Welcome to HVWSHE

Chapter 7

Assessment Guidline For Human Values-Based Water,Sanitation and Hygiene Education

Definitions (Note to publisher: The definition is not to be in the main text but be placed at the side column).

Evaluation:

Evaluation is the determination of a thing’s value. In education, it is the formal determination of the quality, effectiveness, or value of a programme, product, project, process, objective, or curriculum. Evaluation uses inquiry and judgment methods, including: (1) determining standards for judging quality and deciding whether those standards should be relative or absolute; (2) collecting relevant information; and (3) applying the standards to determine quality.

(Educational evaluation: Alternative Approaches and Practical Guidelines)

Assessment:

The process of gathering and collecting information from multiple and diverse sources in order to develop a deep understanding of what students know, and can do with their knowledge as a result of their education experiences. The process culminates when assessment results are used to improve subsequent learning.

(Teaching effective programme: University of Oregon)

A. Introduction

Assessment is part and parcel of teaching and learning (TL). Every teacher carries out some kind of assessment during teaching but some of them may not be helpful for improving teaching and learning which is the main purpose of doing assessment. This chapter provides some guidelines that would give the basic knowledge for carrying out assessment in a systematic way and to reap benefits from such efforts.

“Assessment and instructions are both related, if you don’t make that connection, then assessments are not meaningful and don’t help us at all” (Higuchi, 1995)

Assessment effort is aimed at collecting quantitative or qualitative data to assess gains in knowledge, skills, values and behaviour. This chapter will give considerable amount of attention to assessing human values development as human values development has been designated as the core learning area in the integrated curriculum of the HVBWSHE programme.

B. Purpose

There are many aspects to be considered in a systematic assessment. To begin with a teacher has to be clear about the purpose of assessment. Often, an assessment on TL is carried out with one or more of the following purposes:

To determine the extent to which the objectives of TL have been attained;
To monitor students’ progress;
To provide feedback information for improving TL.

In addition, if a TL is conducted under an experimental project, as in the HVBWSHE project, assessment has to provide feedback data that will feed into an overall project evaluation.

C. Principles/Guideline

Understanding the basic guidelines of assessment will help to increase its validity, reliability and usefulness. Some of the important pointers are provided below. A number of them are concerned with assessing human values development, the subject of main concern in the HVBWSHE project.

C.1 Assessment of TL should have high validity

Validity:

Validity refers to whether the data collected actually reflect the phenomena to be observed or studied. For example, if the objective of a lesson requires students to list three ways to conserve water, then an paper-and-pencil objective test asking students to list the various ways of conserving water is appropriate.

a. It is necessary to examine the objectives intended for a lesson. The assessment strategies adopted and the information collected must then be able to help teachers answer the question, “To what extent have the lesson objectives been achieved?”

The behavioural terms in the objective statement of a lesson plan should be referred to for selecting the appropriate assessment strategies and relevant data to be collected. For example, if an objective statement states that students are able to evaluate the extent of environment damage caused by the construction of a dam then an oral or written test, or an interview can be conducted to find out students’ ability to carry out the task. Sometimes, objective statements are too broad and abstract especially in relation to the inculcation of values, such as “ to understand how a hydraulic break work,” or “to appreciate the contribution of water to health,” In such cases, it is advisable to restate objective statements in more specific, manageable and concrete terms.

b. Assessment should also cover the domains of knowledge, intellectual, social and psychomotor skills in line with the specific requirement of the particular lessons.

C.2 Assessment should have high reliability

Reliability:

Reliability is the extent to which an assessment is repeatable and yields consistent scores.

Note: In order to be valid, a test must be reliable; but reliability does not guarantee validity. Reliability can be improved by: (i) getting repeated measurements using the same test and; (ii) getting many different measures using slightly different techniques and methods.

Inter-rater reliability: Values assessments are susceptible to subjective interpretation, personal bias and lack of consistency, resulting in low inter-rater reliability in assessment. Therefore, it is expected that no single method by itself can give an adequate depiction of human values development. To enhance the reliability of the assessment, various methods of assessment may be used to evaluate a lesson or student from multiple angles.

