The Affective Domain of Assessment in Colleges and Universities: Issues and Implications

Abstract

A comprehensive Assessment is indispensable for effective guidance, appropriate placement of students and relevant educational development. This paper attempts an examination of issues concerning the affective domain of assessment as an integral part of general assessment and draws out the implications of these issues. The paper also discusses the significance and the need for consistent affective assessment and the modality of using the data obtained through affective assessment to provide holistic educational experience to students. Among other things, it is suggested that students and educators be made to realize the value of affective attributes. To do this successfully, these attributes are to be clearly and specifically developed, taught and assessed in their own rights as opposed to their being simply integrated in cognitive tasks

Keywords

• Assessment, cognitive, affective, administrators, educators, learners

References

1. Adeyemi, I.I. & Esere, O.M. (2009) Assessment in Nigerian Schools: A counselor’s Viewpoint. Edo Journal of Counseling. Vol 2 NO 1. May.
2. Anderson, L.W. (1981). Assessing Affective Characteristics in Schools. Ally & Bacon, Boston.
3. Atwoli, L. Mungla, P.A. Ndugu, N.M. Kinoti, C.K. & Ogot, M.E. (2011). Prevalence of substance use among College Students in Eldoret, Western Kenyan. BMC Psychiatry.
4. Barnett, R. 92004). Learning for an unknown future. High Education Research and Development, 23 (3), 247 -260.
5. Barnett, R. (2004) Learning for an unknown future. High Education Research and Development, 23, 247-260.
6. Beane, A.J. (1986). The Continuing Controversy over Affective Education. Educational Leadership. January.
7. Bennett, J. Gouws, A. Kritzinger, A. Harmes, M. Tidimane, C. (2007). “Gender is Over”: Researching the Implementation of Sexual Harassment Policies in Southern African Higher Education 1.
8. Birbeck, D. (2009). Graduate qualities and the affective domain: New Horizons to explore. Adelaide University of South Australia.

