Evaluation of affectivity in the classroom: possibilities and clues for its application
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Keywords
Affectivity, Evaluation, Formative, Summative, Quantitative, Qualitative, Emotion, Feeling
Abstract
The evaluation of affectivity is an educational action that has been little worked on by teachers at different school levels, it has also been little studied by the disciplines that can and do address it.
Given this, it is necessary to carry out systematic and scientific research on Affectivity, education in it and its evaluation.
With respect to this last item, there is greater progress in the proposal of tests or questionnaires that have sought to measure some aspects of affectivity; However, if we ask Google for documents on affectivity it gives us 183 million, evaluation of affectivity 375 thousand; This means that evaluation in this area is an area that is little worked on in the production of knowledge.
The evaluation of affectivity is a process through which we obtain data that allows us to understand its development process and its constituents: emotion, feeling, affection, motivation, passion; Likewise, it gives us data on how this phenomenon is carried out in school life, in the educational field and in daily life.
Thus we can carry out quantitative and qualitative evaluation of it, as well as initial or diagnostic, formative and summative evaluation.
The objective of this article is to discuss the evaluation of affectivity so that the teacher or interested person can know different aspects of it, its constituents, its assumptions, as well as the principles of evaluation of this field and thus have a series of possibilities and didactic clues to develop them. The evaluation of affectivity can be intentional or not, known or not, for which there are various evaluation proposals insofar as the teacher, internationalizing said process within the objectives, elaborates affective objectives and their development through strategies; he intends and develops it during classroom curricular design; But, if it is not intentional and happens in the classroom, the teacher can work on it as a process of reflection and awareness with his students. Finally, if the teacher does not know about affectivity but is interested in intentionalizing it within his course, he can resort to already developed programs that are adaptable to any institution and level.
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David Fragoso Franco, National Autonomous University of Mexico, Mexico
Graduate in Journalism and Mass Communication. Master in Institutional Communication, Master in Humanities, Doctor in Human Sciences, Doctor in Communication and Strategic Thinking. Postdoctor in Research in Humanities, educational field. Professor with a Full-time C degree at the Faculty of Higher Studies Acatlán of the National Autonomous University of Mexico in the bachelor's degrees in Pedagogy, Communication and in the Postgraduate Program in Political and Social Sciences, Communication field.