1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
learning and ,motivation, nature of learning, characteristics, factors affecting learning,
domains of learning, educational implications of theories of learning
This PPT Aims to provide knowledge and Understanding about the concept of Affective Domain, Five Level of Affective Domain, Importance of Affective Domain and So on.
Bloom Taxonomy is an educational taxonomy which was given by Benjamin Bloom in 1956 and it was classify into 3 different domains.
#Cognitive
#Affective
#Psychomotor
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Learning Outcomes
At the end of this chapter the students should be able to:
1. Define the different concepts related to assessing affective learning
outcomes;
2. Determine different levels of affective domain;
3. Differentiate the three methods of assessing affective learning outcomes;
4. Formulate objectives in the affective domain.
3.
4. Affect
- a number of non-cognitive variables such as a person’s attitude,
interests and values.
5. According to William James Popham (2003), the
reasons why it is important to assess affect are:
1. Educators should be interested in assessing affective variables because these
variables are excellent predictors of students’ future behavior,
2. teachers should assess affect to remind themselves that there’s more to being
a successful teacher than helping students obtain high scores on achievement
tests;
3. Information regarding students’ affect can help teachers teach more
effectively on a day-to-day basis.
8. • Students are more proficient in problem-solving if they enjoy what they
do.
• A more positive environment fosters good student engagement and
learning than in a classroom with negative climate (Fraser, 1994).
• Motivation and involvement of students in learning activities are affected
by students’ attitude toward learning, respect for others, and concern for
other.
9. Why most teachers do not utilize any kind of
formal affective assessment?
• School routines are organized based on subject areas; and
• Assessment of affective targets is fraught with
difficulties.(McMillian,2007).
• Many potential sources of error in measuring affective traits often
result in low reliability.
10. Positive Affective Traits and Skills are Essential
for:
• Effective learning
• Being an involved and productive member of our society
• Preparing for occupational and vocational satisfaction and productivity
(ex; work habits, willingness to learn, interpersonal skills)
• Maximizing the motivation to learn at present and in the future
• Preventing students from dropping out of school
13. • The word affective refers to variety of traits and dispositions that are
different from knowledge, reasoning, and skills (Hohn,1995).
• Technically, this term means the emotions or feelings that one has toward
someone or something.
• Nevertheless, attitudes, values, self concept, citizenship, and other traits
are usually considered to be non-cognitive, include more than emotions or
feelings.
14. Affective Traits
Trait Description
Attitudes Predisposition to respond favorably or unfavorably to specified
situations, concepts, objects, institutions, or persons
Interests Personal preference for certain kinds of activities
Values Importance, worth, or usefulness of modes or conduct and end states of
existence
Opinions Beliefs about specific occurrences and situations
Preferences Desire to select one object over another
15. Motivation Desire and willingness to be engaged in behavior including intensity
of involvement
Academic self-concept Self-perception of competence in school and learning
Self- esteem Attitudes toward oneself; degree of self-respect, worthiness, or
desirability of self-concept
Locus of Control Self-perception of whether success and failure is controlled by the
students or by external influences.
16. Emotional Development Growth, change, and awareness of emotions and ability to regulate
emotional expression
Social relationships Nature of interpersonal interactions and functioning in group setting
Altruism Willingness and propensity to help others
Moral Development Attainment of ethical principles that guide decision-making and
behavior
Classroom Development Nature of feeling tones and interpersonal relationship in a class
18. 1. Attitude Targets
• McMillan(1980)defines attitudes as internal states that influence what
students are likely to do.
• The internal state can in some degree determine positive or negative or
favorable or unfavorable reaction toward an object, situation, person or
group of objects, general environment, or group of persons.
• In a learning institution, attitude is contingent on subjects, teachers, other
students, homework, and other objects or persons.
19. A Positive Attitude Toward A Negative attitude Toward
Learning
Math, Science, English other subjects
Assignments
Classroom rules
Teachers
Cheating
Drug use
Bullying
Cutting classes
Dropping out
20. Three Components of Attitudes (Contributing Factor)
• Affective Component
• consists of the emotion or feeling associated with an object or a person
• Cognitive Component
• is an evaluative belief (such as thinking something as valuable, useful,
worthless, etc.).
• Behavioral Component
• is actually responding in a positive way.
21. 2. Value Targets
• End states of existence
• refer to a conditions and aspects of oneself and the kind of world that a
person wants such as safe life, world peace, freedom, happiness, social
acceptance, and wisdom.
