(6)

• Bloom's Taxonomy


  A framework created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom to promote higher forms of thinking in education
• Learning Domains


  • Cognitive
  • Psychomotor
  • Affective

  
• Affective Domain


  First described in 1964, attributed to David Krathwohl as the primary author
• Affective Assessment


  An assessment based on the student's attitudes, interest and values
• Taxonomy in Affective Domain

  • Characterisation of Value Set
  • Organisation
  • Valuing
  • Responding
  • Receiving

  
• Receiving


  Being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them
• Responding


  Committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them
• Valuing


  Willing to be perceived by others as attaching importance to certain ideas, materials, or phenomena
• Organisation


  Relating the value to those already held and bring it into a harmonious and internally consistent philosophy
• Characterization


  To act consistently in accordance with the values he or she has internalized
• As teachers, we should be interested in students' attitudes towards learning topics
• We want to find teaching methods that encourage students and draw them in
• We need to be careful about our actions that may negatively impact on students' attitudes which go straight into the affective domain
• Affective Learning Competencies


  Specific, measurable, short-term, observable student behaviors
• Affective learning competencies are a foundation that builds lessons and assessments that can prove to meet overall course or lesson goals
• Affective learning competencies are tools used to ensure learning is focused and can be objectively measured
• The affective domain is part of a system published in 1965 for identifying, understanding and addressing how people learn, along with the cognitive and psychomotor domains

  
• The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection

  
• The affective domain is more difficult to objectively analyze and assess than the cognitive domain

  
• Much of the educative process needs to deal with assessment and measurement of students' abilities in the affective domain
• The development of the psychomotor domain is also an important consideration in education, but is not covered in this book
• Behavioral Verbs Appropriate for the Affective Domain

  • To differentiate
  • To accept
  • To listen (for)
  • To respond to
  • To comply with
  • To follow
  • To commend
  • To volunteer
  • To spend leisure time in
  • To acclaim
  • To increase measured proficiency in
  • To relinquish
  • To subsidize
  • To support
  • To debate
  • To discuss
  • To theorize
  • To formulate
  • To balance
  • To examine
  • To revise
  • To require
  • To be rated high in the value
  • To avoid
  • To resist
  • To manage
  • To resolve

  
• Attitudes


  A mental predisposition to act that is expressed by evaluating a particular entity with some degree of favor or disfavor
• Components of Attitudes


  • Cognitions
  • Affect
  • Behavioral Intentions
  • Evaluation
• Cognitions


  Our beliefs, theories, expectancies, cause-and-effect beliefs, and perceptions relative to the focal object

  
• Affect


  The affective component refers to our feeling with respect to the focal object such as fear, liking, or anger
• Behavioral Intentions


  Our goals, aspirations, and our expected responses to the attitude object
• Evaluation


  The imputation of some degree of goodness or badness to an attitude toward an object
• Evaluations are a function of cognitive, affect and behavioral intentions of the object
• It is most often the evaluation that is stored in memory, often without the corresponding cognitions and affect that were responsible for its formation
• Why study attitudes?


  • Attitudes can influence the way we act and think in the social communities we belong
  • Attitudes can function as frameworks and references for forming conclusions and interpreting or acting for or against an individual; individuals, a concept or an idea
• Poor performance in school mathematics cannot be strictly attributable to differential mental abilities but to the students' attitudes toward the subject
• When mathematics classes are recited, students with negative attitude towards mathematics tend to pay less attention and occupy their minds with something else
• Attitudes may influence behavior. People will behave in ways consistent with their attitudes
• Motivation


  A reason or set or reasons for engaging in a particular behavior intrinsically or extrinsically, especially human behavior as studied in psychology and neuropsychology
• Motivation


  • Initiation, direction, intensity and persistence of human behavior
  • Many theories that explain human motivation, including need theory and Maslow's hierarchy of needs
• Motivators


  Factors that give positive satisfaction, e.g. challenging work, recognition, responsibility
• Hygiene factors


  Factors that do not motivate if present, but if absent will result in demotivation, e.g. status, job security, salary and fringe benefits
• Herzberg's two factor theory was proven more powerful than Maslow's since its concepts are simpler to understand
• ERG theory


  Existence, relatedness and growth - an expansion of Maslow's hierarchy of needs