The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
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.
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
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
Product-oriented assessments evaluate student performance through products they create, such as completed projects. These products demonstrate their achievement of learning tasks and skills. Products can include works showing communication skills or physical abilities. Rubrics are used to evaluate student performance and proficiency levels on tasks. Competencies are linked to expertise shown in the product. Products are assessed at three levels - minimum specifications, additional skilled specifications, and expert level specifications involving aesthetics. Examples provided assess geometry shapes, scrapbooks, and typing outputs at these three levels.
The document discusses portfolio assessment and provides details about its contents, types, and process. Some key points:
- Portfolio assessment is a collection of a student's work that is more accurate than transcripts alone. It includes academic and extracurricular activities.
- There are five types of portfolios: working, developmental, documentary, showcase, and evaluation. Each has a specific focus like skills development or grading.
- The portfolio process involves goal setting, selecting entries, performing tasks, gathering data, reflection, exhibition, and evaluation based on criteria like content and originality.
- Portfolios are evaluated by the student, peers, teachers and advisor to provide a holistic assessment of performance.
The Role of Technology in Delivering a CurriculumArthur Anuada
This document discusses the role of technology in delivering curriculum. It emphasizes that technology should be identified in the planning phase and chosen based on practicality, suitability for the activity, appropriateness for learners, and matching objectives. A variety of instructional media/technologies are presented, including real objects, printed materials, visuals, audio materials, and computer/multimedia presentations. Factors like lettering style and size, line spacing, and appeal must be considered for visual elements. The document concludes that technology upgrades teaching quality, capability of teachers, broadens education delivery, and revolutionizes paradigm shifts to student-centered learning.
The document discusses different types of assessment used in teaching and learning. It describes traditional assessments like paper-and-pencil tests which measure lower-level skills, while authentic assessments focus on higher-order skills through realistic tasks. Formative assessment provides feedback during instruction, while summative assessment evaluates learning after instruction through exams. Norm-referenced assessment compares students to peers, and criterion-referenced assessment evaluates students against fixed standards. The document also contrasts contextualized versus decontextualized assessment and analytic versus holistic assessment approaches.
Sources of expected student learning outcomedark191919
The institution's mission statement and government education agency policies are prescribed sources for defining student learning expectations. Expected competencies from professions, businesses, and industries should also be adopted to ensure graduates can perform as expected in their workplaces. International trends and developments should be considered as well when identifying learning outcomes, to promote competitiveness of graduates abroad.
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
The document discusses various methods for assessing affective learning outcomes, including constructed-response formats, selected-response formats, and peer ratings. It provides details on using checklists, rating scales, and other assessment tools to measure affect. Key aspects include matching response formats to traits assessed, ensuring anonymity, and considering the context and targets when choosing assessment methods.
Differences between measurement, evaluation and assessmentSWATHY M.A
Measurement is the process of assigning numbers or symbols to objects to characterize and quantify them. It involves observing and collecting quantifiable data about characteristics. Assessment is a broader process of collecting data through tests and observations to understand a topic or individual's condition. The purpose is to evaluate achievement against objectives. Evaluation is the process of making judgements about the value or worth of performance by establishing objectives, selecting indicators, and comparing data to objectives. It determines the outcomes of learning. The key differences are that measurement quantifies observable phenomena, assessment collects evidence of achievement, and evaluation makes qualitative judgements on performance and outcomes.
This document discusses authentic assessment, including its meaning, characteristics, and practices. Authentic assessment aims to evaluate students' ability to apply knowledge to real-world tasks, rather than just recall facts. It is characterized by clear performance criteria, emphasis on skills over memorization, and requiring students to demonstrate learning through tasks like projects and portfolios. The document outlines five phases of authentic assessment: identifying outcomes, determining criteria, implementing instruction, measuring performance, and evaluating results for improvement. In contrast to traditional assessment focused on selecting answers, authentic assessment centers on students performing meaningful tasks that simulate real-world challenges.
