Response to Discussion 6 CA
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ResponsetoDiscussion6CA.docxTykia Brown
I believe that assessing affective variables is a great tool to use because it allows educators to see what attitudes or views students may have towards their education. I personally will assess them in my classroom to get a better understanding of my students. Assessing affective variables will allow me learn which ways students learn best, what technology peaks their interest more, and simply what they think is important when it comes to life, relationships, and their peers. Sometimes as adults, we see things from a different point of view and make decisions that are solely based on how we feel or what we think is best for students. It is important that students feel like their opinion matters in regards to their education. I would assess these variables by giving them a short question quiz where they tell me if they agree, disagree, or feel indifferent about a certain topic. I will also include a anonymous box in my class were students are able to tell me what they liked or disliked about a lesson, what activities they would prefer in the classroom, or simply write down their feelings without fear of judgement. The data I get from assessing affective variables will be used to create a more personalized learning plan for each of my students. I will incorporate more activities and instruction that is better suited for their personal learning style instead of using one method of instruction during class time for all students. I plan to assess value, attitudinal, and interest targets. Teaching is not just about creating and grading assignments, it is about molding students in to successful and productive members of society. While this can be done at home with parents, I feel like it is important to incorporate these lessons in the classroom as well. Students should feel positively about themselves and others regardless of any differences they might. Students should also understand the importance of being kind, honest and having integrity and should expect the same from others.
As a future teacher, I believe assessing affective variables can work to assist with teaching and instruction in the classroom learning environment. Popham (2020) notes, "yet, because few teachers try to assess their students' affective status, most teachers don't know what their students' attitudes, interests, and values really are" (p. 245). I believe his statement is spot on! I believe it is essential teachers get to know their students on a personal level, such as their attitudes, their interests, and their values about things affecting them in school and their environment. In return, teachers can use what they have learned from their students about their attitudes, interests, and values to help guide classroom instruction and develop ways to further engage students in learning.
Of the self-report assessments Popham mentions in the text, the affective assessment I most identify with and would likely use in my classroom is the multifocus affective inventory. In examining Figure 10.2, the teacher is searching for affective variables for at least three subjects and three skill set areas students may need for those subjects (Popham, 2020, p. 255-256). I love the way this teacher set up the affective variables. Browsing the statements and considering the students' response can, perhaps, guide this teacher (or myself as a teacher) in deciding how to assess her students' mastery of a particular standard (formative, summative, or performance assessments) because the teacher has a better understanding of what students feel about the variables presented on the affective variable assessment.
Popham also notes it is essential for teachers to assess their students regularly using affective variables. I enjoyed reading Decision Time in Chapter 10. Mr. Larson has a decision to make regarding the affective variable assessment he gave his kindergarten students at the beginning of the school year then three months later after learning his students were as not enthusiastic about learning. Using this affective variable assessment, Mr. Larson can figure out other ways he can engage his students in learning to decrease their classroom boredom. As a future teacher, I look forward to learning how to engage my students in continued classroom learning far beyond my classroom.
"Yet these affective variables play a powerful role in students' school success and, later, in their life success"
~W. James Popham~
YesterdaySep 30 at 7:42pm
My definition of affective variables is a student feeling or how they feel towards learning and towards themselves. I think that it is important to assess variables because students feelings towards themselves and school can affect students in a negative or positive way. If teachers use a sense of recognition that there will be a pretest and post test assessment of students interest to subject matters will influence the teacher to provide instruction so students will become more positive about subject matter. Teachers that give affective assessment regularly will help them determine if they need to modify their instruction or reteach certain skills that students didn't quite understand. So its very important to monitor the students progress. Potential attitudinal targets should be assessed because its important to know if the student has a positive attitude towards themselves and others. All students that tend to have a positive attitude towards learning will be willing to go above and beyond to learn new material. Potential interest targets should be assessed because teachers should know which subjects students are strong or weak in. Most students would prefer a particular subject over another. I think knowing this will help with the students progress. Also, potential value targets should be assessed because all students should exemplify honesty, integrity, justice and freedom in their daily lives. This will help them become outstanding citizens inside and outside of the classroom