9. Birbeck, D. (2008), Graduate Qualities and the affective domain; New horizons to explore. Occasional Papers on Learning and teaching at UniSa – Paper 1.
10. Birbeck, D & Andre, K (2009), The affective domain: beyond simply knowing, ATN Conference, RMIT University.
11. Bloom, B.S, Engelhart, M.D, Furst, E.J, Hill, WH, & Krathwohl, D.R (Eds) (1956). Taxonomy of educational objectives; The classification of educational goals. Handbook I; The cognitive domain. New York; David McKay Co Inc.
12. Boud, D. & Falchikov, N. (2006). Aligning assessment with long term learning. Asessment and evaluation in Higher Education, 31(40, 399-413.
13. Chege, F. (2006b). Memories of Childhood violence: Life Cycle reflections by African Students teachers. Report presented to UNICEF, ESARO for UN Secretary General’s Study on Violence against children.
14. Colby, A, & Sullivan, W.M.(2009).Strengthening the foundations of students’ excellence, integrity, and social contribution, Liberal Education,95(1)22-29.
15. Combs, A. ( 1972). Helping Teachers Change their Values. In Developing Value Construct in Schooling Inquiry into Process and Product. Edited by James Phillip. Washington Ohio Association for Supervision and Curriculum Development.
16. Combs, A, ed (1962). Perceiving, Behaving, Becoming. Washington DC. Association for Supervision and Curriculum Development.
17. Crebert, G,Bates, M, Bell, B, Patrick, CJ, & Cragnolini,V. (2004), Developing generic skills at university,during work placement and in employment;graduates’ perception. High Education Research and Development, 23(2), 147 -165.
18. Dewey, J.(1939). Theory of Valuation. University of Chicago Press.
19. Dicken, B. (2007). Crain’s Cleveland Business, Higher Education, p15, October 1.
20. Forde, L. & Hope, W. (2008). The impact of sexual abuse on Ghananian schoolgirls’ family relationships. In M. Dunne(ed) Gender, Sexuality and Devlopment:Education and Development in sub SaharanAfrica. Rotterdam, Sense Publishers, 133-146.
21. Fuller U & Keim, B (2007), Should we assess our students’ attitudes? Paper presented at the Seventh Baltic Sea Conference on Computing Education Research, Finland.
22. Green, M.(2006). Bullying in Schools: a plea for measure of rights, Journal of Social Issues, Vol. 62: 1, pp.63-79.
23. Gerlaugh, K. Thompson, L. Boylan, H & Davies, H. (2007). National Study of developmental Education 11. Baseline data for community colleges. Research in Development Education, 20(4), 1-4.
24. Ghoneem, K.A.R. (2012). Attitudes of Princess Rahma College Students towards University Violence. International Education Studies. Vol. 5, No 3.
25. Griffith, G.K & Nguyen, D.A. (2006). Are Educators Prepared to Affect the Affective Domain? National Forum of Teacher Education, Journal-Electronic. Volume 16 Number 3E, 2005-2006.
26. Gronlund, N.E., & Brookhart, S.M.(2009). Writing instructional objectives (8th ed). Upper Saddle River, NJ; Pearson Education.
27. Gronlund, N.E.(1991). How to write and use instructional objectives(4th ed) New York: Macmillan Publishing Company.
28. Howe, A. (2003), “Twelve tips for developing professional attitudes in training”, Medical Teacher, Vol 25. No 5, PP. 485 -7.
29. Ipaye, B. (1986). Continuous assessment in schools with some counseling implications. Ilorin: University of Ilorin Press.
30. Iyewarun, S.A. (1986). Traditional methods of examination: Need for a revision. Journal of Science Teachers Association of Nigeria, 17(3), 146-161.
31. Kohlberg, L. (1975). The Cognitive Development Approach to Moral Education. Phi Delta Kappan 61(670-677).
32. Krathwohl, D.R., Bloom, B.S. & Masia, B.B. (1964) Taxonomy of Educational Objectives: Handbook 2: The Affective Domain, London, Longman, Green and Co Ltd.
33. Krebs, P.C. Lindquist, H.C. Warner, D.T. Fisher, S.B. & Martin, L.S. (2007). The campus Sexual Assault (CSA) Study prepared for U.S. National Institute of Justice, Washington, DC. Document No:221153. Award No: 2004-WG-BX-0010.
34. Leach, F. & Mitchell, C. (2006) [Ed] Combating Gender Violence in and around Schools, [Introduction] Stoke-on-Trent, UK & Sterling, USA.
35. Lewin, K.M.(2007). Expanded Access to Secondary Schooling in Sub-Saharan Africa: KeyPlanning and Financing Issues, Create Pathways To Access: Research Monograh N0 8, Brighton: University of Sussex.
36. Maas Weigert, K, (2006), “Justice, integrity and action: individuals and institutions”, Improving University Teaching, paper presented at 31st International Conference, available at www.iutconference.org/2006/pdfs/MaasWeigert.pdf.
37. Menix, K.D. (1996). Domains of learning: Interdependent components of achievable learning outcomes. The Journal of Continuing Education in Nursing, 27(5), 200-208.
38. Miller, M. (2005) “Learning and teaching in the affective domain”, in Orey, M.(Ed.) College of Education eBook University of Georgia, Athens.
39. Miller, G, Frank D, R. & Getto, C. (1989). Non Cognitive criteria for assessing students in North American Medical Schools. Acad. Med. 64, 42-45.
40. Nolting. P. (2007) Winning at math(5th ) Bradenton, FL: Academic Success Press Inc.
41. Nooman, H.J. & Vavra, C.M. (2007). Crime in Schools and Collegs: A Study of Offendrs and Arrestees. Reported via National Incident Based Reporting System Data. Crime Analysis, Research Develoment Unit. Criminal Justice Information Services Division, US Dept of Justice.
42. Oakland, T. (1997) .Affective Assessment.Paper presented at CONPE, Rio de Janeiro, 1997.
43. Obe, E.O. (1996). School discipline and remedies. Lagos: Premier Press & Publishers.
44. Obe, E.O. (1986). A survey of the attitude of some Lagos secondary school teachers towards continuous assessment. Journal of Research in Curriculum, 1 (10, 9-16.
45. Oguneye, W. (2002). Continuous assessment : Practice and Prospects. Lagos:Providence Publishers.
46. Okon, S.E. (1986), Guidance for the 6-3-34 system of education: A new approach. Ibadan. University Press Ltd.
47. Olubor, R.O. & Ogonor, B.O. (2007). Instructional activities of Staff personnel in the affective domain in selected secondary schools in Southern Nigeria. International Education Journal, 8(1), 82-88.
48. Paice, E,. Heard, S.and Moss, F. (2002), How important are role models in making good doctors?” BMJ,Vol. 325, pp707-10.
49. Phenix, P. (1969). The Moral Imperative in Contemporary American Education. Perspectives in Education.
50. Pierre, E, & Oughton, J, (2007). The affective Domain: Undiscovered Country. College Quaterly, 10(4),1-7.
51. Popham, W.J. (2011 ). Classroom Assessment: What teachers need to know. Boston, M.A: Pearson.
52. Raths, L.E. Merril, H. Sidney, S.B. (1978). Values and Teaching. 2nd ed. Columbus, Ohio. Charles, E. Merril.
53. Raths, L.E. (1972). Meeting the needs of children ; Creating Trust and security. Columbus, Ohio, Charles E. Merrill.
54. Raths, L.E( 1975). Social Change and Values, Impact on Instructional Improvement.(10) 8- 11.
55. Rigby, K & Slee, P.T. (1993) Dimensions of interpersonal relating among Australian school children and their implications for psychological well –being, Journal of Sociological Psychology, Vol. 33, pp.33-42.
56. Rigby, K.(2003). Consequences of bullying in schools, Canadian Journal of Psychiatry, Vol 48, N0 9, pp.583-590.
57. Rotimi, A. (2005). Violence in the Citadel: The Menace of Secret Cults in the Nigerian Universities. Nordic Journal of African Studies. 14(1): 79 -98.
58. Russell, M. (2004). The importance of the affective domain in further education classroom culture. Research in Post-Complusory Education, 9(2), 249-270.
59. Sarmah, S. (2012). Newton Patch. http://newton.patch.com/search/articles
60. Saxon, P. & Calderwood, B.(2008). Affective Assessment for Developmental Students, Part 1.Research in Developmental Education. Vol. 22, Issue 1, 2008. Appalachian State University.
61. Shephard, K, (2009). Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9(1), 87-98.
62. Shobayo, I. (2002). Suspected Cultist kill two Unijos students. Nigerian Tribune. 17th October, p8.
63. Smith, P.L., & Ragan, T.J.(1999). Instructional design. New York: John Willey & Sons, Inc.
64. Sterling, M. (1967). What Task for Schools. Saturday Review 49. January 14.
65. Stiggins, R.J. (2005). Student-involved assessment for learning. Upper Saddle River, NJ: Pearson.
66. Sumsion, J, & Goodfelow, J, (2004). Identifying generic skills through curriculum mapping: a critical evaluation. High Education Research and Development, 23(3), 329-346.
67. Tjavanga, H, & Jotia, A.L. (2012). School Bullies and Education in Botswana: Impact on Other
68. Students and Academic Performance. Academic Research International. Vol.2. N0 1.January.