The effect of using assessment procedures in values education

Year: 1997

Author: Cox, Philip, Godfrey, John

Type of paper: Abstract refereed

This study investigates the effect of utilising formal assessment procedures on values education.

A survey of the literature on formal assessment procedures and values indicates that utilisation of assessment procedures in the affective domain may have a detrimental effect on the achievement of objectives in that domain. Teachers therefore tend to avoid the use of assessment procedures when values are involved. However, if one takes a broad view of assessment, it is not impractical to involve them in the process of value formation.

The subjects were 160 students in Year 8 in a Catholic school in Perth. The source of data was a values survey where students responded to questions on values aspects of objectives of a module. Magnitude scaling was the scoring procedure selected.

A nested design enabled two levels of analysis to occur; variation between the experimental and control group and an analysis of variation between individual classes.

Mean scores for the values test illustrated change between the pre-test and post-test. The change was in a direction opposite to that expected. The teaching process altered students' values scores from the moral high ground towards a central position. The teaching process enabled students to re-evaluate their values stance.