Role of Assessment in Instructional Decision -KayeCee Saliendrez
This document discusses different types of assessments used at various stages of instruction - placement/diagnostic assessments before instruction to determine students' entry behaviors and weaknesses, formative assessments during instruction to monitor progress and check if objectives are being achieved, and summative assessments after instruction to determine if students have mastered the objectives and skills required. It provides examples of tools that can be used for each type of assessment, from pre-tests and interviews for placement, to observations, homework, and student feedback for formative, to exams, projects, and course evaluations for summative. The assessments are used to improve instruction, plan future activities, and assign grades or recognize student performance.
This document describes assessment in the affective domain, which emphasizes feelings, emotions, and acceptance or rejection of ideas. It outlines Krathwohl's taxonomy of the affective domain, which includes receiving, responding, valuing, organization, and characterization. The taxonomy moves from simple awareness and attention to complex internalization of values and consistent demonstration of behaviors aligned with those values. The document also provides examples of behavioral verbs and learning competencies for each level of the taxonomy to help assess affective objectives in a measurable way.
Process oriented performance-based assessmentrenarch
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENTRhea Dulla
The document outlines 6 stages to implementing portfolio assessment:
1. Identifying teaching goals to assess and guide student work selection.
2. Introducing portfolio assessment to students who may not be familiar with it.
3. Specifying portfolio content including required and optional items and how each will be assessed.
4. Giving clear guidelines for portfolio presentation including formatting, drafts, and reflections.
5. Informing administrators, parents, and stakeholders about the new assessment procedure.
6. Supporting students through conferences, self-reflection, and feedback during portfolio development.
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
Assessment in the affective domain. cha.4.ed8Eddie Abug
This document discusses assessment in the affective domain. It begins by explaining Bloom's taxonomy, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The affective domain describes learning related to feelings, values, appreciation, enthusiasms, attitudes, and emotional sets. Several assessment tools used to measure the affective domain are then described, including self-report measures, rating scales like Likert scales, checklists, and the semantic differential technique. Krathwohl's taxonomy of the affective domain is also presented, with five levels ranging from receiving to characterizing. The importance of motivation, attitudes, values, and self-efficacy in the affective domain is discussed.
This document discusses affective assessment, which assesses students' attitudes in various perspectives, such as their attitudes and behaviors toward lessons. It emphasizes that students' attitudes toward learning play a major role in how much they learn. The document outlines three student learning objectives related to defining affective assessment, describing the importance of affective variables, and demonstrating good and bad attitudes toward learning. It provides examples of how affective variables like interests and values can influence students' learning and future behavior. The document also discusses tools for affective assessment, such as scenarios and role plays, as well as multifocus affective inventories.
This document discusses the three domains of learning: cognitive, affective, and psychomotor. It focuses on the affective domain, which involves educational objectives related to attitudes, values, beliefs and appreciation. Krathwohl's taxonomy of the affective domain outlines five levels - receiving, responding, valuing, organization, and characterization. Instructional objectives in the affective domain should be specific, measurable, and observable. Examples of appropriate verbs to use for each level of the affective domain are provided.
The document discusses Krathwohl's Taxonomy of Affective Domain, which categorizes learning objectives into five main levels - Receiving, Responding, Valuing, Organization, and Characterization. It provides definitions and examples for each level. Instructional objectives are defined as specific, measurable, short-term and observable student behaviors that ensure learning is focused on reaching overall goals. The document also discusses key concepts in the affective domain, defining attitudes as mental predispositions to act in favor or disfavor of something based on cognitions, affect, behavioral intentions, and evaluations.
This document discusses attitudes and motivation. It defines attitude as a mental predisposition to act that is expressed through evaluating an entity with favor or disfavor. Attitudes have four components: cognitions, affect, behavioral intentions, and evaluation. Motivation is explained as what initiates, directs, and sustains human behavior. Several theories of motivation are described, including Maslow's hierarchy of needs and Herzberg's two-factor theory. The document also discusses the role of motivation in education and defines intrinsic and extrinsic motivation. Self-efficacy is defined as a belief in one's own capabilities.
