{"id":1112,"date":"2019-06-20T22:51:37","date_gmt":"2019-06-20T22:51:37","guid":{"rendered":"http:\/\/nixhome.com\/?p=1112"},"modified":"2021-10-06T17:29:23","modified_gmt":"2021-10-06T17:29:23","slug":"learning-outcomes-how-much-longer-will-we-ignore-the-affective-domain","status":"publish","type":"post","link":"https:\/\/nixhome.com\/index.php\/2019\/06\/20\/learning-outcomes-how-much-longer-will-we-ignore-the-affective-domain\/","title":{"rendered":"Learning outcomes in emotional context: How much longer will we ignore the affective domain?"},"content":{"rendered":"\n
\"lost<\/figure>
\n

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For\nnearly 20 years learning outcomes have been touted as the most\ncritical aspect of educational effectiveness (NCHEMS, 2000). Advances\nin educational assessment and evaluation techniques have made it\npossible to measure everything that might be counted. Cognitive\nachievements are categorized and converted into countable groups.\nAssessment is now a profession. Writing learning outcomes has almost\nbecome a science unto itself. However, education may have become\nobsessed with teaching to cognitive outcomes to the detriment of\naffectivei<\/sup><\/a><\/sup>\noutcomes. An Internet search will yield numerous rubrics for\nmeasuring cognitive outcomes; relatively few (if any) are available\nfor measuring affective learning outcomes. A cursory glance at a\nmajor professional organization\u2019s website provides a snapshotii<\/sup><\/a><\/sup>.\n Spady (1994, p.2) was explicit that learning outcomes did not equate\nto personal \u201cvalues, beliefs, attitudes, or psychological states of\nmind\u201d. An equal focus on learning outcomes for the affective\ndomainiii<\/sup><\/a><\/sup>\nmay be in order. Krathwohl, Bloom, and Masia (1964) constructed the\naffective domain as<\/p>\n\n\n\n

\nObjectives\nwhich emphasize a feeling tone, an emotion, or a degree of acceptance\nor rejection. Affective objectives vary from simple attention to\nselected phenomena to complex but internally consistent qualities of\ncharacter and conscience\u2026objectives in the literature expressed as\ninterests, attitudes, appreciations, values, and emotional sets of\nbiases.<\/em>\n(p. 7)<\/p>\n\n\n\n

<\/p>\n\n\n\n

i<\/a>\u0002<\/sup>\n\tFor an extensive understanding of learning in the affective domain,\n\tsee Krathwohl,\n\tD.R., Bloom, B.S. and Masia, B. B. (1964).\n\tTaxonomy of educational objectives, Book II. Affective domain<\/em>.\n\tNew York, NY. David McKay Company, Inc.<\/p>\n\n\n\n

ii<\/a>\u0002<\/sup>\n\tThe National Institute of Learning Outcomes Assessment (NILOA)\n\tmaintains a resource website Student\n\tlearning statement outcome resources<\/em><\/a>which\n\thas 17 external links. Each of those are conceivably linked to an\n\torganization that NILOA believes is good at constructing learning\n\toutcome statements. Of the links that worked on 5\/27\/2019, 100%\n\treferenced Bloom\u2019s Taxonomy and cognitive learning objectives.\n\tThere were zero explicit statements for affective domain learning\n\toutcomes.<\/p>\n\n\n\n

iii<\/a>\u0002<\/sup>\n\tAll learning outcomes are generally constructed with learning\n\ttaxonomies as guidelines. This research discussion refers to those\n\tsorts of notions as defined by Anderson, L., & Krathwohl, D. A.\n\t(2001). Taxonomy\n\tfor learning, teaching and assessing: A revision of Bloom\u2019s\n\ttaxonomy of educational objectives<\/em>.\n\tNew York, NY: Longman.<\/p>\n<\/div><\/div>\n\n\n\n

\"Woman<\/figure>
\n

Despite numerous calls to action<\/strong> over decades of research, education remains laser-focused on cognitive learning outcomes. When affective learning is mentioned in literature, researchers generally have\u2014lumped all five levels together or\u2014only evaluated the second and third levels of the affective domain (McCroskey, 1994; Messman & Jones-Corley, 2001). When affective domain measures are utilized, they are generally masked as cognitive self-report measures by students that represent affect for the course or the instructor (Bowman, 2010, Hooker & Denker, 2014; Witt, Wheeless, & Allen, 2004). Rather than reflecting how much the students enjoy the subject-matter, or enjoy the instructors, affective learning goals should represent internalized values that mitigate behavior over extended periods of time. Affective learning should linger well past the initial learning activity. The term \u201cdata\u201d is, after all, the plural of datum; education policy-writers seem to have become transfixed on individual data points as measures of learning. To (begin to) adequately measure affective learning, pre-tests (during the first day of any term-based courses) and post-tests (during the final week of the term) are appropriate. Measurements of a higher-order (affective domain) construct also requires the use of second-order confirmatory factor analysis (Brown, 2015).<\/p>\n<\/div><\/div>\n\n\n\n

