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Developing Effective Affective Assessment Practices

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Title: Developing Effective Affective Assessment Practices
Language: English
Authors: Glennon, William, Hart, Aaron, Foley, John T.
Source: Journal of Physical Education, Recreation & Dance. 2015 86(6):40-44.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 5
Publication Date: 2015
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Physical Education, Physical Education Teachers, Student Evaluation, National Standards, Problem Solving, Communication Skills, Cooperation, Student Responsibility, Affective Behavior
DOI: 10.1080/07303084.2015.1053635
ISSN: 0730-3084
Abstract: Physical educators generally understand the importance of the affective domain for student growth and development. However, many teachers struggle with assessing affective behaviors in a way that can be documented and reported. The five-step process outlined in this article can assist teachers in developing an effective way to assess the affective domain. Examples of common affective assessment tools are provided, along with a description of each instrument.
Abstractor: As Provided
Number of References: 15
Entry Date: 2015
Accession Number: EJ1070651
Database: ERIC
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  Value: <anid>AN0108696870;erd01aug.15;2019Mar28.13:56;v2.2.500</anid> <title id="AN0108696870-1">Developing Effective Affective Assessment Practices. </title> <p>Physical educators generally understand the importance of the affective domain for student growth and development. However, many teachers struggle with assessing affective behaviors in a way that can be documented and reported. The five-step process outlined in this article can assist teachers in developing an effective way to assess the affective domain. Examples of common affective assessment tools are provided, along with a description of each instrument.</p> <p> <bold>In Mr. Kline's physical</bold> education program all students are given specific responsibilities. These responsibilities are clearly defined and communicated to all students. In turn, all students respond well and work hard to meet Mr. Kline's expectations. Even students with a reputation for being disruptive in other classrooms tend to demonstrate responsible behaviors in physical education. Historically, Mr. Kline has provided his administration and colleagues with anecdotal evidence of these positive behaviors. However, this year he is being required to document behavior and performance outcomes as part of his professional growth and review in order to prove his teaching effectiveness. Implementing an affective assessment process is a giant step toward documenting and reporting evidence of student learning in physical education.</p> <hd id="AN0108696870-2">Meeting the National Standards</hd> <p>Physical education teachers are often criticized for evaluating students based solely on participation and labeling their evaluation as affective behavior ([<reflink idref="bib7" id="ref1">7</reflink>]). In practice, the most commonly used affective measurements in physical education are attendance, participation, effort and behavior ([<reflink idref="bib4" id="ref2">4</reflink>]). However, affective learning also encompasses other concepts such as the development of personal values, beliefs and attitudes, along with a willingness to try new things and the ability to make informed decisions about how to negotiate a variety of circumstances. According to [<reflink idref="bib14" id="ref3">14</reflink>], a student who is physically literate has "the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity" (p. 11). This definition, as well as the rest of the rest of the National Standards, encompasses all three learning domains with the affective domain most commonly associated with Standards 4 and 5:</p> <p></p> <ulist> <item> Standard 4: "The physically literate individual exhibits responsible personal and social behavior that respects self and others" ([<reflink idref="bib14" id="ref4">14</reflink>], p. 12).</item> <p></p> <item> Standard 5: "The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction" ([<reflink idref="bib14" id="ref5">14</reflink>], p. 12).</item> </ulist> <p>While knowledge, skill and fitness seem easier to measure and document than items in the affective domain, this does not have to be the case. Unless there is a defined behavioral structure in a class, then most likely there is little to no assessment of the affective domain. While physical educators understand the importance of the affective domain, most are more comfortable assessing the psychomotor and/or cognitive domains. The affective domain includes learning that is related to, arising from, or influencing feelings or emotions. Affective outcomes focus on the individual student's disposition, willingness to engage and participate, preferences, enjoyment and enthusiasm, and must be a part of a quality physical education curriculum for all students ([<reflink idref="bib13" id="ref6">13</reflink>]; [<reflink idref="bib15" id="ref7">15</reflink>]).