Education & Teaching Question
Chapter 10 focuses on a topic not often considered by most educators —that is, the promotion of selected affective goals by teachers. Your charge is to generate a brief three-focus stance in which you support the proposition that affective instructional goals should be pursued in your school and that an integral element in such pursuit should be the assessment of students’ affect. In 400 words or less, your position statement should address (1) why you endorse affective assessment, (2) how you think students’ affect should be measured, and (3) what the impact of such assessment will be on your school’s instructional program. After you’ve submitted your response, I will post an illustrative response, which is intended to represent an appropriate response that will also help you judge the appropriateness of your own response. Consider the following:
Imagine that your school is considering whether or not to add affective goals to the instructional program. Several brief, spontaneous discussions have centered on this issue, but the topic has never been placed on a faculty-meeting agenda —until now. You are undecided, but you agree to provide a positive-highlights position-statement regarding the promotion of affective outcomes and at least some amount of classroom affective assessment by each teacher. Another undecided teacher, Lee Nguyen, agrees to write a similarly brief negative-highlights analysis. In this, Mr. Nguyen will express that the key counterpoint to affective assessment is that it doesn’t really matter what students think about what they’re learning, so long as they’re learning. These analyses will be circulated to the faculty a week before next month’s faculty meeting. At that meeting, an hour will be devoted to the issue in an attempt to reach a faculty-endorsed policy regarding affective instruction and assessment in your school.
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