The reliability and validity of observation may also be reduced by halo effect and Hawthorne effect. Halo effect refers to the tendency of evaluators to give a person the same ratings on all variables following the rating of one of the variables. The Hawthorne effect refers to the influence of attention on students who are being observed. Often, under observation certain unauthentic behaviour are put up for the observers.

C.3 Both formative and summative assessments are necessary.

Formative assessments are carried out continuously to monitor students’ progress and seek immediate information on the strengths and weaknesses of teaching and learning, so that decisions can be made on whether to continue with the same strategies or to take appropriate actions to overcome any weaknesses found in the TL process. Summative assessments are conducted at the end of a course mainly to give information about achievement.

C.4 Assessment can be done in formal and informal ways. The modes of formal assessment include:

paper-and-pencil tests on knowledge and skills
oral and practical and performance tests on skills, moral reasoning (responding to moral situation) etc.

Informal assessment can be done by:

observing students’ attitudes, actions and behaviour
interviewing students, parents and other stakeholders on their perceptions, feelings and behaviour.
examining the daily work produced by students
examining students’ self report and reflections in journals

C.5 Indicators

Indicators serve as milestones to show the state of development or progress of students/teaching and learning. Indicators may be arranged in hierarchical order. Teachers can refer to the taxonomy of educational behaviours for both cognitive domain (Blooms, 1963) and affective domain (Krathwol et al., 1963) for more knowledge and to enhance the ability to formulate indicators.
Some examples of indicators are given below. The list is not exhaustive because the manner of integrating values-based water content is variable and the range of subject areas involved is also very wide among countries taking part in the HVBWSHE project.

C.5.1 Examples of Indicators in the Cognitive Domain

Students are able to:

Recall a fact or concept, e.g. the causes of water pollution
Predict a future event, e.g. the amount of water needed by a certain pop in 10 years’ time
Use knowledge to solve problems, e.g. addition and multiplication to calculate water bill
Analyse a problem, e.g. what are the various activities contributing to the shortage of water supply to the urban poor
Synthesise information, e.g. gather information from various sources to write an article
Evaluate a programme, e.g. evaluate a certain policy with regard to the supply of water
Give reasons or rationalise an action, e.g. reasons to support building a dam
Relate a happening, an action or an event to another, e.g. deforestation and floods
Create something useful – draw a poster to depict the sufferings when water is in shortage

C.5.2 Examples of Indicators in the Affective Domain

Students are:

Aware of certain values but have not put them into practice, e.g. how water is used in religious practice
Able to perform some activities under instruction, e.g. turn off taps while brushing teeth
Express willingness to practice certain values, e.g. state willingness to collect rain water for gardening purpose
Voluntarily or choose to practice certain values, e.g. report leaking water pipes in public areas
Practice certain values persistently & consistently, e.g. relentlessly advocating lower water cost for poor people
Persuade others to practice certain values, e.g. participate in campaigns advocating water conservation

C.5.3 Examples of Indicators According to the Thematic Strands

The following are some examples of indicators for the four thematic strands of the Integrated Curriculum:

Water and Environmental Sustainability

Knowledge

Recall concept of water conservation
Recall the methods used to save water
Acquire laboratory and practical/manipulative skills to conduct investigation and seek knowledge about water and environmental sustainability

Thinking Skills

Give reasons why one should use recycled water for gardening
Relate current water conservation effort to the welfare of future generations
Critically examine human activities that affect water resources and the environment

Values

Express willingness to save water in daily life

Behaviour

Turn off the tap while brushing teeth (and many other activities)
Take part in water saving campaign
Persuade others to save water

Knowledge on the Values of Water

Able to list the functions of water
State that water is important to health
Explain that water is part of the structural component of many chemicals
Gather information and make a report about the use of water in industry
Explain hydroelectric power is produced

Values – Taking social responsibility

Inform others through writings about the importance of water in life/religious practices/recreation
Report cases of tempering water meter
Promote justice in costing water distribution to the poor