</p> <hd id="AN0108696870-3">Steps to Create an Affective Assessment Process</hd> <p>Using [<reflink idref="bib3" id="ref8">3</reflink>] steps to affective assessment and examples from the SPARK physical education programs, SPARK Character Matters concepts will be applied to illustrate how to create an in-class affective assessment process. The following steps will act as a guide.</p> <p> <emph>Step 1</emph>. The first step is to identify the desired behavior that will be taught and assessed. The desired behavior could include concepts such as receiving (feedback), responding (active participation), valuing, organizing, characterization and cooperation ([<reflink idref="bib14" id="ref9">14</reflink>], p. 115). This article will look at how to assess cooperation as an example.</p> <p> <emph>Step 2</emph>. The second step is to clearly define the behavior — in this case, cooperation — and provide students with examples of how the concept looks, sounds and feels in the physical education setting. This step could include class discussions as well as explaining and modeling the behavior. The purpose of this step is to clearly communicate the definition of the desired behavior with the entire class. Continuing with the example, SPARK's Character Matters defines "cooperation" as "the common effort of a group for a common benefit" ([<reflink idref="bib1" id="ref10">1</reflink>], HS PE 101 Section, p. 19). The purpose of cooperation is to establish a partnership, encourage collaboration, and capitalize on individual differences in order to achieve ambitious goals. Cooperation looks like teammates listening to one another's ideas, allowing for others to lead, and fulfilling a role within a team. The behavior sounds like, "That's a great idea," or "We can try that," and feels like a personal commitment or investment, and belonging and contributing to a group working toward a common goal.</p> <p> <emph>Step 3</emph>. The third step provides students with ample opportunities to practice the behavior. For example, in the activity of <emph>Turnstile</emph> ([<reflink idref="bib1" id="ref11">1</reflink>], Cooperatives Section, p. 15), a group of students must successfully pass under a long jump-rope that is being turned by two students or teachers. Adding to the challenge, the students must pass under the rope in a specific sequence and without missing a turn. Cooperatively, the class must develop a plan for success. As the activity progresses, students are encouraged to communicate with one another and to revise their plan as needed. Students participate in collective dialog and improved cooperative performance with a clear definition and understanding of what cooperation looks like, sounds like, and feels like.</p> <p> <emph>Step 4</emph>. The fourth step prompts teachers to observe and assess expected behaviors using cues taken directly from the affective concept definition. Documenting student performance may include scoring student behaviors using a rubric or collecting completed self-checks. Other assessment tools that can be used will be discussed later. Regardless of the tool used, what is important in Step 4 is the purposeful collection of accurate performance information. Formative data will inform future instruction and participation with respect to a specific affective concept. Summative data will provide a summary of each student's developmental level regarding that concept. No matter what type of information is being collected, both the student and teacher could use it to set future goals and learning objectives.</p> <p> <emph>Step 5</emph>. Ideally, the fifth step involves both teacher and student reflections on assessment data in order to identify areas in need of improvement. Assessment artifacts can be shared with other teachers as well as family members in an effort to both inform and support continued student improvement. If a student did not meet the set learning expectation, move back to Step 2, focusing on the same concept or skill. If the learning expectation was met, it is time to reset the process and identify a new concept for development and assessment. Some students will be ready to work with teachers to inform this process. Others will need more direct guidance.</p> <p>Using these five steps to affective assessment (see Figure 1) provides physical education programs with the structure to guide both teachers and students toward important instructional and behavioral outcomes. The following section outlines additional assessment tools that can be used within this model as described in Table 1.