Learning is a change in behavior. Many people say that learning is a permanent change in behavior but B.F. Skinner disproved that notion using his Operant Conditioning. Since then, learning is a behavior, not permanent, which may become seldom or frequent, depending on the reinforcements applied.
Learning occurs randomly in the school, at home, in the church, anywhere. However, since we spend at least 16 years of our lives in academic institutions, most of the things we know and people we befriend with are products of this social institution. Within at least 16 years, we spend 2/3 of our days in scholastic activities, 1/3 (8 hours) in sleeping.
The way content knowledge is, affects are also learned in school. We acquire interests, preferences, morals, habits, attitudes, etc. by interacting with people in it.
This is why affects are also assessed, measured and evaluated by teachers. Robinson and Shaver (1993) enumerated a few indicators or approaches to the assessment of affective outcomes. Here they are:
1. Money:
A person who spends money on cosmetics is obviously beauty-conscious. On the other hand, a person who allots money in books has an inner motivation for learning.
2. Time:
2. Time:
Time is gold, as the adage goes. This is why, like money, a time spent is an indicator of a person's interest, inclinations, etc. A person who spends time in the gym thinks that physical fitness is of utmost importance.
3. Verbal Expressions:
But the words you speak come from the heart... -- Matthew XV : xviii
A person who talks about politics is more likely interested in politics. Though (since I already involved the Bible), not all who speaks of God and Jesus are believers. I'm sure most of us will agree about that.
"Not everyone who says to me, 'Lord, Lord,' will enter the kingdom of heaven, but only he who does the will of my Father who is in heaven. -- Matthew VII : xxi
This, thus, leads us to the conclusion that time and money and other indicators are more concrete manifestations of affective outcomes.
4. Fund of Information:
A person who know a lot about the history of the Roman Catholic Church might probably have read a lot money and time to reading and buying material about it. According to behaviorists, we seem to choose what to learn and what to retain in our minds. Here comes interest. Interest is a driving force to retain what and what not to.
5. Speed of Decision or Reaction Time:
My classmate, Diana, when asked anything about the periodic table, answers in considerable speed. This is in line with Fund of Information. She surely is very familiar with these matters and it indicated his interests.
A person who is most interested in grammar doesn't take much time to identify that a sentence has an error.
6. Written Expressions or Personal Documents:
Edgar Allan Poe wrote a lot about love woven with death and tragedy. His experiences may clearly let his readers understand the whys.
Ray Bradbury wrote his books and short stories dealing with the future and technology and their implications in the lives of the people. Who knows!? May be he's a scientist.
7. Sociometric Measures:
Tell me who your friends are and I'll tell you who you are.
Though I do not believe in this, in general, it is a powerful indicator of affective learning. The choice of friends of a person indicates a lot about himself.
8. Activity Level Methods:
A person's endurance in something or anything, his speed in reading or writing and others speaks loudly about a person's affects.
9. Observations:
Observations of the teacher, based on some standardized or systematized recorders.
10. Specific Performances and Behavior
Sleeping in Math classes and reciting actively in the Biology class say that a learner is bored and stimulated.
11. Memory Measures:
The ability of a student to retain and recall pieces of information despite of distractions and other factors is an indicator.
12. Simulations:
Game-like activities and other interpersonal activities reveal a person's attitude.
3. Verbal Expressions:
But the words you speak come from the heart... -- Matthew XV : xviii
A person who talks about politics is more likely interested in politics. Though (since I already involved the Bible), not all who speaks of God and Jesus are believers. I'm sure most of us will agree about that.
"Not everyone who says to me, 'Lord, Lord,' will enter the kingdom of heaven, but only he who does the will of my Father who is in heaven. -- Matthew VII : xxi
This, thus, leads us to the conclusion that time and money and other indicators are more concrete manifestations of affective outcomes.
4. Fund of Information:
A person who know a lot about the history of the Roman Catholic Church might probably have read a lot money and time to reading and buying material about it. According to behaviorists, we seem to choose what to learn and what to retain in our minds. Here comes interest. Interest is a driving force to retain what and what not to.
5. Speed of Decision or Reaction Time:
My classmate, Diana, when asked anything about the periodic table, answers in considerable speed. This is in line with Fund of Information. She surely is very familiar with these matters and it indicated his interests.
A person who is most interested in grammar doesn't take much time to identify that a sentence has an error.
6. Written Expressions or Personal Documents:
Edgar Allan Poe wrote a lot about love woven with death and tragedy. His experiences may clearly let his readers understand the whys.
Ray Bradbury wrote his books and short stories dealing with the future and technology and their implications in the lives of the people. Who knows!? May be he's a scientist.
7. Sociometric Measures:
Tell me who your friends are and I'll tell you who you are.
Though I do not believe in this, in general, it is a powerful indicator of affective learning. The choice of friends of a person indicates a lot about himself.
8. Activity Level Methods:
A person's endurance in something or anything, his speed in reading or writing and others speaks loudly about a person's affects.
9. Observations:
Observations of the teacher, based on some standardized or systematized recorders.
10. Specific Performances and Behavior
Sleeping in Math classes and reciting actively in the Biology class say that a learner is bored and stimulated.
11. Memory Measures:
The ability of a student to retain and recall pieces of information despite of distractions and other factors is an indicator.
12. Simulations:
Game-like activities and other interpersonal activities reveal a person's attitude.
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