2. Water and Culture
Knowledge

Sing a water festival song, e.g. Loi Krathong
Express the mood of Loi Krathong orally or in writing, highlighting human values such as respect, sharing, co-operation, orderliness, public spiritedness

Values

Aware of the need to have water conservation
Turn off water tap while brushing teeth (and many other activities)
Express willingness to take part in water conservation
Participate in campaign on the prudent use of water
Persuade others to conserve water

(I have lost my note. I believe I did more examples in other themes in INNOTECH)

D. Methods and Instrument

There are various methods and instruments to serve various assessment purposes. It is always a challenge for teachers to choose the right methods and instrument in assessment. This section introduces some methods and instrument relevant to the HVBWSHE project. To select the appropriate tools for assessment, it is necessary to know the functions, strengths and weaknesses of each tool and match this knowledge with the objectives of learning and the resources and conditions of the classroom.

The table below shows some of the important methods and their instrument, functions, and strengths and weaknesses.

Assessment Methods	Instrument	Functions	Strengths and Weaknesses
Observation	Checklist Attitudes scale Anecdote	Collect information on how students interact with peers, participate in events and conducting daily life. Examples: In informal situation, such as observing students’: habit of using water in daily life co-operation in project work practice of healthy lifestyle participation in cultural and religious events	Strengths be carried out in authentic situations provide data that are difficult to collect through other means. gather data to supplement or verify information. Weaknesses Low reliability due to observers’ individual values perception Inconsistency of the observers Halo effect * Hawthorne effect** Time consuming Difficult to handle groups of students
Interview	Interview questionnaire	Get in-depth views and of students’ values perception, practices in daily life and views on social issues and improving teaching and learning. Examples: Food students take at home Views on water rate Feedback from parents about students’ behaviour Views on evironmental issue	Strengths Provides the opportunity for in depth conversation with students Can yield rich data Questions can be clarified if necessary Teachers can ask additional questions Useful for gathering data from younger students Weaknesses Interviews and data analysis can be time consuming If the interview is poorly planned, the data may be difficult to analyze Respondents do not have anonymity Possibility of interviewer bias Data does not lend itself easily to quantification
Moral reasoning	Moral dilemmas	To find out students’ ability to provide rationale or apply moral principles to justify actions in controversies. Examples: A justifiable solution to the dispute of water supply across national border The justification of distribution of clean water to the urban poor	Strength Demonstrate the levels of students’ ability to apply moral principles in reasoning that are difficult to obtain from other methods of assessment Weakness Difficult to construct good moral dilemmas Reasoning ability is not consistent with moral values held and practices
Self reporting -reflection -journaling	Guideline of reflection and journal writing: learning objectives questions to guide reflections and journal writing format of presentation criteria of grading	Providing a comprehensive feedback on the performance of the students throughout the instructional period. Get information on students’ in-depth thoughts and analyses about an issue. Values perception on importance of water and social issues Reflection on behaviour and habits	Strengths Deeper thoughts and analyses of situations Students are more willing to give true picture Individualised assessment Weakness What have been reported may have low correlation to learning objectives
Portfolio	Guideline of assessment: Sample of learning outcomes to be assessed and criteria of grading	To obtain information about students’ progress throughout the instructional period, especially to fill up the information that cannot be provided by formative and summative tests.	Strengths Very comprehensive data to get a more valid picture of students’ abilities and performance Observe students in a broader context: taking risks, developing creative solutions, and solving problems Flexibility to suit individuals’ learning styles Gather evidence from both formal and informal assessment Easily jive assessment to learning process Weakness Need space to keep all the evidence submitted
Paper-and-pencil test	Test papers -objective test -essay test	Knowledge Aptitudes Application of human values in moral reasoning Understanding the concept of sustainability The importance of water The role of water in human body Justice and equity in accessing water Gender equity in accessibility to facilities	Strengths Fair for a selection test because every student is tested on the same items. The conditions when a test is conducted is controlled so that it is the same for every student Grading is relatively more objective as compared to observation. Weaknesses Only a small sample of the learning experience or low content validity Not authentic Writing ability plays a part in essay test

Two phenomena that reduce the reliability of assessment often encountered are the Halo Effect and the Hawthorne Effect.
* Halo effect refers to the tendency of a grader to give the same ratings to all items following the rating of one of the items.
** Hawthorne effect refers to the influence of attention on students who are being observed. Students may put up some unauthentic behaviours for observers.