\"Emotionally<\/figure>
\n

Emotion<\/strong> researchi<\/sup><\/a><\/sup> has long recognized that behavior stems from attitudes, which in term stem from valuesii<\/sup><\/a><\/sup>. Research focusing on what happens between values-adoption and attitude-formation have settled on the most powerful emotions, in terms of the consequences that each emotion may have on an individual\u2019s productivityiii<\/sup><\/a><\/sup>. While the top five emotions may (and do) change positions over decades of research, there is nearly consensus that no more than six to nine emotions are powerful enough at dictating attitude formation (and resulting behavior) for extended periods of time; facial response recognition research corroborates the understandingiv<\/sup><\/a><\/sup>. A clear dichotomy of positive and negative emotions emerges. Over longer periods of time, repeated exposure to conditions that elicit these emotions have lasting and significant effects on attitude formation and may dictate behavior. Among the positive emotions, derivatives of joy and satisfaction<\/strong> have the greatest impact on behavior. The two emotions which are the most detrimental to behavior are offshoots of fear and anxiety<\/strong>. The recent focus on grit, resilience, and persistence illuminate the potential for focus on the affective learning domain (Duckworth & Gross, 2014, Shechtman, DeBarger, Dornsife, Rosier, & Yarnall, 2013). Pekrun & Linnenbrink-Garcia (2014) advocated further research that has potential to achieve a deeper understanding of how emotions play roles in classroom settings thereby influencing learning and behavior. Immordino-Yang and Damasio (2007 suggested that emotions are attached to learning in the classroom and become part of how the acquired information is retrieved thereafter. <\/p>\n\n\n\n

i<\/a>\u0002<\/sup>\n\tFor an excellent summation see Izard, C. E. (2007). Basic emotions,\n\tnatural kinds, emotion schemas, and a new paradigm. Perspectives\n\ton Psychological Science<\/em>,\n\t2(3), 260-280.<\/p>\n\n\n\n

ii<\/a>\u0002<\/sup>\n\tA rich discussion may be found in Izard, C. E. (2010). The many\n\tmeanings\/aspects of emotion: Definitions, functions, activation, and\n\tregulation. Emotion\n\tReview<\/em>,\n\t2(4), 363-370.<\/p>\n\n\n\n

iii<\/a>\u0002<\/sup>\n\tFor a classic review, see Ortony, A., Turner, T. J. (1990). What’s\n\tbasic about basic emotions? Psychological\n\tReview<\/em>,\n\t97, 315-331<\/p>\n\n\n\n

iv<\/a>\u0002<\/sup>\n\tEmergent paradigms and theoretical concepts are illustrated in Jack,\n\tR. E., Garrod, O. G., and Schyns, P. G. (2014). Dynamic facial\n\texpressions of emotion transmit an evolving hierarchy of signals\n\tover time. Current\n\tBiology<\/em>,\n\t24, 187\u2013192. doi: 10.1016\/j.cub.2013.11.064<\/p>\n<\/div><\/div>\n\n\n\n

\"Downward<\/figure>
\n

Piaget observed, \u201cat no level, at no state, even in the adult, can we find a behaviour or a state which is purely cognitive without affect nor a purely affective state without a cognitive element involved\u201d (as cited in Clark & Fiske, 1982, p.130). Senge (1990) described creative tension as the energy that grants agency to an individual or a learning organization to close the gap between vision and reality. To paraphrase his example, a box of limp rubber-bands is not doing much; an individual rubber-band must be stretched to become effective. When we see the state of higher education today, particularly the reticence to hold administrators, coaches, faculty, staff, and students accountable, we are witnessing the consequences of a decades-long practice of ignoring the affective domain. Hannah Arendt termed this the banality of evil.<\/em><\/p>\n\n\n\n

Valueless students become valueless leaders. We’ve come full circle; will we break the cycle or simply spiral downward?<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

\"\"<\/figure>
\n

<\/p>\n\n\n\n

REFERENCES<\/strong><\/h5>\n\n\n\n

Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom\u2019s taxonomy of educational objectives<\/em>. New York, NY: Longman.<\/p>\n\n\n\n

