2 edition of Assessing affective characteristics in the schools found in the catalog.
Assessing affective characteristics in the schools
Lorin W. Anderson
Published
1981
by Allyn and Bacon in Boston
.
Written in English
Edition Notes
| Statement | Lorin W. Anderson. |
| Classifications | |
|---|---|
| LC Classifications | LB3051 .A698 |
| The Physical Object | |
| Pagination | xiii, 271 p. : |
| Number of Pages | 271 |
| ID Numbers | |
| Open Library | OL4111975M |
| ISBN 10 | 0205072771 |
| LC Control Number | 80027002 |
reasonable can also enhance affective learning. To the extent how the students are challenged or new to content, we would expect the educators to include level of the affective domain in COs. Table 2 outlines the fi ve levels in the affective domain and keywords that can be used to write learning objectives. Psychomotor domain. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition Starting at $ Assessing Affective Characteristics in the Schools.
Affective Learning - Science topic Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Attention is invested in commonly accepted sub-constructs of affect such as anxiety, aspiration(s), attitude, interest, and locus of control, self-efficacy, self-esteem, and value (Anderson LW, Bourke SF, Assessing affective characteristics in the schools. Lawrence Erlbaum Associates, Mahwah, ).Cited by: 6.
In fact, research shows that the most effective schools are more alike than they are different. In fact, there are fundamental characteristics so common among successful schools that they have come to be known as the Correlates of Effective Schools. The Correlates have served as the foundation for the transformation of many struggling schools. Dr. Assessing Affective Factors to Improve Retention and Completion. November , Vol Number By Ross Markle and Terry O’Banion. Bloom’s Taxonomy may be the most recognized framework in all of education. Categorizing learning objectives into .
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This book's purpose is to provide educators with the knowledge and skills they need to design and select instruments that can be used to gather information about students' affective characteristics.
Once valid and reliable information has been gathered, it can be used to aid in understanding and to improve educational by: This book's purpose is to provide educators with the knowledge and skills they need to design and select instruments that can be used to gather information about students' affective characteristics.
Once valid and reliable information has been gathered, it can be used to aid in understanding and to improve educational quality.3/5(1). COVID Resources. Reliable information about the coronavirus (COVID) is available from the World Health Organization (current situation, international travel).Numerous and frequently-updated resource results are available from this ’s WebJunction has pulled together information and resources to assist library staff as they consider how to handle coronavirus.
This book's purpose is to provide educators with the knowledge and skills they need to design and select instruments that can be used to gather information about students' affective characteristics.
Once valid and reliable information has been gathered, it can be used to aid in understanding and to improve educational quality. Additional Physical Format: Online version: Anderson, Lorin W. Assessing affective characteristics in the schools.
Boston: Allyn and Bacon, © Read "Assessing Affective Characteristics in the Schools" by Lorin W. Anderson available from Rakuten Kobo. The affective realm is a critical, but often forgotten, aspect of schooling.
The development of character and the format Brand: Taylor And Francis. -the primary focus on an affective assessment is to determine 1) how students feel 2) react to; or 3) view of particular event, topic or situation the affective domain and learning are closely related emotions and emotional state can improve or impede learning cognition emotions.
Assessing the Affective Behaviours in Learners Janet Oyebola ADETAYO Ph.D Lecturer, Department of Curriculum Studies and Instructional Technology. Title: Assessing the affective behaviours in learners, Author: Alexander Decker, Name: Assessing the affective behaviours in learners, Length: 9 pages, Page: 8.
Assessing Affective Characteristics in the Schools, Lorin W. Anderson, Sid F. Bourke, Routledge. Des milliers de livres avec la livraison chez vous en 1 jour ou en magasin avec -5% de réduction.
More editions of Assessing Affective Characteristics in the Schools: Assessing affective characteristics in the schools: ISBN () Hardcover, Allyn and Bacon, ; Assessing Affective Characteristics in the Schools: ISBN (.
Ebook assessing affective characteristics in the schools PDF. You will be glad to know that right now assessing affective characteristics in the schools PDF is available on our online library.
With our online resources, you can find assessing affective characteristics in the schools or just about any type of ebooks, for any type of product. Buy Assessing Affective Characteristics in the Schools 2 by Lorin W. Anderson, Sid F. Bourke (ISBN: ) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.3/5(1).
Lee "Assessing Affective Characteristics in the Schools" por Lorin W. Anderson disponible en Rakuten Kobo. The affective realm is a critical, but often forgotten, aspect of schooling. The development of character and the format Brand: Taylor And Francis.
research, the affective domain of assessment is often overlooked in developmental education. Gerlaugh, Thompson, Boylan, and Davis () report that only seven percent of community colleges engage in affective assessment.
Affective assessment focuses on characteristics such as an individual’s motivation, attitude toward learning, and feelings of. need to understand students' affective characteristics in order to provide proper instructional conditions and to evaluate the effectiveness of our affective educa tion programs.
Reference Anderson. L W Assessing Affective Characteristics in the Schools. Boston: Allvn and Bacon. APRIL Chapter 8. The Value of Affective Assessment.
Affect describes a medley of noncognitive variables such as a person's attitudes, interests, and values. To educators, student affect is terribly important. In the Taxonomy of Educational Objectives, Handbook II: The Affective Domain (Krathwohl et al., ) was published but received little attention in light of the debate over behavior objectives and the apparent national consensus that the primary aims of schooling were in the cognitive domain.
In his article “Assessing Educational Author: Robert K. Gable. Characteristics of affective assessment. A book of the names and address of people living in a city. 'Assessing affective characteristics in the schools'. The Concept of Affective Traits Trait affect is defined as a tendency to respond to specific classes of stimuli in a predetermined, affect-based manner.
Therefore, an affective trait is considered a relatively stable characteristic of personality. There are two general bipolar dimensions of affective responding: trait positive affect (TPA) and trait negative affect (TNA).
Assessing Affective. Learning Outcomes - Castillo, Ivanna Laureen - Coloma, Mariel - Cornelio, Jennelyn E3AE Aslern2. The term affective refers to a wide variety of traits and dispositions that are different from knowledge, reasoning and skills. (Hohn,) Affect general in nature; it is better for teachers to use specific behavior when developing learning target.5/5(3).
Affective Domain The Affective Taxonomy, which describes objectives that reflects underlying emotions, feelings, or values rather than cognitive or thought complexity. This taxonomy describes a process by which another person’s, groups, or society’s ideas, beliefs, customs, philosophies, attitudes, and so on are gradually accepted and.Given this, the paper examined the cognitive and affective characteristics of History students of the University of CapeCoast, using primary data collected via focus group discussions with a Author: Charles Oppong.