</p> <p>Graph: Figure 1. Assessment flow chart</p> <p>Table 1. Tools for Assessing Affective Behaviors</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Tool</td><td>Description</td></tr></thead><tbody valign="top"><tr><td>Rating Scale</td><td>Students (or teachers) can assess a performance on a numbered scale (e.g., 1 = <italic>poor</italic> to 10 = <italic>perfect</italic>).</td></tr><tr><td>Journaling</td><td>Students express ideas and feelings while self-assessing a behavior or practiced concept.</td></tr><tr><td>Checklists</td><td>Used to identify whether or not a behavior (or component of a behavior) was present within a performance.</td></tr><tr><td>Rubrics</td><td>Provides a list of performance criteria along with defined levels of performance. Good for communicating specific strengths and weaknesses.</td></tr></tbody></table> </ephtml> </p> <hd id="AN0108696870-4">Tools for Assessing Affective Behaviors</hd> <p> <emph>Rating Scales</emph>. The Likert scale is commonly used in physical education and is one of the most recognizable types of scales. It is most often used for self-assessments in which students rate how they feel or how they believe they performed ([<reflink idref="bib9" id="ref12">9</reflink>]). The SPARK Cooperative Self-Check, for example, allows students to self-report their cooperative performance on a scale from 1 (poor) to 10 (perfect). The Likert scale can be modified to meet the individual teacher's needs. Five- or seven-point scales (strongly disagree to strongly agree) are the most common Likert scales. An example of a five-point Likert scale is shown in Table 2. However, any value structure between 3 and 10 is acceptable, and a scale should be designed based on the type of data a teacher is collecting.</p> <p> <emph>Journaling</emph>. Journal writing provides students with an opportunity to express their ideas and feelings while describing or explaining examples of the assessed behavior or concept. [<reflink idref="bib8" id="ref13">8</reflink>] model of teaching personal and social responsibility encourages the use of self-reflection exercises and is a central means to empowering students to take personal responsibility for their actions. It gives students an open forum for considering reflective questions. For example, what actions are worth taking? What decisions are being made in a given situation, and how much thought is going into the decision-making process? Journals can be checked and should demonstrate each student's depth of understanding concerning affective concepts and related topics.</p> <p>Table 2. Problem-solving/Communication Rating Scale</p> <p> <ephtml> <table><thead valign="bottom"><tr><td><italic>Check the box that applies for each statement</italic>.</td></tr><tr><td>Behavior/Action</td><td>Strongly Agree</td><td>Agree</td><td>Uncertain</td><td>Disagree</td><td>Strongly Disagree</td></tr></thead><tbody valign="top"><tr><td>I listened to the suggestions of my teammates.</td></tr><tr><td>I interacted positively with my teammates.</td></tr><tr><td>I was open to the ideas of my teammates.</td></tr></tbody></table> </ephtml> </p> <p>Table 3. Sample Journal Page</p> <p> <ephtml> <table><tbody valign="top"><tr><td>During this cooperative games unit, record in this journal the feelings and thoughts you had before, during and after each activity. Discuss your feelings about teamwork, success, challenge and enjoyment.</td></tr><tr><td>Journal Scoring: <list list-type="Bullet"><list-item><p><bold>Target:</bold> Expresses and explains personal feelings, detailing experiences and participation with peers.</p></list-item><list-item><p><bold>Acceptable:</bold> Identifies feelings in the context of participation.</p></list-item><list-item><p><bold>Developing:</bold> Has difficulty expressing feelings.</p></list-item><list-item><p><bold>Unacceptable:</bold> Does not make journal entries.</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>An example of a journal page used as an assessment during a cooperative games unit is provided in Table 3. However, as [<reflink idref="bib11" id="ref14">11</reflink>], p. 391) stated, "Teachers must be careful not to assess affective domain journal entries for the actual content, because doing so may cause students to write what teachers want to hear (or give credit for) instead of true and genuine feelings." For older students, journals can be done outside of class and added as an online component of a physical education program.</p> <p> <emph>Checklists</emph>. Checklists are often used to identify whether or not a behavior is present and how well a student modeled a desired affective concept (Table 4). SPARK's Character Matters resource provides a list of 10 affective concepts, including cooperation ([<reflink idref="bib1" id="ref15">1</reflink>]). A checklist could be used to track which (if any) of these concepts are demonstrated within a set timeframe. It can measure how many behaviors are modeled and how often they appear. A cooperative behavior checklist in shown in Table 4. It is important to note that assessing multiple traits during each and every class is not effective. Additionally, it is not enough to assess the affective domain once or twice per year ([<reflink idref="bib4" id="ref16">4</reflink>]). The authors suggest focusing on one concept per week with an emphasis on identifying areas for improvement.