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Why Three is Better Than One: Why Three is Better Than One: Assessing Across Knowledge, Assessing Across Knowledge,

Attitudes and BehaviorsAttitudes and Behaviors

Scott W. Brown and Anthony Artino, Jr.Scott W. Brown and Anthony Artino, Jr.Educational Psychology DepartmentEducational Psychology Department

University of ConnecticutUniversity of ConnecticutApril 14, 2008April 14, 2008

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3 Is Better Than 1

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Why We Assess ThingsWhy We Assess Things

Demonstrate change / impact.Demonstrate change / impact. Adjust / refine curricula.Adjust / refine curricula. To document effective practices.To document effective practices. Enable transfer to other settings.Enable transfer to other settings. Demonstrate value of products / Demonstrate value of products /

activities.activities.

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Bloom’s Domains of LearningBloom’s Domains of Learning CognitiveCognitive

AffectiveAffective

PsychomotorPsychomotor

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Cognitive DomainCognitive Domain KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation

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AffectiveAffective

Receiving (attending)Receiving (attending) RespondingResponding ValuingValuing OrganizationOrganization Characterization by valueCharacterization by value

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Psychomotor DomainPsychomotor Domain Perception Perception

(attending)(attending) SetSet Guided ResponseGuided Response MechanismMechanism

•Complex Response•Adaptation•Origination

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Our General Procedure:Our General Procedure:What We Measure - KABsWhat We Measure - KABs

KnowledgeKnowledge AttitudesAttitudes BehaviorsBehaviors

Based on Bloom’s cognitive, affective and psychomotor domains.

Examples – CDC seatbelts– Lyme Disease Education

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Our ApproachOur Approach Pre-test and Post-test dataPre-test and Post-test data

– Measure changeMeasure change– Predicting successPredicting success

Formative for continuous quality improvementFormative for continuous quality improvement Use of Likert-type Scales – self-reportUse of Likert-type Scales – self-report

– Strongly disagree to Strongly agree (Knowledge and Strongly disagree to Strongly agree (Knowledge and Attitudes)Attitudes)

– Never to Frequently (Behaviors)Never to Frequently (Behaviors) Concept MapsConcept Maps Interviews/Focus groupsInterviews/Focus groups ObservationsObservations Performance-based assessmentPerformance-based assessment

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KABs – topic related!KABs – topic related!

What do you know about it?What do you know about it? How do you feel about it?How do you feel about it?

– Do you believe you can do it?Do you believe you can do it?– Bandura 1997 Self-EfficacyBandura 1997 Self-Efficacy

What do you do?What do you do?

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KABs in PracticeKABs in Practice

GlobalEdGlobalEd HETAPHETAP Classroom of the SeaClassroom of the Sea Distance EducationDistance Education

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