respond to discussion 6

Response to discussion 100 words per responds

Mariah

My opinion on assessing affective variables is that they would be useful for classroom teachers to tailor instruction. I believe it would be similarly helpful in the way that differing intelligences are helpful for teachers to know. I believe that if presented with the opportunity I would assess them in my class. As I said, I believe that like personality tests or intelligence type tests, knowing your students affective variables can really assist teachers in their instruction plans. In my classroom, if I were to assess these variables, I would use them to influence my instruction, pair up groupings that would be complimentary, and as background knowledge to build relationships with the students and families. In school I would like to see four variables that Popham identified on page 248, positive attitudes toward learning, positive attitudes toward self, positive attitudes toward self as learner, appropriate attitudes towards those that differ from us (Popham, 2022). Popham provides several other specific examples for how teachers could utilize attitudinal assessments to impact their instruction across curriculums. For schools, I believe that the four variables Popham identified first should be the standard to determine areas of growth for Social Emotional Learning. Using those four, in particular positive attitudes toward self, and positive attitudes towards self as learner would be very beneficial to know at the beginning of school. In the event that a student does struggle with their social emotional development these attributes would be very useful tools to help teachers redirect and reteach. 

Orien

I feel that assessing affective variables is a key component in using it in the classroom. This is because every year, we have new students, which means that we as educators will have students of different personalities, interests, and agendas and we have to be prepared to expect certain future behaviors from our students. In the Popham text, it states, "The affective status of students lets us see how students are predisposed to behave subsequently" (Popham, 2020, p.248). In my opinion, I would assess these affective variables in my classroom because I wish to understand my students so that I can come up with different strategies in instructing them, and be successful while doing so. I would feel better in knowing that I am doing all that I can to meet any of my students' needs in the classroom. 

I feel that the affective variables that should be assessed at school should be attitudinal targets, interest targets, and value targets. These affective variables ask our students about how they feel, and what their attitudes are toward certain things, maybe from in or out of the classroom. This will let me know how many of my students are motivated about learning, how many are interested in the subject area of what I am teaching, and how many feel about certain value targets. I can use the results from assessing these variables by reading the responses from my students so that I can see the interest levels of my students and adjust my plan to meet their needs in the classroom so that we can have a successful school year.

Kadeidra

I believe "affective assessment" is vital to the learning environment because it caters to students' values, interests, attitudes, and self-esteem. My goal each school term is to develop the WHOLE child,  which includes their social skills, emotional maturity, self-esteem, and academic growth. Studies have shown that children with low self-worth and negative thoughts toward school tend to perform poorly in school. I can combat those issues by assessing affective variables while gathering data to become a more effective teacher. In my classroom, I find each affective variable essential and beneficial. I will incorporate each variable using mostly  Likert inventory because it is opinionated, and students can express their thought processes by answering the question why? I will ensure my questions are neutral-toned, neither overly negative nor too positive. I would also use "genuine anonymity" because it gives the students a chance, to be honest and transparent about their feelings on personal or academic-related topics. Popham instructs teachers to ensure this form of assessment is nameless, typed, and collected in bulk so that students can not be identified. I would use Likert inventory and genuine anonymity to check for understanding after introducing new topics,  elevate myself as a teacher, complete mental-emotional welfare checks, etc., with my students. My least favorite and least likely used variable is multifocus affective inventory; I find it repetitive and time-consuming.