This document discusses objectives, assessments, and tools for measuring the affective domain. It defines instructional objectives as specific, measurable, short-term, observable student behaviors that are used to ensure goals are met. Four components of attitudes are discussed: behavioral intentions, cognitions, evaluation, and affect. Standard assessment tools mentioned include self-reports, rating scales, semantic differential scales, and checklists. Objectives are described as the foundation for building lessons and assessments to prove goals are achieved.
The document discusses psychomotor domain objectives, which refer to physical skills and movements. It outlines six levels of the psychomotor domain from perception to origination. Perception involves sensory abilities, set involves mental preparation, guided response involves practice, mechanism involves habitual responses, complex overt response involves skilled coordination, and adaptation and origination involve modifying and creating new movements. Examples are provided for each level to illustrate types of skills.
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
David Krathwohl was an American educational psychologist who co-authored Bloom's Taxonomy, a critical publication on education. He proposed a taxonomy for the affective domain of learning focusing on how students receive and respond to phenomena, the values and attitudes they develop, and how their character is shaped by their value systems. The taxonomy ranges from receiving or being aware of phenomena, to actively responding to it, internalizing values and attitudes, comparing and relating values to build a value system, and having a value system that controls behavior and forms a consistent lifestyle. Krathwohl made significant contributions to the field of educational psychology.
An Introduction to the assessment of learning in the Psychomotor And Affectiv...Miguel Angelo Rosales
This document discusses methods of assessing learning in the psychomotor and affective domains. It describes the levels of psychomotor learning as imitation, manipulation, and precision. Assessment approaches discussed include observation of student performance, evaluation of student products, and portfolios. Rating scales, checklists, and rubrics are presented as tools to measure the acquisition of skills.
The document discusses designing product-oriented performance assessments. It recommends visiting a class to identify product-oriented activities, choosing one activity to study, and designing an assessment plan for that activity. The plan should include learning objectives, tasks, rubrics, and notes on conditions for successful implementation. Reflecting on personal strategies can help make efforts successful. Overall, the document provides guidance on developing a product-oriented performance assessment through observation, planning, and reflection.
This document discusses measurement in the psychomotor domain. It defines key terms like psychomotor, domain, and describes the 7 levels in the psychomotor domain according to Francis M. Quinn. These levels progress from basic skills like perception to more advanced skills like adaptation and origination. Common tools for assessing the psychomotor domain are also outlined, including checklists, rating scales, and observation techniques. Checklists provide a simple yes/no evaluation but don't indicate quality, while observation allows immediate feedback but requires more time.
The document discusses various grading and reporting systems used in education including letter grades, pass/fail systems, criterion-referenced grading, and portfolios. It also covers conducting parent-teacher conferences to discuss student performance and components that make up a student's overall grade such as tests, quizzes, projects, participation, and behavior. Effective grading requires thoughtful professional judgment and should not be used as a weapon against students.
The document discusses various grading and reporting systems used in education. It describes the objectives of grading systems as providing results to students, parents, and administrators in a brief and understandable way. Various types of systems are examined, including traditional letter grades, pass-fail, checklists of objectives, letters to parents, portfolios, and parent-teacher conferences. Guidelines are provided for developing effective grading systems and conducting productive parent-teacher meetings.
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
The document discusses the affective domain of learning, which involves emotions, values, attitudes, and motivations. It describes the levels of the affective domain from receiving to responding to valuing to commitment. Evaluation methods of the affective domain are also presented, including rating scales, checklists, semantic differentials, and Likert scales to gauge student attitudes. Projective techniques like word association, unfinished sentences, and unfinished stories are indirect methods to probe student feelings and attitudes. Keeping logs, diaries, and writing compositions provides opportunities for students to express emotions and views.
