Training programme

1. Training programme MODULE III Project number 2016-1-BE02-KA202-017389

2. Affective Learning Produced by

3. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors • NEEDS REPORTED IN MAPPING THE NEEDS OF INNOVAL TARGET GROUPS • Learners need to familiarise with self-evaluation or evaluation practices with help from counsellors • Need to ensure assessment tools are valid and reliable • Need for information provided by the state and other relevant bodies about the value and importance of validating learning outcomes (VNFIL) • Need to avoid practices/methods that create anxiety • Need for assessors to be available to learners • Need for an appropriate mix of standardised and “authentic assessments” • Need for effective training of assessors • Need to tackle technical barriers (e.g. cost of administering alternative approaches) and social barriers (e.g. lack of acceptance by employers).

4. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors • MODULE’S STRUCTURE • Introduction • Management of learners’ anxiety in assessment contexts • Capacity building of assessors/counsellors

5. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors • PEDAGOGICAL OBJECTIVES • Identify the purposes of affective learning and how it improves the learning and assessment processes • Describe the capacity building process and its advantages for assessors, counsellors and learners

6. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors • Anxiety influences the learners’ performance: • A small amount of anxiety can improve it to the point that the individual is motivated to prepare him/herself for the assessment • If the anxiety level is too high, the amount of information learners can process, how they retrieve information or demonstrate skills that have previously been learned, for example, is affected • Causes of anxiety in assessment contexts: • Fear of failure • Lack of preparation • Poor test history High levels of anxiety facilitate only very easy tasks (e.g., running). Difficult tasks that require more mental effort are best performed with a small or moderate level of anxiety.

7. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors (Cont.) • Assessors need to be alert and know how to read the signs of anxiety on their learners if they want to help them to lower anxiety levels and deal with assessment contexts in a more natural and calmer way:

8. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors (Cont.) • MANAGING ANXIETY SYMPTOMS ON STUDENTS: • Allow for planning, preparation, and practice time – it helps if learners have time to become familiar with what they want to say. They can work individually, in pairs or in groups before speaking to the whole class • Suggest they take a few deep breaths – it helps to release tension • Suggest they have a thorough understanding what to do in the first 60 seconds – in public presentations, knowing what to say in the beginning of a presentation is half-way through a successful process • Think positively – influence learners to be fluent and confident • Build confidence through practice – create possibilities for learners to be successful and at the same time encourage them to gain experience with each opportunity • Help individuals think about the causes of their anxiety – for a perfectionist who is afraid of failing, help him/her to develop self-talk giving him/herself “permission” to be human.

9. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors (Cont.) • CAPACITY BUILDING OF ASSESSORS/COUNSELLORS • Capacity building of assessors/counsellors refers to any effort being made to improve the abilities, skills, and expertise of educators for their professional development in terms of growth, progress or improvement.

10. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors (Cont.) • CAPACITY BUILDING OF ASSESSORS/COUNSELLORS • For capacity building, assessors/counsellors need to: • Be open to learning more, • Regularly plan, monitor and reflect on actions and tasks, being aware of own strategies, actions and their effect on others, • Communicating effectively by listening with understanding and empathy, with clarity and precision and thinking interdependently (i.e. with learners and/or with other assessors and counsellors whenever necessary) • Generating new solutions and strategies, inventing new ideas and alternatives whenever necessary (e.g. A fifty year old women that needs to take a test in a foreign country), and taking risks.

11. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors (Cont.) • AFFECTIVE LEARNING • Has impact on the involvement of assessors/counsellors in the learning process and in the way they see and interact with learners, promoting a good learning environment, positive for all • Promotes the emotional involvement of learners in their learning process and prevent feelings of boredom and demotivation that, ultimately, can lead to the abandonment of learning processes or, in this case, validation of learning outcomes Assessors and counsellors can see the impact of this approach when previously uninvolved, apathetic and uninterested learners begin to show more interest in participating actively in their learning or validation processes.

12. MODULE III – Affective Learning • Management of learners’ anxiety in assessment contexts and capacity building of assessors and counsellors (Cont.) • IDEAL LEARNING CONDITIONS • An environment that promotes a sense of safety, openness, and trust • Instructional methods that support a learner-centred approach • Activities that encourage the exploration of alternative personal perspectives, problem-posing, and critical reflection.

13. GROUP DISCUSSION OWN KNOWLEDGE AND EXPERIENCE OF CAPACITY BUILDING FOR ASSESSORS AND COUNSELLORS

14. END OF THE MODULE