</p> <p> <emph>Rubrics</emph>. Quantitative rubrics are commonly used in physical education. This type of rubric provides a list of performance criteria, along with defined numerical levels of performance often aligned with words or phrases that give meaning to the numerical levels ([<reflink idref="bib2" id="ref17">2</reflink>]). This type of rubric is typically formatted as a grid or matrix, as shown in Table 5. The benefits of this type of rubric include the ability to look at strengths and weaknesses of a behavior in order to provide feedback for improvement. The authors had success using quantitative rubrics to assess affective concepts. However, when creating this type of rubric it is important to clearly define each criterion in order to accurately assess and communicate the strengths and weaknesses of students' performances.</p> <p>Table 4. Cooperation Checklist</p> <p> <ephtml> <table><tbody valign="top"><tr><td><italic>Check the appropriate box</italic>.</td></tr><tr><td /><td>YES</td><td>NO</td></tr><tr><td>Communicated respectfully</td></tr><tr><td>Followed the rules of the activity</td></tr><tr><td>Respected the personal space of classmates</td></tr><tr><td>Encouraged classmates</td></tr><tr><td>Took turns with equipment</td></tr></tbody></table> </ephtml> </p> <p>Table 5. Classroom Responsibility Rubric</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Components of Classroom Responsibility</td><td>Always</td><td>Most of the Time</td><td>Some of the Time</td><td>Never</td></tr></thead><tbody valign="top"><tr><td>Demonstrates self-control during activities</td></tr><tr><td>Actively listens to instruction</td></tr><tr><td>Assists with equipment setup and cleanup</td></tr><tr><td>Is respectful of teacher and classmates</td></tr></tbody></table> </ephtml> </p> <p>While quantitative rubrics help teachers assign a value to a number of behaviors and concepts, holistic rubrics assess behaviors and concepts as a whole. [<reflink idref="bib2" id="ref18">2</reflink>] pointed out that holistic rubrics are usually in paragraph form and require teachers to evaluate multiple criteria simultaneously. This can be especially useful when communicating levels of expectation such as target cooperative behavior, acceptable cooperative behavior and developing cooperative behavior.</p> <p>High-quality physical education encompasses the body, mind and spirit of each student ([<reflink idref="bib12" id="ref19">12</reflink>]). The main focus of quality physical education remains on the development of physical skills (psychomotor), content knowledge (cognitive), and personal/social (affective) aspects. In well-planned lessons, each of these domains are addressed. However, recent changes in how physical education teachers are being both trained and evaluated have prompted teachers to spend more time formally assessing the cognitive and psychomotor domains. Cognitive knowledge and psychomotor skills can be assessed and are often clearly defined as either correct or incorrect. The affective domain is certainly more subjective, with emotions, values and behaviors on a continuum. [<reflink idref="bib10" id="ref20">10</reflink>] emphasized that affective concepts can be difficult to measure because behaviors and feelings can be highly variable and are influenced by both inherited traits and the students' environment.</p> <p>There are many opportunities to assess students in each of the three domains during well-planned physical education lessons. Students move in order to demonstrate a skill in front of their peers. They regularly demonstrate understanding (or lack of understanding) of skill application in a variety of physical education settings. Likewise, abundant opportunities for teaching social behaviors occur, with students working in group activities (interpersonal skills), making performance errors (self-confidence and determination), or reacting to the negative actions of self or others (conflict resolution). Situations such as these arise in nearly every lesson. Physical educators must intentionally prepare and teach affective concepts and then evaluate the extent to which students have met the desired outcomes.</p> <hd id="AN0108696870-5">Conclusion</hd> <p>The importance of teaching toward the affective domain has been well documented and may appear obvious, or even intuitive, to many physical education teachers ([<reflink idref="bib5" id="ref21">5</reflink>]; [<reflink idref="bib7" id="ref22">7</reflink>]; [<reflink idref="bib8" id="ref23">8</reflink>]). As stated earlier, the affective domain makes up two of the five National Standards ([<reflink idref="bib14" id="ref24">14</reflink>]). Using the outlined steps to creating affective assessments provided in this article and creating purposeful and engaging learning opportunities will work to guide students toward critical learning outcomes as they develop the skills, knowledge and values needed to "pursue a lifetime of healthful physical activity" ([<reflink idref="bib14" id="ref25">14</reflink>], p. 11).