Nelson_08_AffectPort

[|Affective Nel.doc]

[|Affect-SW-Page_1.jpg] [|affect-sw-page_2.jpg] [|affect-sw-page_3.jpg]
 * Student Work**


 * Grade Level:** 4

1. Students will show their affect towards science through the completion of the inventory. 2. Students will provide honest opinions for each phrase in order to clearly demonstrate their feelings towards science.
 * Content of Lesson:** I chose to do an affective assessment on a student's feelings towards science. I had a different student fill it out than the one I interviewed for the science interview. I chose to look at science because by 4th grade, the science curriculum becomes more interesting and even more hands on than in the earlier elementary grades. Science is a subject that typically gets mixed feelings on.
 * Objectives:**


 * Assessment Criteria and Instrument**: The assessment was the inventory itself. If a student had over 7 smiley faces, it showed me they had a good affect for science. If a student had mostly the middle option, this showed me they neither like science nor dislike science. It seems they are unaffected by science. If a student had more than 7 sad faces, it shows they do not enjoy science. I felt some questions were also more valuable in deciphering their feelings towards science, such as "I would like to spend more time during class on science". I felt this question could summarize a student's feelings on the subject, although each question was important in concluding the student's affect.


 * Analysis of the Data**: I found that the student that filled out the inventory had good affect towards science. He had 7 smiley faces circled and 3 unaffected options circled. This shows he has mostly positive views of science. He also explained his answers to me without me prompting him to do so. I could tell from both his inventory and his conversation with me that he enjoys math the most, but science is also an interest of his in school.


 * Recommendations for future instruction for the entire class**: If I were to give every student in the class an inventory, I would see how many students liked science and how many did not. If there seemed to be a numerous amount of students that did not like science, it would be a direct correlation to my teaching of science. I would then modify my lessons and then after a month, I would give all students the inventory again and compare the results. I understand there will always be students that do not like science, but I would hope to have some inventories change.


 * Recommendations for future instruction for student sampled:** From the inventory with Luca, I deducted he has good affect towards science as it is. He explained to me that he felt science had enough time allotted during the school day and that is why he would be unaffected if science were given more time during class instruction. Since he already has good affect towards the subject, I would continue the way in which I was teaching science.