The document discusses portfolio assessment as an alternative to traditional testing. It describes portfolios as collections of student work that demonstrate skills and abilities. The document provides guidance on setting up effective portfolio assessment, including deciding on a purpose, selecting work samples, developing a scoring rubric, and providing feedback through student-teacher conferences. It notes benefits of portfolios in showcasing student work and progress over time, but also challenges in reliability, time requirements, and controlling outside influences.
The document discusses assessment in the affective domain, which emphasizes feelings, emotions, and attitudes. It describes taxonomies for classifying affective objectives, including Bloom's Taxonomy, which arranges objectives from simple awareness to complex character development. Common affective constructs like attitudes, motivation, and self-efficacy are also explained. Various assessment tools for the affective domain are presented, such as self-reports, rating scales, and semantic differentials, which measure students' attitudes, interests, and perceptions.
Affective Domain in taxonomy of educational objectivesTasneem Ahmad
The document discusses the taxonomy of educational objectives, specifically focusing on the affective domain. It describes the affective domain as including constructs like attitudes, values, beliefs, interests, and motivation. The document outlines David Krathwohl's five-level taxonomy of objectives within the affective domain: receiving, responding, valuing, organizing, and characterizing. It provides examples for each level and discusses key concepts like attitude, value, and motivation in relation to the affective domain in education.
Chapter 8 - Assessment in Affective Domain.pdfJerumPalahang1
The document discusses various methods for assessing learning in the affective domain. It begins by defining the affective domain as dealing with feelings, emotions, attitudes, and values. It then explains three common methods: teacher observation, student self-reports, and peer ratings. Various assessment tools are described that can be used with these methods, including rating scales, checklists, semantic differentials, sentence completion, and written reflections. The goal of assessment in the affective domain is to evaluate students' attitudes, values, motivations, and social-emotional development.
The document discusses Bloom's Taxonomy, which categorizes learning objectives into cognitive, affective, and psychomotor domains. It provides details on each domain, including the original and revised cognitive taxonomies by Bloom and Anderson/Krathwohl. The cognitive domain involves recall, comprehension, application, analysis, synthesis, and evaluation. The affective domain deals with attitudes and incorporates values. The psychomotor domain refers to physical skills and movements.
The document discusses Bloom's Taxonomy, which categorizes learning objectives into cognitive, affective, and psychomotor domains. It provides details on each domain, including the original and revised cognitive taxonomies by Bloom and Anderson/Krathwohl. The cognitive domain involves recall, comprehension, application, analysis, synthesis, and evaluation. The affective domain deals with attitudes and incorporates values. The psychomotor domain refers to physical skills and movements.
notes for Educational pyschology for undergraduate and masters students who need information that is relevant for exams or test.It will be useful for teachers too ,Educational psychology is one of the oldest branches in the field, with roots dating back at least to Plato.
Plato believed that learning is based on the mind’s innate capacity to receive information and judge its intellectual and moral value.
Plato’s foremost pupil, Aristotle, emphasized how learning involves building associations such as succession in time, contiguity in space, and similarities and/or contrasts.
This document provides an overview of learning theories and concepts. It discusses behaviorism, cognitivism, and social constructivism as theories of learning. It also outlines key concepts related to learning like the different types of learning, nature of learning theories, learner-centered principles, and cognitive and metacognitive factors that influence learning. Various instructional strategies that are learner-centered are also mentioned.
Authentic Assessment of the Affective Domain.pdfCarloManguil2
The document discusses various methods for assessing the affective domain in learning, which includes attitudes, values, interests, motivation, self-concept, and other affective constructs. It describes several common assessment tools used, including self-report measures like written reflections, rating scales such as Likert scales, semantic differential scales, Thurstone scales, and Guttman scaling. Examples of each assessment tool are provided. The document emphasizes that appropriate assessment of the affective domain is important for monitoring learner achievement and improving performance.
