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ASSESSMENT 2 > CHAPTER 5-AFFECTIVE DOMAIN > Flashcards

CHAPTER 5-AFFECTIVE DOMAIN Flashcards

1
Q

Specific, measurable, short-term, observable student behaviors.

A

Instructional Objectives

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2
Q

Foundation upon which you can build lessons and assessments that you can prove to meet your over-all course or lesson goals.

A

Instructional Objectives

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3
Q

Ensures that learning is focused clearly enough that both students and teachers know what is going on, and so learning can be objectively measure.

A

Instructional Objectives

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4
Q

a mental predisposition to act that is expressed by evaluating a particular entity with some degree of favor or disfavor.

A

Attitudes

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5
Q

generally refers to mental orientations towards concepts.

A

Values

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6
Q

They can function as frameworks and references for forming conclusions and interpreting or acting for or against an individual, a concept or an idea. It influences behavior. People will behave in ways consistent with their ___________

A

Attitudes

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7
Q

A mental action or process of acquiring knowledge and understanding through thought, experience, and the senses

A

Cognitions

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8
Q

Refers to feelings with respect to the focal object.

A

Affect

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9
Q

Our goals, aspirations, and our expected responses to the attitude object.

A

Behavioral Intentions

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10
Q

Central component of attitude.

A

Evaluation

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11
Q

A reason or set of reasons for engaging in a particular behavior. The reasons include basic needs, object, goal, state of being, ideal that is desirable. Motivation also refers to initiation, direction, intensity and persistence of human behavior.

A

Motivation

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12
Q

What are the theories of motivation

A

-Herzberg’s Two Factor Model
-Hierarchy of Human Needs Theory
-ERG Theory

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13
Q

The most widely discussed theory of motivation.

A

Abraham Maslow’s hierarchy of human needs theory

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14
Q

It conclude that certain factors in the workplace result in job satisfaction, while others do not, but if absent lead to dissatisfaction.

A

Frederick Herzberg presents another need theory: the two factor theory, the “Motivation-Hygiene Theory”.

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15
Q

brings pleasure, or make people feel what they are learning is morally significant.

A

Intrinsic Motivation

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16
Q

which comes when a student compelled to do something because of factors external to him.

A

Extrinsic Motivation

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17
Q

an impression that one is capable of performing in a certain manner or attaining certain goals.

A

Self Efficacy

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18
Q

relates to a person’s perception of their ability to reach a goal.

A

Efficacy

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19
Q

relates to a person’s self- worth.

A

Esteem

20
Q

Most commonly used, essentially requires an individual to provide an account of his attitude or feelings toward a concept or idea or people.

A

Self-report

21
Q

refers to a set of categories designed to elicit information about a quantitative attribute in social science.

A

Rating Scales

22
Q

tries to access an individual’s reaction to specific words, ideas or concepts in terms of ratings on bipolar scales defined with contrasting adjectives at each end

A

Semantic Differential (SD) Scales

23
Q

Respondents are asked to rate their preferences for different smartphone attributes using pairs of opposing adjectives.

A

Semantic Differential (SD) Scales

24
Q

He developed an attitude continuum to determine the position of favorability on the issue. Thurstone is considered as the father of attitude measurement and addressed the issue of how favorable an individual is with regard to a given issue.

A

Thurnstone

25
Q

addressed the issue of how favorable an individual is with regard to a given issue.

A

Thurnstone Scale

26
Q

This requires an individual to tick on a box to report whether they “strongly agree”, “agree”, “undecided”, “disagree” or “strongly disagree” in response to a large number of items concerning attitude object or stimulus.

A

Likert Scale

27
Q

are the most common and perhaps the easiest instrument in the affective domain. It consist of simple items that the student or teacher marks as “absent” or “present”.

A

Checklists

28
Q

Willingness or ability to receive information and to be attentive

A

Receiving

29
Q

What are the sublevels of receiving

A

awareness, willingness and controlled or selected attention

30
Q

conscious recognition of problem or situation

A

Awareness

31
Q

Ability to acknowledge the problem or situation instead of avoiding or ignoring it.

A

Willingness

32
Q

it involves the learner selecting or choosing to pay attention to the situation.

A

controlled or selected attention

33
Q

Satisfaction the learner attains when responds to a learning activity

A

Responding

34
Q

Individuals set guidelines for controlling their own behaviours

A

Valuing

35
Q

What are the three sublevels of valuing

A

acceptance of value, preference for a value and commitment to a value.

36
Q

Learner believes tentatively in a condition or situation

A

Acceptance

37
Q

Deliberately looks for other peoples view on controversial issues

A

Preference

38
Q

Learner fully committed to doctrine

A

Commitment

39
Q

Learners’ internalization of values and beliefs
Starts to bring together different values as an organized system
Determines the interrelationships by comparing relating and synthesizing the values

A

Organization

40
Q

It involves the understanding of the relationship of abstract elements of a value.
Acceptance of new value

A

Conceptualization of a Value

41
Q

Development of a complex value system
Leads the individual to develop a philosophy of life
Recognizes the need to balance between freedom and responsible behaviour.

A

Organization of Value System

42
Q

Acts consistently in accordance with his values
A lifestyle that reflects these belief is developed
Behaviour is controlled by the value system
Possible to predict how an individual would behave or respond

A

Characterization

43
Q

What are the Two Levels of Characterization

A

Generalized Set and Characterization

44
Q

Act consistently and effectively in complex environment
Revises his judgment and changes his behaviour

A

Generalized Set

45
Q

A code of behaviour based on ethical issues

A

Characterization

ASSESSMENT 2 (5 decks)

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