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30 Special Topic: Assessment in University General Education Program
the staff and children, and scheduled their subsequent visits. During their two
subsequent individual visits, the students spent several hours at the on-site
school and in the residences where the children lived. They had the chance
to observe, interact with, and assist the resident children with their school
work, recreational activities, and general socialization skills. Throughout the
time when these visits were occurring, the students kept a journal of their
experiences, and had ongoing opportunities in the university classroom
to share these experiences with one another and to discuss their questions
or concerns. Thus, the TLAs designed to align with the intended affective
learning outcome included lectures, classroom discussions, visits to the
treatment facility, and writing activities.
Assessment of Affective Learning
I decided to assess the affective ILO using reflective journal writing.
I believed that keeping a journal and the reflection that accompanies the
process would be an effective method of teaching and learning aligned to
the achievement of my ILO. Further, the outcome of this same activity, the
submitted journal, could serve as a method for assessing the achievement of
the affective ILO. That is, the process of writing the journals would assist
my students in deepening their understanding and feelings about this topic,
and the journals themselves could be used as evidence of the development of
that concern. The students were guided with weekly prompts, beginning with
requests to explore their expectations prior to their first visit to the residential
treatment facility, and culminating with a final prompt in which they were
asked to describe their “personal reactions to learning more about the plight
of children suffering from significant abuse or neglect.” Student journals