By Lorin W. Anderson
The affective realm is a serious, yet usually forgotten, element of education. the improvement of personality and the formation of applicable studying environments count to a wide volume on realizing the affective nature of scholars. even if the point of interest is on cognitive fulfillment, impact has a task to play. academics usually point out an absence of motivation as a main reason behind scholars no longer reaching in addition to they need to or in addition to their academics would favor. regardless of the significance of have an effect on, educators hardly ever take the time to systematically gather and use information regarding scholars' affective features to higher comprehend scholars and to considerably increase the standard of schooling they obtain. This book's goal is to supply educators with the information and abilities they should layout and choose tools that may be used to collect information regarding scholars' affective features. as soon as legitimate and trustworthy details has been amassed, it may be used to assist in realizing and to enhance academic caliber. the second one variation beneficial properties: * an up to date checklist of affective features (i.e., attitudes, values, pursuits, vanity, self-efficacy, locus of keep an eye on) * a twin emphasis on making a choice on and designing affective review tools * an emphasis on multi-scale tools (i.e., a unmarried device with a number of affective scales) * using a unmarried small info set to demonstrate and foster figuring out of key options and systems * a twin emphasis on info approximately person scholars and teams of scholars * a twin specialize in the instrumental price of affective info and the inherent price of affective facts (i.e., impact is effective in and of itself)
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Additional info for Assessing Affective Characteristics in the Schools
No one likes to be labeled. Similarly, in the affective domain, the gathering of the information can lead to both good and poor uses of information. A teacher, for example, can use the information that a student has a negative attitude toward his or her course to berate the student in front of others. Or a teacher can use this information to work toward development of a more positive attitude on the part of the student. Because uses of affective information can vary widely, concerns for privacy are justified once again.
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F. Title. 26dc21 CIP Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and du- rability. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Page v Contents Preface vii 1 Gathering Information about Students' Affect: Why Bother? 1 2 Affective Characteristics: What Are They? 24 3 Issues in Affective Assessment: How Can Information Be Gathered? 49 4 Affective Instruments: What Is Important and What Do They Look Like?