Evaluation in the Affective Domain. NSPER [electronic resource] : 76 / William J. Gephart and Others.
The National Symposium for Professors of Educational Research for 1976 focused on two topics: the nature of affect, and principles and guidelines for measuring individual affect and learning environment. This document contains five major papers presented at the conference. The first paper contrasted...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1976.
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| 100 | 1 | |a Gephart, William J. | |
| 245 | 1 | 0 | |a Evaluation in the Affective Domain. NSPER |h [electronic resource] : |b 76 / |c William J. Gephart and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1976. | ||
| 300 | |a 191 p. | ||
| 500 | |a ERIC Document Number: ED157911. | ||
| 500 | |a Availability: Phi Delta Kappa, Center on Evaluation, Development, and Research, Eighth Street and Union Avenue, Box 789, Bloomington, Indiana 47401 ($3.50). |5 ericd. | ||
| 500 | |a ERIC Note: Papers presented at the National Symposium for Professors of Educational Research (Memphis, Tennessee; Baltimore, Maryland; and Phoenix, Arizona, 1976). |5 ericd. | ||
| 520 | |a The National Symposium for Professors of Educational Research for 1976 focused on two topics: the nature of affect, and principles and guidelines for measuring individual affect and learning environment. This document contains five major papers presented at the conference. The first paper contrasted the physiological and emotional concept of affect as a feeling-state of unusual intensity, with the educational concept of affect as the link between cognition and behavior, emphasizing the perceptual aspects of affect and self concept, self esteem, and the learning climate in the schools. The second paper discussed affect from a biochemical perspective. The third paper emphasized the relation between individual affect and dimensions of educational environments, and described a number of instruments for evaluating school or class climate and studies relating them to achievement test scores. The fourth paper described a self-concept theory of motivation and learning with emphasis on feelings of personal worth, ability to cope, ability to express, and ability to make choices. The last paper discussed evaluation as measurement, decision making, and judgment; described the affective domain as psysiological and psycho-social including values, emotions, and perceptions; and commended the acceptance of an affective epistemology. (CTM) | ||
| 650 | 1 | 7 | |a Affective Measures. |2 ericd. |
| 650 | 1 | 7 | |a Affective Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Attitude Measures. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 0 | 7 | |a Educational Environment. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Methods. |2 ericd. |
| 650 | 1 | 7 | |a Humanistic Education. |2 ericd. |
| 650 | 0 | 7 | |a Learning Motivation. |2 ericd. |
| 650 | 1 | 7 | |a Measurement Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Physiology. |2 ericd. |
| 650 | 1 | 7 | |a Self Concept. |2 ericd. |
| 650 | 1 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Theories. |2 ericd. |
| 710 | 2 | |a Phi Delta Kappa. | |
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