Evaluating the Affective Dimension in Chemistry Education - Affective Dimensions in Chemistry Education - page 45

In terms of the nature of the characteristics being assessed, correct interpretation
must also be consistent with the nature of the characteristics. If the characteristic is
interest, then higher scores may be interpreted as indicating greater interest; but
higher scores on an anxiety instrument could be interpreted as indicating debilitat-
ing levels of anxiety.
Affective characteristics can be important both as means and ends of education.
Therefore, the assessment of these characteristics is equally important. A
researcher/teacher may need to understand students

affective characteristics in
order to provide proper instructional conditions and to evaluate an affective edu-
cation program. For example, self-concept (e.g., academic/subject self-concept) has
been considered as a desirable educational goal; we need to understand students

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self-concept and provide the instructional conditions and settings that can enhance
students

self-concept. In short, if the affective characteristics are viewed as means,
those chosen for assessment must relate one or more of the available classroom
settings or teaching styles to the cognitive objectives of the course or curriculum, or
both. If they are viewed as ends in themselves, the characteristics selected for
assessment must conform to the goals and objectives of the course or curriculum.

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