\nBowman, N.\nA. (2010). Can 1st-year college students accurately report their\nlearning and development? American\nEducational Research Journal<\/em>,\n47, 466\u2013496.<\/p>\n\n\n\n

\nBrown, T.\nA. (2015). Confirmatory\nfactor analysis for applied research<\/em>\n(2nd ed.). New York, NY: Guilford Press.<\/p>\n\n\n\n

Clark, M. S., & Fiske, S. T. (1982). Affect and cognition<\/em>. Hillsdale, NJ: Erlbaum.<\/p>\n\n\n\n

Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science<\/em>, 23, 319\u2013325.<\/p>\n\n\n\n

Immordino-Yang, M. H., & Damasio, A. R. (2007). We feel therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education<\/em>, 1(1), 3\u201310. doi:10.1111\/j.1751-228X.2007.00004.x<\/p>\n\n\n\n

Izard, C. E. (2007). Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspectives on Psychological Science<\/em>, 2(3), 260-280.<\/p>\n\n\n\n

Izard, C. E. (2010). The many meanings\/aspects of emotion: Definitions, functions, activation, and regulation. Emotion Review<\/em>, 2(4), 363-370.<\/p>\n\n\n\n

Jack, R. E., Garrod, O. G., and Schyns, P. G. (2014). Dynamic facial expressions of emotion transmit an evolving hierarchy of signals over time. Current Biology<\/em>, 24, 187\u2013192. doi: 10.1016\/j.cub.2013.11.064<\/p>\n\n\n\n

Hooker, J., & Denker, K. (2014). The learning loss scale as an assessment tool: An empirical examination of convergent validity with performative measures. Communication Teacher<\/em>, 28, 130\u2013 143.<\/p>\n\n\n\n

Krathwohl, D.R., Bloom, B.S. and Masia, B. B. (1964). Taxonomy of educational objectives, Book II. Affective domain<\/em>. New York, NY. David McKay Company, Inc.<\/p>\n\n\n\n

Messman, S. J., & Jones-Corley, J. (2001). Effects of communication environment, immediacy, and communication apprehension on cognitive and affective learning. Communication Monographs<\/em>, 68, 184\u2013200. doi:10.1080\/03637750128054.<\/p>\n\n\n\n

McCroskey, J. C. (1994). Assessment of affect toward communication and affect toward instruction in communication. In S. Morreale & M. Brooks (Eds.), 1994 SCA summer conference proceed- ings and prepared remarks: Assessing college student competence in speech communication<\/em> (pp. 56\u201368). Annandale, VA: Speech Communication Association.<\/p>\n\n\n\n

NCHEMS (National Center for Higher Education Management Systems). (2000). The competency standards project: Another approach to accreditation review<\/em>. CHEA.<\/p>\n\n\n\n

Pekrun, R., & Linnenbrink-Garcia, L. (Eds.). (2014). International handbook of emotions in education<\/em>. New York: Routledge.<\/p>\n\n\n\n

Senge, Peter M. (1990). The fifth discipline : the art and practice of the learning organization<\/em>. New York :Doubleday\/Currency.<\/p>\n\n\n\n

Shechtman, N., DeBarger, A. H., Dornsife, C., Rosier, S., & Yarnall, L. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st century<\/em>. Washington, DC: U.S. Department of Educatio.<\/p>\n\n\n\n

Spady, G. W. (1994). Outcome-based education: Critical issues and answers<\/em>. London: The American Association of School Administrators.<\/p>\n\n\n\n

Witt, P. W., Wheeless, L. R., & Allen, M. (2004). A meta-analytic review of the relationship between teacher immediacy and student learning. Communication Monographs<\/em>, 71, 184\u2013207.<\/p>\n\n\n\n

<\/p>\n\n\n\n

<\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

The rules<\/p>\n","protected":false},"author":2,"featured_media":1128,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[18,2,19,10,8,30,31,9,17],"tags":[50,20,49,52,53,12,6,46,48,54,55,51],"class_list":["post-1112","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment","category-design","category-evaluation","category-higher-education","category-leadership","category-learning","category-online-learning","category-reflection","category-research","tag-affective-domain","tag-assessment","tag-cognitive-domain","tag-emotions","tag-evaluation","tag-higher-education","tag-leadership","tag-learning","tag-learning-outcomes","tag-learning-taxonomy","tag-neoliberalism","tag-values"],"yoast_head":"\nLearning outcomes in emotional context: How much longer will we ignore the affective domain? - J. 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