D.1 Observation

In planning systematic observations, the teachers must consider where, what, how, and when an assessment is to be carried out.

D.1.1. Types of Observations

Structured observation:

Observe only activities, events, or behaviour relevant using observation guide
Usually used in non-participant or controlled observations

Unstructured observation:

Flexible and open
Usually used in the participant observation

Participant (PO)

The observer personally takes part in the activities of the things or groups being observed

Non-participant (NPO)

The observers do not participate in the activity of the group
The observer merely stand by and observes the things or groups he or she is studying

D.1.2. Qualities of a good Observer

The observer should possess efficient sense organs.
The observer must be able to estimate rapidly and accurately.
The observer must possess sufficient alertness to observe several details simultaneously.
The observer must be able to control the effects of his personal prejudices.
The observer should be in good physical condition.
The observer must be able to record immediately and accurately the results of his observations.

D.1.3. Checklist

A checklist is a listing of specific criteria which a teacher looks for, and indicates the presence or absence of a particular trait in a learning experience.

a. Use of Checklists
Sample Forms of Checklists

Problem Solving Observation Checklist
Science Observation Sheet
Checklist on Mechanics of the Classroom Interaction
Teaching Observation Checklist
Science Observation Checklist
Cooperative Learning: Classroom Observation
Observation Form by Johnson & Johnson
Teacher Observation Form

Checklists are used to record whether students have acquired certain knowledge, skills, thinking processes, abilities and attitudes with respect to an identified activity. They provide information about where instruction has been successful, and where students require further instruction. Formats for checklists should be varied and easy to use. Some guidelines for constructing and using checklists are as follow:

Determine the observation criteria from curriculum objectives and student needs.
Choose criteria that are easily observable to avoid vagueness and increase objectivity.
Use jargon-free language to describe criteria so that data can be used effectively to inform students or parents/guardians.
In most cases, limit the number of criteria to eight and the number of students observed to three or four at one time in order to keep the assessment task manageable..
Analyse and summarise checklist data regularly.
Use yes-no checklists to identify whether a specific action has been completed or if a particular quality is present.
Use tally checklists to note the frequency of the action observed.
Construct all checklists with space for recording anecdotal comments and summaries.

D.1.4. Attitudes Scale

Attitudes are enduring patterns of belief which it is believed are predictive of behaviour. If a student expresses positive attitudes about the service of a local Water Board, he will be more likely to turn up for a campaign organised by the Board.

There are several types of attitudes scales but the two most common ones are Thurstone Scale and Likert Scale

Thurstone scale has a choice of two possible responses, such as: “agree” or “disagree” or a pair of antagonistic characteristics (see Appendix I)

In Likert scale, a respondent is provided with a range of possible responses (see Appendix I).

D.1.5. Anecdote

Anecdote is defined as “an account of someone,” describing what a n evaluator notice about a student in the beginning and how he or she has changed then. The changes may include affective changes, such as independence, group participation and cheerfulness

Anecdotal evidence is an informal account of evidence in the form of an anecdote or hearsay. The term is often used in contrast to scientific evidence. Therefore, the reliability of anecdotal assessment may not be high.
An anecdotal record may have two components: descriptive and analytical. Descriptive component tells story of the incident indicating changes after instructions are given. Analytical component categorises changes to provide a scheme for documenting the changes.

