Having good communication will avoid conflicts and the failure of a project. Literacy Skills These are usually called the IMT skills (Information, Media, and Technology), which are concerned with different elements of digital understanding. - Information – being able to understand facts from fiction, figures, statistics, and data we’ve searched on the internet. Assessment of Learning 2 Page 11 of 13 Module 1 USMKCC-COL-F-050  - Media – this is our skill of identifying which of the pieces of information we read, watched, or heard are true or if they are credible or not. As technology advances, it is easy for people to edit what they’re posting online to attract netizens and make them believe easily. As for us, we must not be one sided or focus on just one source, we must also look for other sources that will back it up to make sure that it is credible and true. - Technology – Knowing how to use technology or performing with it is important in the twenty-first century. Like in everyday class, it is already outdated to use cartolina, manila paper, or blackboard for teaching or presenting lessons, but we are now using projectors, laptops, and PowerPoint. Life Skills Also called FLIPS (Flexibility, Leadership, Initiative, Productivity, and Social Skills), these are the skills we need in our daily life wherever we are, especially in the workplace - Flexibility – this emphasizes the willingness and ability to adapt to changing circumstances. For example, knowing that you are wrong about something requires you to know, admit, and accept that you are wrong, and then change for the betterment of yourself. Since learning is a lifelong process, there’s always a room for failure, and the important thing is making up for that. - Leadership – is the leading of a particular group that motivates your members to act to achieve a particular goal set. - Initiative – voluntarily doing what is needed to be done without expecting rewards in exchange of it. - Productivity – this is how we accomplish goals in our daily lives. Giving importance to time, knowing that you should not waste it and completing tasks within the given specific time. - Social Skills – this is how we are able to socialize and interact with others. Being an extrovert is so much of an advantage since socializing with different types of people is easy to do. Assessment of Learning 2 Page 12 of 13 Module 1 USMKCC-COL-F-050  Figure 2. Categories of 21st Century Skills Assessment of Learning 2 Page 13 of 13 Module 1 USMKCC-COL-F-050