QUESTION FOR EDU: 331 COURSE
The affective domain addresses
interests, attitudes, opinions, appreciations, values, and emotional sets.
1. Using
the Krathwohl taxonomy of educational objective as your guide develop 25 items
assessment tools in the effective demand.
2. Group
the items in accordance with the objective
3. How
will you determine the validity and reliability of the test you have developed.
The original purpose of the taxonomy of
educational objectives was to provide a tools for classifying instructional
objectives. The taxonomy is hierarchical (levels increase in difficulty/sophistication) and
cumulative (each level builds on and subsumes the ones below).
The
levels in addition to clarifying instructional objectives, may be used to
provide a basis for questioning that ensures that students progress to the
highest level of understanding. If the teaching purpose is to change attitudes,
behaviour rather than to transmit process information, then the instruction should
be structured to progress through the five levels. There are levels in the
affective domain moving through the lowest order processes to the highest.
They
include the following:
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Characterizing
RECEIVING: The lowest level; the student
passively pays attention. Without this level no learning can occur. Receiving is
about the students memory and recognition as well.
Responding: The student actively participates
in the learning process, not only attends to a stimulus; the student also
reacts in some way.
VALUING: The attaches a value to an object,
phenomenon, or piece of information. The student associates a value or some
values to the knowledge he acquired.
ORGANIZING: The student can
put together different values, information and ideas and accommodate them
within his/her own schema; comparing relating and elaborating on what has been
leaned.
CHARACTERIZING:
The
student holds a particular value or belief that now exerts influence on his/her
behaviour so that it becomes a characteristic.
Here
are the item grouping in accordance with the objective.
1. Ability.
2. Ability
Grouping.
3. Accuracy.
4. Achievement.
5. Action
maze.
6. Action
learning.
7. Action
verb.
8. Active
learning.
9. Active
stop.
10. Actual.
11. Adaptive
Branching/adjustice device.
12. Adjunct
program.
13. Aptitude.
14. Assessment.
15. Attitude.
16. Authoring.
17. Baseline.
18. Behaviour.
19. Behaviorism.
20. Behavior
modification.
21. Case
study.
22. Certification.
23. Chaining.
24. C-learning.
25. Coach.
ABILITY: The capacity to
perform an act, either innate or as the result of learning and practice.
Ability
grouping:
Arrangement whereby students are assigned to groups on the basis of aptitude
testing.
Accelerated
learning: Combining adult learning theory in the
learning environment to achieve a faster learning rate.
Accuracy: The degree of freedom from error or the
degrees of conformity to a standard.
Achievement:
A
measurement of what a person knows or can do after training.
Action:
The
specific behaviour the learner is to exhibit after training.
Action
mare: A case study
which has been programmed. Learners receive enough information to take them to
their first decision point. The decision then takes them to the next frame,
which explains the consequence of their decision. This process is continued
until the maze has been completed.
ACTIVE
LEARNING:
a Process of learning new ideas, skills and attitude through what we do at work
or in other behavioural condition or situations. It is about learning from
doing, performing, and taking action. The action can be either mental (e.g
reflection) or physical (eg\ case study).
ACTUALS: Information about
the current skills, knowledge, perspectives and environment of
individuals in an organization.
Specifics about what people now do.
Validity and reliability of the test
developed will be determine by testing its development twice or testing the
source of its development twice. For instance, if a test is designed to assess
student learning in government, such test could be given to a group of student twice.
Then after the second time, if the same result is obtained in the test by
following the same procedure such test can be said to be valid and reliable.