This document provides an overview of learning and learning theories. It defines learning, discusses the domains, features, principles, and process of learning. It also summarizes four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior due to environmental influences and conditioning. Cognitivism sees learning as the processing of information in memory. Constructivism emphasizes learning through experience and knowledge construction. Humanism views learning as a personal act to fulfill one's potential.
This document discusses two theories of learning: problem-based learning (PBL) and self-determination theory (SDT). It provides details on each:
PBL involves students working in small groups to solve open-ended problems and gain knowledge in the process. Key aspects are presenting problems before material is learned and using real-world contextual problems. SDT focuses on fulfilling three innate needs - autonomy, competence and relatedness - for optimal human functioning and intrinsic motivation. When these needs are supported, individuals are autonomously motivated to undertake tasks. The document outlines several mini-theories within SDT and educational implications of both theories.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
The document discusses Bloom's Taxonomy, which is a framework for categorizing levels of thinking skills. It was created by Benjamin Bloom and divides cognitive learning into six categories from simplest to most complex: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The document also discusses the three learning domains in Bloom's Taxonomy - Cognitive, Affective, and Psychomotor - and provides examples of levels within each domain.
Motivation is key to engaging students and driving learning. There are three main influences on motivation - behavioral, cognitive, and environmental. Behavioral influences include using rewards to reinforce positive behavior, though extrinsic motivators are controversial. Cognitive influences include developing self-efficacy and a growth mindset. Environmental influences include modeling behaviors and creating a supportive learning community. The ultimate goal is to help students develop intrinsic motivation and self-regulation of their learning. Teachers can stimulate motivation by making lessons interesting and relevant, setting achievable goals, managing emotions, and creating a learner-centered environment.
The document discusses key concepts in the affective domain of learning. It begins by defining the affective domain as focusing on learner attitudes, values, interests, and appreciation. It is one of three domains identified by Bloom's taxonomy, along with the cognitive and psychomotor domains. The affective domain emphasizes feelings, emotions, and levels of acceptance or rejection. While difficult to objectively assess, the affective domain is an important part of the educational process. Key concepts discussed include attitudes, interest, motivation, values, self-concept, locus of control, self-efficacy, anxiety, creativity, and epistemological beliefs. Groups are assigned different combinations of these concepts to report on.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
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Covers degrees offered, program details, tuition, financial aid and the application process.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
The membership Module in the Odoo 17 ERPCeline George
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How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Views in Odoo - Advanced Views - Pivot View in Odoo 17
Affective Assessment
2. • Affective Assessment is an
assessment based on the
student’s attitudes, interest and
values.
3. Bloom's Taxonomy of Learning Domains
Bloom's Taxonomy was created in 1956 under
the leadership of educational psychologist Dr.
Benjamin Bloom in order to promote higher
forms of thinking in education, such as
analysing and evaluating, rather than just
remembering facts (rote learning).Learning
takes place in 3 domains:
• Cognitive
• Psychomotor
• Affective
4. 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
internalized by a different person, group, or society.
This process usually begins with a minimal, partial, or
incomplete acceptance of an alternative point of view and
culminates with the complete integration of this point of view
into an individual’s personal belief system.
5. For example:
An individual who naively believed in early 1985 that the
return of Halley’s Comet in 1986 would cause the end of life on
Earth may at first have found it difficult even listen to, receive, or
attend to information that indicated that the comet’s return would
have no significant or lasting effect on life on Earth. Instead, the
individual may have ignored such information, attempting instead
to convince others of Earth’s impending doom. However, with the
passage of time throughout the year, and with increased media
and educational reports about the event, the individual may have
increasingly listened to such information and even considered,
discussed, or responded to explanations regarding Earth’s safety
owing to the comet’s distance from Earth, its lack of mass, the
protection afforded by Earth’s atmosphere, etc. Eventually the
individual likely began to value the argument that the comet would
have little or no effect on life on Earth and ceased preaching the
demise of Earth.
