A Transformative Mixed-Methods Study: Legitimizing Affective Learning Outcomes Assessment
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| Title: | A Transformative Mixed-Methods Study: Legitimizing Affective Learning Outcomes Assessment |
|---|---|
| Language: | English |
| Authors: | Lan Misty Song (ORCID |
| Source: | Intersection: A Journal at the Intersection of Assessment and Learning. 2025 6(2):102-119. |
| Availability: | Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Humanistic Education, Nursing Education, Undergraduate Study, Evaluation Methods, College Outcomes Assessment, Affective Objectives, Taxonomy |
| ISSN: | 2688-7207 |
| Abstract: | Tertiary educational institutions have primarily focused on assessing learning in the cognitive domain, concerned with the transmission and acquisition of knowledge and skills. Recently, educators and researchers have become more interested in the affective domain and how it affects student learning outcomes. Nursing programs' accrediting bodies are increasingly incorporating affective learning outcomes (ALOs) in their criteria. Thus, examining how nursing programs assess ALOs gives insight into integrating affective-domain learning into curricula. This mixed-methods study examined current assessment practices to determine how extensively and effectively they are employed. Learning-outcome statements for 227 undergraduate nursing programs were evaluated for references to ALOs, to determine how widespread affective assessment was and which taxonomic-levels were common. A novel taxonomy was employed to categorize each program's efforts, in hopes of identifying exemplary implementation. Analyses did not reveal any significant relationships for affective-assessment efforts with most National Center for Educational Statistics' institutional characteristics nor Carnegie classifications. There was unexpectedly, however, a statistically significant F (3, 202) = 3.28, p = 0.02, [eta][superscript 2] =0.05 relationship between retention rate and ALO assessment efforts, marking the first empirical evidence linking affective-domain learning and student retention. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494197 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1494197 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1494197 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Transformative Mixed-Methods Study: Legitimizing Affective Learning Outcomes Assessment – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lan+Misty+Song%22">Lan Misty Song</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7660-4842">0000-0002-7660-4842</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jerry+Vincent+Nix%22">Jerry Vincent Nix</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5736-1339">0000-0002-5736-1339</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Intersection%3A+A+Journal+at+the+Intersection+of+Assessment+and+Learning%22"><i>Intersection: A Journal at the Intersection of Assessment and Learning</i></searchLink>. 2025 6(2):102-119. – Name: Avail Label: Availability Group: Avail Data: Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Humanistic+Education%22">Humanistic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+Education%22">Nursing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22College+Outcomes+Assessment%22">College Outcomes Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Objectives%22">Affective Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Taxonomy%22">Taxonomy</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2688-7207 – Name: Abstract Label: Abstract Group: Ab Data: Tertiary educational institutions have primarily focused on assessing learning in the cognitive domain, concerned with the transmission and acquisition of knowledge and skills. Recently, educators and researchers have become more interested in the affective domain and how it affects student learning outcomes. Nursing programs' accrediting bodies are increasingly incorporating affective learning outcomes (ALOs) in their criteria. Thus, examining how nursing programs assess ALOs gives insight into integrating affective-domain learning into curricula. This mixed-methods study examined current assessment practices to determine how extensively and effectively they are employed. Learning-outcome statements for 227 undergraduate nursing programs were evaluated for references to ALOs, to determine how widespread affective assessment was and which taxonomic-levels were common. A novel taxonomy was employed to categorize each program's efforts, in hopes of identifying exemplary implementation. Analyses did not reveal any significant relationships for affective-assessment efforts with most National Center for Educational Statistics' institutional characteristics nor Carnegie classifications. There was unexpectedly, however, a statistically significant F (3, 202) = 3.28, p = 0.02, [eta][superscript 2] =0.05 relationship between retention rate and ALO assessment efforts, marking the first empirical evidence linking affective-domain learning and student retention. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1494197 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1494197 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 102 Subjects: – SubjectFull: Humanistic Education Type: general – SubjectFull: Nursing Education Type: general – SubjectFull: Undergraduate Study Type: general – SubjectFull: Evaluation Methods Type: general – SubjectFull: College Outcomes Assessment Type: general – SubjectFull: Affective Objectives Type: general – SubjectFull: Taxonomy Type: general Titles: – TitleFull: A Transformative Mixed-Methods Study: Legitimizing Affective Learning Outcomes Assessment Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lan Misty Song – PersonEntity: Name: NameFull: Jerry Vincent Nix IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 2688-7207 Numbering: – Type: volume Value: 6 – Type: issue Value: 2 Titles: – TitleFull: Intersection: A Journal at the Intersection of Assessment and Learning Type: main |
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