D.2 Interview

An interview is a purposeful conversation, usually between two people (but sometimes involving more) that is directed by one in order to get information. Interview can take place on the spur of the moment when there is time to spare. The teachers can also arrange for more formal interviews with the students. Some pointers to remember when conducting interview

Use an audio tape recorder. Listen to the tapes before the next interview and note down any mistakes you may have made. For instance, did you give enough “wait-time” to the pupils before you spoke again?
An interviewer should appropriately wait up to 10 or 15 seconds for a response. However, the “wait-time” should not be as long as a minute or two because a pupil would freeze up if he/she was stared at for too long.
Rephrase or restructure your question if a pupil does not respond in 6 or 10 seconds. This is because he/she may not know the answer or may not have understood the question.
When you are interviewing pupils about their current understanding, for example, science concepts, do not ask questions that can steer the pupils towards new understanding.
Be thoroughly familiar with the topics of enquiry so that you can respond with appropriate follow-up questions when the pupils give responses that may seem “wrong”.
If possible, find a suitable, quiet place with no interruptions to conduct the interviews.

Effective interviewing of school children

When interviewing school children, teachers need to consider some of the points listed below for effective interviewing. They include:

being a sympathetic, interested and attentive listener without dominating the discussion;
being neutral with respect to subject matter and not expressing opinions or betraying feelings of surprise or disapproval of what a child says;
being relaxed and not trying to hurry the pupils into giving an answer;
reassuring the pupils that their opinions are important and there is no one answer to any questions that are asked;
phrasing the questions similarly each time and keeping the outline of the interview questions on hand; and
being prepared to rephrase a question but not to give an “answer” to the question in the process of rewording it.
Select comfortable surroundings for the interview
Make sure that the interviews are not too long. About half an hour to 40 minutes is about right
Have some idea about what you want to ask. This will, of course, depend on the topic and what aspects you are investigating. Semi-structured interviews allow you to probe further during the interview
If you intend to ask factual questions start with them
Start with a simple question
Explain the purpose of interview in a positive way. I always start with “I need your help to find out more about…” or “I am working on a project about how to help children … and what you are going to tell me will certainly help.”
Ensure anonymity so that the interviewee feels relax
Try not to convey your opinion at the interview
Avoid leading questions such as “when I ask you what 5 and 5 makes, did you use your fingers? “Spellings are easy for you, are they not?”
Use open-ended questions. Questions which start with, for example, “what is your…,” “who is…” or “do you like History?” do provide information but useful ways of gathering fuller and richer answers would be to ask questions in the form: “That is interesting. Tell me more” or “How do you explain to someone who does not know anything about it?”
Sometimes it is fruitful to interview a group of students together. It is important to keep children focused in a group interview.
Always review responses to interviewee and refines procedures and questions if necessary

D.3 Moral Reasoning

Moral reasoning begins with a moral dilemma. To facilitate reasoning, a moral dilemma embeds two or more values acceptable in viewed from different perspectives. For example, values involving love versus public spiritedness in deciding whether to report a close relative who has tempered with water meter.

A student is compelled to choose a course of action for the situation followed by reasons drawn from his or her prioritized value systems.

The role of teachers is to evaluate the reasons given. There are at least two ways to evaluate the reasons. One method is to come a conclusion whether a student is able or not to apply values into his or her reasoning process. The grading is just a mere “able” or “unable.”. A more sophisticated way is to grade the reasoning according to the hierarchy of moral reasoning developed by Kohlberg (1963) and Rest (1999) et al.

An example of Moral Dilemma

In order to prevent a severe flood in Bangkok, there was a proposal to redirect the water in the upper Chao Phraya River to the nearby areas in Ayutthaya and Ang Thong. However, this action would destroy crops and flood the houses in the two areas concerned, and thereby, causes hardship to the residents. You are given the authority to take an action. Would you want to redirect the flow of water? What are the reasons for your choice?

D.4 Self Reporting

Two common modes of self reporting are reflection and journal writing.

D.4.1 Reflection

Reflection is an analysis of events, thoughts, or insights into the impact of an experience or projected goals for the future. It can used to assess students’ growth and development by comparing recent reflection with those in the past.

Reflection involves rethinking, deeper thinking, and recalling. There should be some kinds of guidance although the structure of this may not be very rigid. Some phrases or questions may be given to help students to direct their reflection on the desired topics and to record their reflection:

Guidance for Reflection

Guidance in the form of sentence completion:

This week I learn about ……………………………………………………
My question(s) to my teacher is(are) ………………………………………

Guidance in the form of questions:

What have you learn about yourselves from the lessons this week?
What happen?
What did you feel about the incident this morning?
Why did it happen this way?
What new issues have risen from this action?

