Podcast
Questions and Answers
Which of the following are considered to be the three domains of learning in Bloom's Taxonomy? (Select all that apply)
Which of the following are considered to be the three domains of learning in Bloom's Taxonomy? (Select all that apply)
- Affective (correct)
- Emotional
- Cognitive (correct)
- Psychomotor (correct)
Which of the following is NOT a verb that is appropriate for the affective domain?
Which of the following is NOT a verb that is appropriate for the affective domain?
- Complete
- Defend
- Illustrate (correct)
- Recognize
What is the definition of 'attitude' as it relates to this document?
What is the definition of 'attitude' as it relates to this document?
A mental predisposition to act that is expressed by evaluating a particular entity with some degree of favor or disfavor.
Which of the following is an example of an external support that helps develop a student's interest?
Which of the following is an example of an external support that helps develop a student's interest?
Which of the following is NOT a characteristic of students with high self-efficacy?
Which of the following is NOT a characteristic of students with high self-efficacy?
Which of the following is NOT a source of self-efficacy?
Which of the following is NOT a source of self-efficacy?
Anxiety can have a positive impact on a student's learning and performance in school.
Anxiety can have a positive impact on a student's learning and performance in school.
What does the term 'creativity' refer to in the context of this document?
What does the term 'creativity' refer to in the context of this document?
What is the main idea behind 'epistemological beliefs'?
What is the main idea behind 'epistemological beliefs'?
What are 'Transversal Competencies'?
What are 'Transversal Competencies'?
Which of the following is NOT a category of 21st Century Skills?
Which of the following is NOT a category of 21st Century Skills?
Flashcards
Affective Domain
Affective Domain
Growth in feelings, emotions, and attitudes.
Cognitive Domain
Cognitive Domain
Mental skills and knowledge.
Psychomotor Domain
Psychomotor Domain
Physical skills and manual dexterity.
KSA
KSA
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Receiving (Affective)
Receiving (Affective)
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Responding (Affective)
Responding (Affective)
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Valuing (Affective)
Valuing (Affective)
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Organization (Affective)
Organization (Affective)
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Characterization by Value (Affective)
Characterization by Value (Affective)
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Attitude
Attitude
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Cognition (Attitude)
Cognition (Attitude)
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Affective (Attitude)
Affective (Attitude)
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Behavioral Intention (Attitude)
Behavioral Intention (Attitude)
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Evaluation (Attitude)
Evaluation (Attitude)
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Interest
Interest
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Motivation
Motivation
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Value
Value
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Self-concept
Self-concept
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Locus of Control
Locus of Control
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Self-efficacy
Self-efficacy
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Anxiety
Anxiety
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Creativity
Creativity
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Epistemological Beliefs
Epistemological Beliefs
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Teacher Observation
Teacher Observation
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Student Self-Report
Student Self-Report
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Peer Ratings
Peer Ratings
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Study Notes
Intended Learning Outcomes
- Select appropriate, high-quality affective assessment tools
- Use learner-appropriate assessment methods and tools
- Interpret assessment data to monitor and evaluate learner achievement, improving performance and informing instruction
Bloom's Taxonomy
- Three learning domains: cognitive, psychomotor, and affective
- Cognitive domain: mental skills (knowledge)
- Affective domain: growth in feelings/emotions (feelings, emotions, attitude)
- Psychomotor domain: manual/physical skills (skills)
- Abbreviated as KSA (knowledge, skills, attitude)
Affective Domain
- Focuses on the development of the "heart" (emotions and attitudes) alongside the mind and body
- Emphasizes emotional intelligence, social and emotional learning (SEL), and growth mindsets.
Taxonomy of Educational Objectives
- The affective domain includes a wide range of objectives: interests, attitudes, appreciations, values, and emotional sets.
- The objectives are categorized in a hierarchical structure:
- Receiving: awareness, sensitivity, willingness to tolerate
- Responding: commitment (complying, agreeing, participating)
- Valuing: attaching importance to ideas/phenomena (supporting, defending)
- Organization: relating values consistently (theorizing, formulating)
- Characterization by value: acting consistently with values (revising, adhering)
Affective Assessment Tools
- Assessment methods—observation, student self-report, peer rating.
- Observation: unstructured (open-ended) or structured (checklist, rating scales)
- Self-reports: written reflections, essays, questionnaires, interviews.
- Rating scales: Likert scales, semantic differentials.
- Tools: checklists, ratings scales (Likert, semantic differential scales), sentence completion
Key Concepts
- Attitude: A mental predisposition to act in a particular way.
- Interest: Personal preference for activities, motivational process.
- Motivation: Environment, tasks, and activities that energize or direct a person's behavior.
- Values: Principles, standards, or qualities considered desirable.
- Self-concept: Mental image of oneself (actions, characteristics).
- Locus of control: Perception of the underlying causes of events (internal or external).
- Self-efficacy: Belief in one's ability to succeed in a situation.
21st-Century Skills
- Critical thinking, creativity, collaboration, communication, information, media, technology, flexibility, leadership, initiative, productivity, and social skills are vital.
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