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Assessing Educational Achievement in the Affective Domain. NCME Measurement in Education. Vol. 4, No. 3, Spring, 1973 [microform] / Ralph W. Tyler
Bib ID 5263606
Format BookBook, MicroformMicroform, OnlineOnline
Author
Tyler, Ralph W
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1973 
8 p. 
Summary

Both cognitive and affective components in interests, attitudes, values, and appreciations are identified as well as problems in selecting objectives for the affective domain. The suggestions offered on how to best assess feelings draw on a variety of measurement techniques. The possibilities and problems involved in assessing student achievement of objectives in the affective domain are illustrated. The problems lie not only in the difficulty of appraising emotional responses that are often covert but also in selecting and defining objectives that are proper goals for the public schools. This means affective behavior that is of constructive value to the individual, that can be developed through school experience, that is not sectarian or politically partisan and is not an unwarranted invasion of privacy. When objectives meeting these conditions are identified and defined, it is possible to assess, at least crudely, the student's achievement of these behavior patterns. (Author/RC)

Notes

Availability: NCME, Office of Evaluation Services, Michigan State Univ., East Lansing, Michigan 48823 (Subscription rate: $2.00 per year; single copies $0.25 ea. in quantities of 25 or more).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Achievement.  |  Affective Behavior.  |  Affective Objectives.  |  Attitudes.  |  Educational Assessment.  |  Evaluation.  |  Interests.  |  Values.
Form/genre Journal Articles.
Other authors/contributors National Council on Measurement in Education, East Lansing, MI
Available From ERIC 

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