Reflection is best done when the environment is calm and quiet. Also, the recording of reflection may be free from structure. Expression of thoughts is more important than ability to write. If necessary, records may include graphics for students who have low writing ability..

D.4.2 Journaling

Journaling is a means for recording personal thoughts, daily experiences, observations, and evolving insights (Hiemstra, 2001)
The entry in a journal needs not be in sentence form; a date and some key words or phrases, listed chronologically will be sufficient.
Use a journal to react to and reflect upon ideas.

A Broad Outline to Guide Journaling

1. Teachers may give some questions for students to answer, example:

What worked? What didn’t?
What have I accomplished?
What did I do? Was what I did good?
Record things that might be useful

Today’s Journal: 19 July 2006

2. Please complete the following sentences to illustrate what you feel about the workshops for the last two days.

What was interesting about today (date)?

I find this session is interesting . . . . . . . . . .

What was something new I learned?

One thing I am learning is . . . . . . .

I find the activities relevant/not relevant

because . . . . .

What did I begin to think about differently?
It is in the form of loose structure with guided questions to help students to:

(a) explain their ideas in calm and quiet environment
(b) do recording which is free from structure, do not need to care much about language error and expression is more important which may include graphics, picturesque reports, etc.

Examples of student’ reflective journals with picturesque report of field study (MS word)

A portfolio is not a random collection of observations or student products. It is a systematic way of assessment. The observations recorded and the products of students’ work collected are related to major instructional goals. For example, journals recorded by students over the year can serve as a reflection of the degree to which students are building positive attitudes and habits with respect to using water.
Portfolios are multifaceted. Because of its wealth of records, it is able to reflect the complex nature of various learning objectives. Portfolio can consist of written work, drawing, video recording, compilation of collection of pictures, artefacts, and so forth. The totality of the information gathered through such a wide variety of sources enhances the fairness, content coverage, meaningfulness and validity of assessment.
Portfolio assessment should actively involve the students in the process of assessment.
It can serve as evidence with regard to students’ progress and development.

Sample student's portfolio assessment on "Matter/Water"

drawing2

drawing3

drawing5 drawing4

D.6 Paper-and Pencil Test

In paper-and-pencil tests, students read questions and respond in writing. Paper-and-pencil tests can be used to assess knowledge, ability, interest and personality. The advantage of a paper-and-pencil test is that it can be used to assess many students at the same time. It can also be used to assess more complex and challenging mental processes.

a. Types of paper-and-pencil test:

Multiple choice questions
Completion of sentences
Short answers
Essay

b. Procedure of a paper-and-pencil test:

List topic areas/tasks;
Specify the response format, number of questions, the time limit and difficulty level;
Write test questions or items and develop scoring schemes;
Review questions and scoring schemes;
Administer the test; and
Mark and grade test papers.

Attachment 7.1.

Examples of Assessment Instrument

Checklist

An example of checklist

Name      :     __________________________
Class       :     __________________________
Gender   :     __________________________

Instruction: Check (/) next to the values if the student you observe has demonstrated the values.

Human Values		(/)
Love	Caring
Love	Sharing
Right Conduct	Right conduct Self sacrifice
	Respect for others
	Services to others/Altruistic
	Honest
	Proper utilization of resources
Truth	Honest
Truth	Truthful
Non-violence	Responsible towards common good
	Sense of social justice
	Readiness to cooperate
	Fellow feeling
	Consideration for others
Peace	Self discipline
Peace	Integrity and self-respect

Attitudes Scale

There are several types of attitudes scales but the two most common ones are Thurstone and Likert Scales

An example of graphic rating scale
Thurstone scale has a choice of two possible responses, such as: “agree” or “disagree” or a pair of antagonistic characters as shown below:

Check (/) beside the words that describe the character of the students you observed. Only one / is allowed for each pair of description.

__⁄__ Helpful
____ Argumentative

__⁄__ Frugal
____ Wasteful

In the Likert scale, a responded is provided with a range of possible responses as shown below:

Instruction: Circle the appropriate rating.

