Measurement in Support of Affective Education.

General concerns and considerations regarding measurement in affective education, primarily, measurement to support the student in his learning program and the teacher as a facilitator of learning, are explored. The following topics are discussed: (1) Accountability (of the schools for achievement of affective goals of education), (2) Purpose of Affective Measurement (the collection of data for decision making), Grading (affective measurement not to be used to establish grades), (3) Conditions versus Outcomes (identify conditions that contribute to affective growth and development, and construct measures to assess the extent to which these conditions are present), (4) Measurement in Support of Learning (measurement should be responsive to changes in objectives and the learning program), (5) Quantitative versus Qualitative Data (measurement that interferes with verbal feedback and interaction should be avoided), (6) Norm-, Criterion-, or Objectives Referenced Performance Data (for measurement of affective outcomes, objectives referenced measurement is preferred to criterion-referenced measurement), (7) Program and Curriculum Evaluation, (8) Instruments and Measurement Techniques, and (9) Problems and Constraints. Appendixes present Definition of Terms; Examples of Organizing Systems, Attributes, and Behaviors; and An Outline of Affective Goals of Education. (For related documents, see TM 002 184-186.) (DB)