6. Level and Definition Illustrative Verbs Example
Receiving refers to the
student's willingness to
attend to particular
phenomena of stimuli
(classroom activities,
textbook, music, etc.).
asks, chooses, describes,
follows, gives, holds,
identifies,
locates, names, points
to, selects, sits erect,
replies, uses
Listening to discussions
of controversial issues
with an open mind.
Responding refers to
active participation on
the part of the student.
At this level he or she
not only attends to a
particular phenomenon
but also reacts to it in
some way.
answers, assists,
complies, conforms,
discusses, greets, helps,
labels, performs,
practices, presents,
reads, recites, reports,
selects, tells, writes
Participating in team
problem solving
activities.
Questions new ideals,
concepts, models, etc. in
order to fully understand
them.
Valuing is concerned
with the worth or value a
student attaches to a
particular
completes, describes,
differentiates,
Accepting the idea that
integrated curricula is a
good way
7. Organization is concerned
with bringing together
different values, resolving
conflicts between them,
and beginning the building
of an internally consistent
value system.
adheres, alters, arranges,
combines, compares,
completes, defends,
explains, generalizes,
identifies, integrates,
modifies, orders,
organizes, prepares,
relates, synthesizes
Recognizing own abilities,
limitations, and values and
developing realistic
aspirations.
Accepts responsibility
from one’s behavior.
Characterization by a
value or value set. The
individual has a value
system that has controlled
his or her behavior for a
sufficiently long time for
him or her to develop a
characteristic “life-style.”
acts, discriminates,
displays,
influences, listens,
modifies,
performs, practices,
proposes,
qualifies, questions,
revises,
serves, solves, uses,
verifies
A person's lifestyle
influences reactions to
many different kinds of
situations.
Shows self-reliance when
working independently.
Uses an objective
approach in problem
solving.
.
8. ▶Certain positive values needs to be
introduced to our students through the various
academic subjects. For instance, a
mathematics teacher can developed and still
the value of “self-discipline”, of honesty, and
integrity in his lessons. It is well-known that
mathematics, apart from its utilitarian
function, develops disciplined minds and
forces the students to think logically. A way
to do this would be to study the lives of great
mathematicians whose works inspire the
students.
9. ▶There is an on-going debate among
educators today about the relative
importance of developing a child’s IQ or
Intelligence Quotient as opposed to
developing his “EQ or Emotional Quotient”.
Research shown that, those with fully
developed “EQ’s” tended to be more
successful, better able to adjust to his
environment, and contribute more
positively to the society.
11. These are the specific statements of learner
behaviour or outcomes that are expected to be
exhibited by students after completing a unit of
instruction. A unit of instruction may, for
example mean:
a six-week lesson on Filipino culture
a one-week lesson on algebraic
expression
a class period on “subtracting with
borrowing”
12. a.Behavioural objective- specifies an
observable, measureable behavior to be
exhibited, the conditions under which is to be
exhibited, and the criterion for mastery.
b.Expressive objective- specifies an
educational activity but does not specify the
particular outcome of the activity.
13. Unfortunately, they are not always well-written and do not
always fit a particular class of style. Instructional
objectives often have to be formulated by classroom
teachers to fit their individual classrooms.
Example: By Friday, the student will be able to recite the
names of the months in order.
Instructional objectives are specific, measurable, short-
term, observable student behaviors
Objectives are the foundation upon which you can build
lessons and assessments that you can prove meet your
over-all course or lesson goals.
14. The purpose of objectives is to ensure that learning is focused
clearly enough that both students and teachers know what is going
on, and so learning can be objectively measured.
Think of objectives as tools used to make sure you reach your
goals; arrows you shoot towards your target (goal).
15. Focal concepts in Affective Domain
- The word attitude (from Latin aptus) is defined within the
framework of social psychology as a subjective or mental
preparation for action.
- Attitudes are defined as a mental predisposition to act that is
expressed by evaluating a particular entity with some degree of
favor or disfavor.