An example of numerical rating scale (Check one only)

Check (/) beside the word besides the character of the student you observed.

____ 1. Extremely hostile
____ 2. Hostile
____ 3. Antagonistic
____ 4. Evenly sociable
__⁄__ 5. Amicable
____ 6. Friendly
____ 7. Extremely friendly

Moral Dilemma

Instruction

Read the following situation and then write down your action and reasons in the spaces provided.

a. My decision is
_______________________________________________________________

b. Give at least one reason to support your decision.
_______________________________________________________________

Grading systems:

There is no score for part (a)
For part (b), use either ONE of the following grading scheme:

0 = if there is not moral values mentioned in the reason
1 = if a relevant moral value is stated in the reason

B. Determine whether a student’s reasoning has reached any of the following stages:

Stage 1	Punishment-obedience orientation
Stage 2	Instrumental relativist orientation
Stage 3	Interpersonal concordance orientation
Stage 4	Authority and social-order maintaining orientation
Stage 5	Social-contract legalistic orientation
Stage 6	Universal ethical principle orientation

Attachment 7.2.

Taxonomy : Cognitive and Affective
Kohlberg’s Levels of Moral Development

KOHLBERG’S LEVELS OF MORAL DEVELOPMENT
Level	Stage	Characteristics of Stage/Level
A. Preconventional	Stage 1	Punishment-obedience orientation
A. Preconventional	Stage 2	Instrumental relativist orientation
B. Conventional	Stage 3	Interpersonal concordance orientation
B. Conventional	Stage 4	Authority and social-order maintaining orientation
C. Postconventional Autonomous, or Principled	Stage 5	Social-contract legalistic orientation
C. Postconventional Autonomous, or Principled	Stage 6	Universal ethical principle orientation

The following is adapted from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. handbook II: Affective domain. New York: David McKay.

The taxonomy was developed to organize levels of commitment. As such it could just as properly be discussed as a regulatory system issue in the model being presented here.

Taxonomy of Educational Objectives

Affective Domain
Level	Definition	Example
Receiving	Being aware of or attending to something in the environment	Person would listen to a lecture of presentation about a structural model related to human behaviour.
Responding	Showing some new behaviour as a result of experience	The individual would answer questions about the model or might rewrite lecture notes the next day.
Valuing	Showing some definite involvement or commitment	The individual might begin to think how education may be modified to take advantage of some of the concepts presented in the model and perhaps generate a set of lessons using some of the concepts presented.
Organisation	Integrating a new value into one’s general set of values, giving it some ranking among one’s general priorities	This is the level at which a person would begin to make long-range commitments to arranging his or her instruction and assessment relative to the model.
Characterisation by Value	Acting consistently with the new value	All this highest level, a person would be the model to develop, select, or arrange instruction and would become known for that action.

E. References

Asia and the Pacific Programme of Educational Innovation for Development. (1993). Strategies and Methods for Teaching Values in Science and Technology. Thailand: UNESCO Principal Regional Office for Asia and the Pacific.

Adprima (2007). Instructional Methods Information. http://www.adprima.com/ teachmeth.htm]

Ahmad, H.Harun, Arfah, Khamis, Polyvine, N., Rungruangbangchan, N., Chanthabouly, K. & Ng, K.T. (2005). "Teachers as researchers exploring the effect of Active Learning Approaches (ALAp) to enhance students' interest in science learning using English as medium of instruction". Paper presented in parallel session and published in the Proceedings for International Conference on Science and Maths Education (CoSMEd). 6 to 8 December at RECSAM. ISSN: 967-930-012-9.

Ang, S.H. (2007). “HVWSHE lesson plan ideas from Singapore” in HVWSHE resource pack for teachers in SEAMEO countries. SEAMEO SEAMOLEC-UN HABITAT.

Bacungan, C., Vea, A., and Ladera, H. (1996). Values Education.. QC: Katha Publishing Co., Inc.

