1. Assessment of Dispositions
Affective Assessment
Assessment of Dispositions

2. Noncognitive Traits/Skills
Attitudes Interests
Values Self-monitoring
Integrity Motivation
Academic Self-Concept Self-Esteem
Adaptability Social Relationships
Perserverance Altruism

3. Attitude Targets Positive attitudes toward: Negative attitudes toward:
learning
school
subject areas
teachers
working with others
Negative attitudes toward:
cheating
drug use
violence
skipping school
dropping out

4. Affective Assessment Almost always used for formative purposes.
We cannot hold students accountable for positive or negative dispositions in the same way we do for achievement.
We don’t lower a student’s grade because of a negative disposition.
Negative dispositions require teacher intervention.
We don’t raise a student’s grade because of a positive disposition.

5. Assessment Methods for Affective Learning Targets
Checklists associated with lists of positive and negative behaviors, e.g.:
Positive attitude toward learning: Student…
asks lots of questions.
works well with others.
completes all homework assignments on time.
Negative attitude toward learning: Student…
sleeps in class.
complains a lot.
is frequently tardy to class.

6. Assessment Methods for Affective Learning Targets
Teacher Observation
Teacher Interviews
Student Self-Report Questionnaires/Surveys
Student Self-Assessment

7. Developing Questionnaires: General Considerations
Have a justification for each item.
Keep the survey or questionnaire as short as possible.
Conduct a pilot try-out of the instrument.
Use a format that calls for the respondent to select a response.

8. Assessing Dispositions: Some Additional Considerations
Inferences derived from groups are generally more valid than inferences derived from individuals.
Don’t ask leading questions. They can bias the results.
Try to keep “social desirability” out of assessments of dispositions.

9. End