16. ▶Cognitions - cognitions are our beliefs, theories, expectations,
cause-and-effect beliefs, perceptions relative to the focal point;
statement of beliefs and expectations which vary from one individual
to the next.
▶Affect – refers to feelings with respect to the focal object – fear,
liking, anger
▶Behavioral Intentions – refers to our goals, aspirations, and
our expected responses to the attitude object.
▶Evaluation – often considered the central component of
attitudes; it consists of the imputation of some degree of goodness or
badness to an attitude object.
17. Predisposition and Attitude
•Predisposition is an inclination beforehand to interpret
statements in a particular way while attitude is a complex
mental state involving beliefs and feelings and values and
dispositions to act in certain ways.
Why study attitudes?
•Attitude can influence the way we act and think in the
social communities we belong. They can function as
frameworks and references for forming conclusions and
interpreting or acting for or against an individual;
individuals, a concept or an idea.
18. - It is a reason or set of reasons for engaging in
a particular behavior. The reasons include basic
needs, or an object, goal, state of being or ideal
that is desirable.
19. “Motivation and desire represent the very
foundation of learning.
If students don’t want to learn, there will be no
learning.
If they feel unable to learn, there will be no
learning.
Desire and motivation are not academic
achievement characteristics.
They are affective characteristics.”
(Stiggins, 2005, pp. 199‐200)
23. - Needs are arranged in order of importance, from basic to
complex.
- Human needs have wants and desires which influence
behavior: only unsatisfied needs can influence behavior,
satisfied needs cannot.
- The person advances to the next level of needs only after
the lower need is at
least minimally satisfied.
- The further the progress up the hierarchy, the more
individuality, humanness
and psychological health a person will show.
25. - It is sometimes called “Motivator-Hygiene
Theory”.
•Motivators – challenging work, recognition,
responsibility, which give positive satisfaction
•Hygiene factors – status, job security, salary and
fringe benefits – do not motivate if present, but if
absent will result in demotivation.
27. •This theory posits that there are three groups
of core needs—existence, relatedness, and growth—hence
the label: ERG theory.
•The existence group is concerned with providing our basic
material existence requirements.
•The second group of needs are those of relatedness, the
desire we have for maintaining
important interpersonal relationships.
•These social and status desires require interaction with
others if they are to be satisfied, and they align with
Maslow's social need and the external component of
Maslow's esteem classification.
28. - It can direct behavior toward particular goals
- lead to increase effort and energy; increase
initiation of, and persistence in activities
- enhance cognitive processing
- determine what consequences are reinforcing
- lead to improve performance
Motivation in education can have several effects on
how students learn and their behavior towards
subject matter.
29. occurs when people are
internally motivated to do something because it
either brings them pleasure, they think it is important,
or they feel that what they are learning is morally
significant
which comes when a student
compelled to do something because of factors
external to him or her like money or good grades.
30. •Self-efficacy is an impression that one is
capable of performing in a certain manner or
attaining certain goals. It is a belief that one
has the capabilities to execute the courses of
actions required to manage prospective
situations
31. Self-esteem relates to a person’s sense of self-
worth while, self-efficacy relates to person’s
perception of their ability to reach a goal.
33. This the most common measurement tool in the
affective domain. It essentially requires an
individual to provide an account of his attitude
or feelings toward a concept or idea or people. It
is also called “written reflections”.
34. It refers to a set of categories designed to elicit
information about a quantitative attribute in
social science.
36. It tries to assess an individual’s reaction to specific
words, ideas or concepts in terms of ratings on bipolar
scales defined with contrasting adjectives at each end.
