1. 1 Why Three is Better Than One: Assessing Across Knowledge, Attitudes and Behaviors Scott W. Brown and Anthony Artino, Jr. Educational Psychology Department University of Connecticut April 14, 2008

2. 2 3 Is Better Than 1

3. 3 Why We Assess Things  Demonstrate change / impact.  Adjust / refine curricula.  To document effective practices.  Enable transfer to other settings.  Demonstrate value of products / activities.

4. 4 Bloom’s Domains of Learning  Cognitive  Affective  Psychomotor

5. 5 Cognitive Domain  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation

6. 6 Affective  Receiving (attending)  Responding  Valuing  Organization  Characterization by value

7. 7 Psychomotor Domain  Perception (attending)  Set  Guided Response  Mechanism Complex Response Adaptation Origination

8. 8 Our General Procedure: What We Measure - KABs  Knowledge  Attitudes  Behaviors Based on Bloom’s cognitive, affective and psychomotor domains. Examples – CDC seatbelts – Lyme Disease Education

9. 9 Our Approach  Pre-test and Post-test data –Measure change –Predicting success  Formative for continuous quality improvement  Use of Likert-type Scales – self-report –Strongly disagree to Strongly agree (Knowledge and Attitudes) –Never to Frequently (Behaviors)  Concept Maps  Interviews/Focus groups  Observations  Performance-based assessment

10. 10 KABs – topic related!  What do you know about it?  How do you feel about it? –Do you believe you can do it? –Bandura 1997 Self-Efficacy  What do you do?

11. 11 KABs in Practice  GlobalEd  HETAP  Classroom of the Sea  Distance Education

12. 12