Balatbat, J.O., Cabog, M.C.V., Guillermo, S.L. & Tupas, M.V.M. (2007). “HVWSHE lesson plan ideas from Philippines” in HVWSHE resource pack for teachers in SEAMEO countries. SEAMEO SEAMOLEC-UN HABITAT.

Bell, Judith. (1999) Doing your Research Project. (3rd ed.). UK, Viva Books
Private Limited

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http://edugreen.teri.res.in/explore/air/ucando.htm (What you can do to reduce air pollution etc., play and learn: crossword puzzle, cartoon, jokes, poems, stories, etc. e.g. crossword for water http://edugreen.teri.res.in/play/ cross/water/cross2.htm).

http://en.wikipedia.org/wiki/Water (Water).

http://en.wikipedia.org/wiki/Water_quality (Water quality).

http://interactive2.usgs.gov/learningweb/teachers/lesson_plans_links.asp (Water education poster, lesson plans, etc).

http://library.thinkquest.org/6076/New%20Pages/EnvGHEff.html. (The greenhouse effect and global warming with science, maths, technology, social science arts, creating own music, etc. in http://www.thinkquest.org/library/)

http://library.thinkquest.org/6076/New%20Pages/EAirpoll.html (Acid rain, air pollution)

http://www.bbc.co.uk/health/healthy_living/nutrition/drinks_water.shtml (Water and health,etc.)

http://www.bpa.gov/Corporate/KR/ed/sold/toc.htm (Science outreach through learning discovery, lesson plans on water, etc.)

http://www.challenge.state.la.us/k12act/data/water/Responses/index.html (Collaborative projects on water, impact, future, solution, etc.)

http://www.col-ed.org/cur/science.html (Science lesson plans on water

http://www.col-ed.org/cur/sci/sci24.txt, water pollution

http://www.col-ed.org/cur/sci/sci26.txt, water quality

http://www.col-ed.org/cur/sci/sci28.txt, water magic

http://www.col-ed.org/cur/sci/sci95.txt, non-compressibility of water

http://www.col-ed.org/cur/sci/sci127.txt, water conservation

http://www.col-ed.org/cur/sci/sci161.txt, water cycle

http://www.col-ed.org/cur/sci/sci190.txt, temperature and water density

http://www.col-ed.org/cur/sci/sci212.txt, etc.)

http://www.doe.gov.my/ (Department of environment, water)

http://www.ecologycenter.org/cwrp/ (Community water rights project)

http://www.ecologycenter.org/tfs/results.php (Lesson plans on values, e.g. water and values

http://www.ecologycenter.org/tfs/lesson.php?id=13517, simulating forest floor, water and values

http://www.ecologycenter.org/tfs/lesson.php?id=13469, etc.)

http://www.eere.energy.gov/redirects/eren.html (Energy efficiency and renewable energy)

http://www.eia.doe.gov/kids/ (Energy facts, quiz, puzzles, field trips, activities, etc.)

http://www.Enfo.ie/ (Water pollution, acid rain, air pollution, climate change, etc.)

http://www.epa.gov/ (Environmental Protection Agency)

http://www.epa.gov/airprogm/oar/oaqps/psihold.html (Acid rain, climate change, ozone depletion, toxic air pollutant, etc.)

http://www.epa.gov/ozone/ (Ozone depletion, chemicals, etc.)

http://www.epa.gov/recyclecity/ (Recycle city with games and activities)

http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Earth_ Science/EAR0200.html (Lesson plan on water and earth science, etc.)

http://www.inspiration.com/freetrial/index.cfm (Concept map software)

http://www.lessonplanspage.com/SciExperiments.htm (Lesson plans on all sciences/maths, projects on water, etc.)

http://www.loc.gov/rr/scitech/tracer-bullets/scifairtb.html (Science fair projects and resources)

http://www.pacificnet.net/~mandel/Science.html (Scientific investigations involving water,etc)

http://www.scienceacross.org (Interactive web-based learning programme for Science and Social Sciences)

http://www.seaworld.org/index.asp (Seaworld, discovery, etc. with fun guide, games, etc.)

http://www.vanaturally.com/sixthgrade/supplements.html (Matter project WET with supplementary resources http://www.projectwetusa.org/)

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