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Communication Research Reports Volume 15, 1998 - Issue 4
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Original Articles

Newer is not necessarily better a reexamination of affective learning measurement

Timothy P. Mottet Assistant Professor in the Department of Communication Arts, Austin College, Sherman, Texas, 75090–4440
&
Virginia P. Richmond Professor and Coordinator of Extended Learning Programs in the Department of Communication Studies, West Virginia University, Morgantown, WV, 26506–6293
Pages 370-378 | Published online: 06 Jun 2009
 
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Abstract

The instrument commonly employed in instructional communication to measure affective learning was subjected to tests of its construct validity as a measure of higher‐order affective learning. The results indicate the instrument is a satisfactory instrument for this purpose. Newer measures of higher‐order affective learning were found to be highly associated with the older measure. Teacher evaluation measures were found to be distinct from both the newer and the older affective learning measures. The construct validity of the commonly used affective learning instrument is good.

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