</p> <ref id="AN0108696870-6"> <title> References </title> <blist> <bibl id="bib1" idref="ref10" type="bt">1</bibl> <bibtext> Baranowski, M., DeJager, D., Hart, A., Himberg, C., McKenzie, T. L., Rosengard, P., Strikmiller, P., & Williston, B., (2011). SPARK physical education program, grades 6–8. San Diego, CA: SDSU Foundation.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref17" type="bt">2</bibl> <bibtext> Baumgartner, T., Jackson, A., Mahar, M., Rowe, D. (2007). Measurement for evaluation in physical education and exercise science (8th ed.). New York, NY: McGraw-Hill.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref8" type="bt">3</bibl> <bibtext> Foley, J. T., & Hart, A. T. (2013, April). Effective affective: Standards 5 and 6 in secondary PE. Session at the American Alliance for Health, Physical Education, Recreation and Dance Conference, Charlotte, NC.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref2" type="bt">4</bibl> <bibtext> Gallo, A. M. (2003). Assessing the affective domain. Journal of Physical Education, Recreation & Dance, 74(4), 44–48.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref21" type="bt">5</bibl> <bibtext> Hansen, K. (2009). Strategies for developing effective teaching skills in the affective domain. Strategies, 23(1), 14–19.</bibtext> </blist> <blist> <bibl id="bib6" type="bt">6</bibl> <bibtext> Hart, A. Mohr, D., Rosengard, P., & Townsend, J. S. (2011). SPARK physical education program, high school. San Diego, CA: SDSU Foundation.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref1" type="bt">7</bibl> <bibtext> Heidorn, B., & Welch, M. M. (2010). Teaching affective qualities in physical education. Strategies, 23(5), 16–21.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref13" type="bt">8</bibl> <bibtext> Hellison, D. (2011). Teaching personal and social responsibility through physical activity (3rd ed.). Champaign, IL: Human Kinetics.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref12" type="bt">9</bibl> <bibtext> Horvat, M., Block, M. E., & Kelly, L. E. (2007). Developmental and adapted physical activity assessment. Champaign, IL: Human Kinetics.</bibtext> </blist> <blist> <bibtext> Lacy, A. (2011). Measurement & evaluation in physical education and exercise science (6th ed.). New York, NY: Benjamin Cummings.</bibtext> </blist> <blist> <bibtext> Morrow, J., Jackson, A., Disch, J., & Mood, D. (2011). Measurement and evaluation in human performance (4th ed.). Champaign, IL: Human Kinetics.</bibtext> </blist> <blist> <bibtext> National Association for Sport and Physical Education. (2011). Physical education is critical to educating the whole child (Position statement). Reston, VA: Author.</bibtext> </blist> <blist> <bibtext> Pierre, E., & Oughton, J. (2007). The affective domain: Undiscovered country. College Quarterly, 10(4), 1–7.</bibtext> </blist> <blist> <bibtext> Society of Health and Physical Educators. (2014). National standards & grade-level outcomes for K–12 physical education. Champaign, IL: Human Kinetics.</bibtext> </blist> <blist> <bibtext> Tindal, D., & Foley, J. T. (2011). Assessment modifications for students with disabilities in sport education. Journal of Physical Education, Recreation & Dance, 82(7), 30–37.</bibtext> </blist> </ref> <aug> <p>By William Glennon; Aaron Hart and John T. Foley</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib14" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib13" firstref="ref6"></nolink> <nolink nlid="nl3" bibid="bib15" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref14"></nolink> <nolink nlid="nl5" bibid="bib12" firstref="ref19"></nolink> <nolink nlid="nl6" bibid="bib10" firstref="ref20"></nolink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Physical educators generally understand the importance of the affective domain for student growth and development. However, many teachers struggle with assessing affective behaviors in a way that can be documented and reported. The five-step process outlined in this article can assist teachers in developing an effective way to assess the affective domain. Examples of common affective assessment tools are provided, along with a description of each instrument.
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            – D: 01
              M: 01
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-print
              Value: 0730-3084
          Numbering:
            – Type: volume
              Value: 86
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Journal of Physical Education, Recreation & Dance
              Type: main
ResultId 1