Reflective Writing as a Tool to Assess Affective Domain A Case Study of Educational Field Trip in a Linguistic Anthropology Course

Yvonne Michelle, Campbell and Remmy, Gedat (2020) Reflective Writing as a Tool to Assess Affective Domain A Case Study of Educational Field Trip in a Linguistic Anthropology Course. SoTL Bulletin : Fostering Advancement and Innovation in Teaching and Learning, 2. pp. 4-6.

PDF Reflective Writing as a Tool to Assess Affective Domain A Case Study of Educational Field Trip in a Linguistic Anthropology Course_pdf.pdf Download (3MB)

Abstract

The three domains of learning - cognitive, affective and psychomotor, are equally important for the development of students. While the cognitive domain focuses on the mental skills and knowledge acquisition, and the psychomotor domain centres on the development of motor skills, coordination and physical movement, the affective domain, on the other hand, focuses on the feelings, values, attitudes, motivation and interest of a learner. However, due to the difficulty in measuring the elements in the affective domain of learning, most instructional and assessment scheme mainly focused on the cognitive and psychomotor domains. The purpose of this study was to measure the affective learning domain based on students’ reflection writings, before and after a planned educational field trip in a Linguistic Anthropology course. 41 reflective writings were analysed using a content analysis approach. The analysis of the reflective writings revealed that learning occurred at all levels of the affective domains. However, while the majority of students achieved the two levels of receiving and responding to phenomena, not all students were able to achieve the three higher levels of the affective domain which are valuing, organization and internalizing values (characterisation).

Actions (For repository members only: login required)

View Item