Evaluating the Affective Dimension in Chemistry Education - Affective Dimensions in Chemistry Education - page 37

If an affective instrument is not available, a researcher/teacher can develop one.
According to Anderson ( 1981 ), there are two methods that can be used to measure
the affective domain, i.e., using the methods of observation and self-report. The use
of observational method is based on the assumption that the affective characteris-
tics can be seen from the behavior or conduct that is displayed and/or psychological
reactions. Self-report method is based on an assumption that a person knows his/her
own affective state; it, however, demands that a person is honest in uncovering the
characteristics of his/her own affect.
3.3.1 Developing a Self-Report Instrument for the Affective Dimension
If an affective instrument is not available, a researcher/teacher can develop one.
According to Anderson ( 1981 ), there are two methods that can be used to measure
the affective domain, i.e., using the methods of observation and self-report. The use
of observational method is based on the assumption that the affective characteris-
tics can be seen from the behavior or conduct that is displayed and/or psychological
reactions. Self-report method is based on an assumption that a person knows his/her
own affective state; it, however, demands that a person is honest in uncovering the
characteristics of his/her own affect.
There are seven steps in developing a self-report instrument to assess the
affective dimension. These are: (1) determine the specifications of the instrument,
(2) write the instrument, (3) determine the scale of the instrument, (4) determine the
scoring guidelines, (5) examine the instrument, (6) assemble the instrument, and
(7) trial the instrument. The following are the explanations of each step:
1. Specifications of the Instrument
In determining the specifications of the instrument, a teacher/researcher needs to
pay attention to: (1) the purpose of the instrument, (2) the blueprint of the instru-
ment, (3) the format of the instrument, and (4) the length of the instrument.
After determining the purpose of the affective measurement, the next activity is
constructing the blueprint of the instrument. The blueprint is a matrix containing the
specifications of the instrument to be written (Table 1 ). The first step in determining
the blueprint is determining the conceptual definitions derived from the theories
that are taken from textbooks or the literature. Next, an operational definition is
developed based on basic competencies, i.e., measurable competencies. The oper-
ational definition is then divided into a number of indicators. The indicator is a
guide in writing instruments. Each indicator can be developed into two or more
statements in the instruments.