Affective domain

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An Introduction to the Assessment of Learning in the Affective Domain

Text of Affective domain

  • 1. What is Affective Domain Levels of Affective Domaino Receivingo Respondingo Valuingo Commitment (Organization/Characterization) Krathwohls Hierarchy of Affective Domain(Teachers & Student standpoint) Evaluating Affective Domain

2. The affective domainincludes the manner inwhich we deal with thingsemotionally, such asfeelings, values,appreciation, enthusiasms,motivations, and attitudes. 3. Levels of Learning in the 4. Level DescriptionRECEIVING Involves being aware of and willingto freely attend to a stimulusRESPONDING Involves active participation.VALUINGRefers to voluntarily giving worth toan object, phenomenon or stimulus.COMMITMENT(OrganizationandCharacterization)Involves building an internallyconsistent value system and freelyliving by it. 5. State of mindEncourage students totransfer idea to daily lifeHelp students solveproblemsHelp the students discussnew ideasEncourage student toparticipateGetting students attentionKrathwohlsHierarchy ofAffectiveDomain(Teachers & StudentStandpoint) 6. Evaluating Affective Domain 7. Is a form of rating scale containing statementsdesigned to gauge students feeling on anattitude or behavior.An Attitude Scale for Determining Interest in Mathematics 8. Used in evaluating attitudes, feelings, andopinions.2.1 . Checklist type of response provides the studentsa list of adjectives for describing or evaluating somethingand requires them to check those that apply.Checklist Questionnaire on Students Attitudes in a Science Class 9. 2.2. Semantic Differential is another type of responseon a questionnaire. It is usually a five-point scaleshowing polar or opposite objectives. 10. 2.3. Likert Scale is a psychometric scale commonly involvedin research that employs questionnaires. 11. are indirect and unstructured methods usedwhen a teacher wants to probe deeper into thestudents feelings and attitude.3.1. Word Association: A projective technique inwhich the individual is presented with a list of wordsone at a time and asked to respond with the first wordor idea that comes to mind.Terms: Answer:Coca colaCentrumAwardsWarPuzzleVery refreshingComplete vitaminsBoost confidenceCauses destructionGood brain exercise 12. 3.2. Unfinished Sentence: A students or respondentsare given incomplete sentences and ask to completethe thought with words that best express their feeling.3.3. Unfinished Story : Is a story with no ending isdeliberately presented to the students, which theyhave to finished or complete. 13. In troubleWillie Johnson was in trouble! In school this morning hehad thrown his paint water at Sue Nelligan and the teacher hadbecome angry with him. Why did you do that, Willie? sheasked. Willie couldnt tell her, because he really didnt whyhimself. He knew that Sue had teased him a little, but wasntthe real reason. He just didnt know! The whole thing put himin a bad mood. From then on, the entire day went to heck.In the afternoon he had pushed Tommy Grigsley in therecess line. He also had stamped his foot and yelled at theteacher. The teacher had become angry with him again. But thistime she put a note to his mother on his jacket with a pin.That note! Hew knew it was about his behaviour in classduring the day. He knew that when he got home his mother wouldread the note and give him some kind of punishment. Then hisfather would find out about it and hed really get it! 14. Continuation In troubleOn his way home from school Willie was thinking about whathis father would do to him.Wow! he thought. Ill get killed if I take this note home. Idbetter take it off and throw it away.He was just about to do that when he remembered what hadhappened to Billy Beatty when he was sent home with a note. Billyhas thrown his note away and was sent to the principals officeabout it. Then Billy was in double trouble.Wow! He was in trouble. He couldnt throw it away. Whatshould he do? He had a problem, all right. He had to make a choice,but how should he choose? No matter what he did, the outcomedidnt look too good! What should he do? 15. Through these techniques, students areprovided the opportunity to express theiremotions and views about issue, themselves,and others.Sample forms:Log book of daily routines or activitiesDiaries/JournalsEssaysOther written composition or themesAutobiographies 16. Thank you!Prepared by: Rowena wein Intia