Example:
Good ___ ___ ___ ___ ___ ___ ___ Bad
3 2 1 0 1 2 3
(3 – extreme; 2 – quite; 0 - neutral)
37. A number of basic considerations are involved in SD
methodology.
a. Bipolar adjectives are a simple, economical means for
obtaining data on people’s reactions.
b. Ratings on bipolar adjective scales tend to be correlated, and
three basic dimensions of response account for most of the co-
variation in ratings.
c. Some adjective scales are almost pure measures of the EPA
dimensions: good-bad (Evaluation), powerful-powerless
(Potency), and fast-slow (Activity).
d. EPA measurements are appropriate when one is interested
in an effective domain responses.
38. Thurstone is considered the father of attitude
measurement and addressed the issue of how
favorable an individual is with regard to a given issue.
He developed an attitude continuum to determine the
position of favorability on the issue.
39. Attitude towards Black people in America
Example:
Directions: put a check mark in the blank if you agree with the
item.
1. Blacks should be considered the lowest class of human beings. (0.9)
2. Blacks and whites must be kept apart in all social affairs where they
might be taken as equals. (3.2)
3. I am not interested in how blacks rate socially. (5.4)
4. A refusal to accept blacks is not based on any fact of nature, but on a
prejudice which should be overcome. (7.9)
5. I believe that blacks deserve the same social privileges as whites.
(10.3)
40. In 1932,Rensis Likert developed the method of
summated ratings (or Likert scale), which is widely
used. This requires an individual to tick on a box to
report whether they “strongly agree” “agree”
“undecided”, “disagree” or “strongly disagree” in
response to a large number of items concerning
attitude object or stimulus.
41. Likert scale is derived as follows:
a. Pick individual items to include. Choose
individual items that you know correlate highly
with the total score across items.
b. Choose how to scale each item, or construct
labels for each scale value to represent
interpretation to be assigned to the number.
c. Ask your target audience to mark each item.
d. Derive a target’s score by adding the values that
target identifies on each item.
42. Example: Directions: indicate the extent to
which you agree or disagree with each
statement by circling the appropriate letter to
the right of each statement.
1.I have hard time keeping awake in class.
2.I daydream a lot in class.
3.I often feel I like coming to this class. Strongly
Agree
Agree
Uncertain
Disagree
Strongly
Disagree
SA A U D SD
SA A U D SD
SA A U D SD
43. •They are quick and economical to administer and score.
•They are easily adaptable to most attitude measurement situations.
•They provide direct and reliable assessment of attitudes when scales are well
constructed.
•They lend themselves well to item analysis procedures.
•Results are easily faked where individuals want to present a false impression
of their attitudes.
•Intervals between points on the scale do not represent equal changes in
attitude for all individuals.
•Internal consistency of the scale may be difficult to achieve
•Good attitude statements take time to construct.
44. the respondent must choose between
two options: yes to agree or no to disagree.
Example: circle yes or no to indicate whether you agree with each
statement.
1.I prefer volleyball to badminton. yes no
2.When I teach, I will use two-point scale. yes no
3.When I teach, I will give affective assessment yes no
an attention too.
45. By circling one of the seven points in the scale, respondents
indicates the degree to which they feel the adjective represent
their attitude.
Example: circle one of the numbers between each pair of
adjective to best indicate how closely one of the adjective
describes you attitude about essay.
Good 1 2 3 4 5 6 7 bad
Unpleasant 1 2 3 4 5 6 7 unpleasant
Positive 1 2 3 4 5 6 7 negative
46. It is the most common and perhaps the easiest
instrument in the affective domain.
Here are the steps in the construction of a checklist:
a. Enumerate all the attributes and characteristics you
wish to observe.
b. Arrange this attributes as a “shopping list” of
characteristics.
c. Ask students to mark those attributes which are
present and to leave blank those which are not.
47. Yes No
1. The student is effectively uses eye contact.
2. The student dresses appropriately.
3. The student is clearly defines the topic .
4. The student provides evidence of extensive and valid research with
multiple and varied sources.
5. The student combines and evaluates existing ideas to form new
insights.
48. A Guttman scale is also used in attitude measurement. A series
of statement which represent a gradient of agreement to a
concept is represented to the respondent.