• Mode of conduct
• are manifested in what a person believe is appropriate and needed in
everyday existence such as being honest, cheerful, ambitious, loving,
responsible, and helpful.
22. Value Sample Value Target
Honesty Students should learn to value honesty in their dealing with others.
Integrity Students should firmly observe their own code of values.
Justice Students should support the view that all citizens should be the recipients
of equal justice from government law enforcement agencies.
Freedom Students should believe that democratic countries must provide the
maximum level of freedom to their citizens.
23. • McMillan(2007) suggested that in setting value targets, it is necessary to stick to non-
controversial and those that are clearly related to academic learning and school and
department of educational goals.
• McMillan (2007) and Popham (2005) suggested other non-controversial values (aside
from those mentioned) like kindness, generosity, perseverance, loyalty, respect,
courage, compassion, and tolerance.
• It is better to an excellent job assessing a few important traits than to try to assess
many traits casually.
24. 3. MOTIVATION TARGET
• Expectancy X Value Framework
• implies that motivation is determined by students' expectation, their
belief about whether they are likely to be successful, and the relevance
of the outcome.
• Expectations
• refers to the self efficacy of the students.
• Values
• are self-perception of the importance of the performance
25. 2 Kinds Of Motivation
• Intrinsic Motivation
• when students do something or engage themselves in activities because
they find the activities interesting, enjoyable, or challenging.
• Extrinsic Motivation
• is doing something because it leads rewards or punishment.
26. 4. Academic Self-concept Targets
• Self-concept and self-esteem are multidimensional.
• Each person has a self-description in each area, that form one's self-
concept or self image.
• Moreover, individuals have a sense of self regards, self affirmation, and
self worth in each area.(self-esteem)
27. peer relations friendship
cooperation collaboration
taking a stand conflict resolution
functioning in group assertiveness
Pro social behavior* empathy
5. Social Relationship Targets
• A complex set of interaction skills,including identification of and appropriate
responses to social indication,defines social relationship.
28. Social Relationship Target Concern Example
Peer Relationship showing interest in others
listening to peers
sharing to a group
contributing to group activities
Students will share their ideas in a small
group discussion
Cooperative Skills Sharing
Listening
Volunteering ideas and suggest
ion
supporting and accepting other
s' ideas
Taking turns
Criticizing constructively
Students will demonstrate that they are
able to negotiate with others and compro
mise
29. 6. CLASSROOM ENVIRONMENT TARGET
In every classroom there is a unique climate that is felt at every point
in time. Some manifest a comfortable atmosphere, others have relaxed and
productive ambiance. As a result there are classes that are happy and content
while others are serious and tensed due to the effect of the classroom
climate. It follows that students behave differently as dictated also by the
classroom climate, some shows warm and supportive class while others
register as cold and rejecting.
30. Characteristics Descriptions
Affiliation The extent to which student like and accept each other
Involvement The extent to which students are interested in and engaged in learning
Task Orientation The extent to which classroom activities are focused on the completion
of academic task
Cohesiveness The extent to which students share norms and expectation.
Favoritism Whether each student enjoys the same privileged
31. Influence The extent to which each student influences classroom d
ecisions
Friction The extent to which students bicker with one another
Formality The emphasis on imposing rules
Communication The extent to which communication among students and with teacher i
s honest and authentic.
Warmth The extent to which students care about each other and show concern
33. • In 1964, David R.Krathwohl, together with his colleagues, extended
Bloom's Taxonomy of Education Objectives by publishing the second
taxonomy of objectives, this time giving emphasis on he affective domain.
• Krathwohl and his collaborators attempted to subdivide the affective realm
into relatively distinct divisions.
34. KRATHWOL’S TAXONOMY OF AFFECTIVE
DOMAINLevel Description Example
Receiving
(Attending)
Concerned with student's sensitivity to the existenc
e of certain phenomena and stimuli
that is, with student's willingness to receive or to att
end to this stimuli
It is categorized in three subdivisions that shows th
e different levels of attending to phenomena
Awareness of the phenomena
Willingness to receive the phenomena
Controlled or selected attention to phenomena
Students does math
ematics activities for
grades
35. Description Examples
Responding Concerned with responses that go beyond merely atten
ding to phenomena.
Students are sufficiently motivated that they are not just
“willing to attend” but are actively attending.
Student gives speci
al attention to the di
scussion of Mathe
matics lessons to be
able to answer the
activities
