Affective Domain

Chap
t
er 6
Asse
the ssme
Affe nt in
Dom ctive
ain
PRES
E
ABAL NTED BY:
O LORE
N
Do m a i n
ti v e
Affec
The affective domain involves our feelings, emotions,
and attitudes, and includes the manner in which we deal
with things emotionally (feelings, values, appreciation,
enthusiasm, motivations, and attitudes). Affective
Domain is part of a system that was published in 1965
for identifying, understanding, and addressing how
people learn. It describes learning objectives that
emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection.
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1. The Taxonomy in
the Affective Domain
• The taxonomy in the affective domain contains a

large number of objectives in the literature
expressed as interests, attitudes, appreciations,
values, and emotional sets or biases. (Krathwohl
et al, 1964). The description of each step in the
taxonomy culled from Krathwohl’s taxonomy of
the Affective Domain (1964) is given as follows.
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Taxonomy in the Affective
Domain
Is being aware of or sensitive to the existence of certain
ideas, material, or phenomena and being willing to
Receiving tolerate them. Examples include: to differentiate, to
accept, to listen (for), to respond to.
Is committed in some small measure to the ideas,
material, or phenomena involved by actively responding
Responding to them. Examples are: to comply with, to follow, to
comment, to volunteer, to spend leisure time in, to
acclaim.
Is willing to be perceived by others as attaching
importance to certain ideas, materials, or phenomena.
Valuing Examples include: to increase measured proficiency in,
to relinquish, to subsidize, to support, and to debate.
Is relating the value to those already held and bring it
Organizatio into a harmonious and internally consistent philosophy.
n Examples are: to discuss, to theorize, to formulate, to
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balance, to examine.
By value or value set is to act consistently in accordance
W O H L’ s
KRAT Y
N OM
TAXO
https://mason.gmu.edu/~ndabbagh/
cehdclass/Resources/IDKB/krathstax.htm 5
ff ec tiv e
2 .A
a rn in g
Le n c ies
t e
Compe
Affective desired learning competencies are often stated in
the form of instructional objectives:
• Instructional objectives are specific, measurable, short-
term, observable student behaviors.
• Objectives are the foundation upon which you can build
lessons and assessments that you can prove meet your
overall course or lesson goals.
• Think of objectives as tools you use to make sure you reach
your goals. They are the arrows you shoot toward your
target goal.
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ff ec tiv e
2 .A
a rn in g
Le n c ies
t e
Compe
• The purpose of objectives is not to restrict spontaneity or
constraint the vision of education in the discipline; but to
ensure that learning is focused clearly enough that both
students and teacher know what is going on, and so
learning can be objectively measured. Different archers
have different styles, so different teachers. Thus, you can
shoot your arrows (objectives) in many ways. The important
thing is that they reach your target (goals) and score that
bullseye!
7
i n de r!
Rem
Each level of the affective domain is given a description

in an example of an appropriate objective or learning
competency is provided. Notice that it is far more
difficult to state an objective in the affective domain
because they often refer to feelings and internal
processes of the mind and body that cannot be tested
and measured using traditional methods.
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LEVEL DEFINITION EXAMPLE
Receiving Being aware of or Individual would read a book

attending to something passage about civil rights.
in the environment
Responding Showing some new Individual would answer questions
behaviors as a result of about the book, read another
experience book by the same author, another
book, about civil rights, etc.
Valuing Showing some definite The individual might demonstrate

involvement or this by voluntarily attending a
commitment lecture on civil rights.
Organizatio Integrating a new value into The individual might arrange a

one’s general set of values, civil rights rally.
n giving it some ranking
among one’s general
priorities.
Characterizati Acting consistently with The individual is firmly committed
on by value the new value to the value, perhaps becoming a
The Taxonomy in civil rights leader. 9
Affective Domain
Provided below are some examples of verbs or
behavioral terms that can be used to express
learning competencies or objectives in the
affective domain. Behavioral terms tend to
simplify the assessment and measurement
methodologies that are suggested in this
lesson. Behavioral objectives focus on
observable behaviors which can then be easily
translated in quantitative terms.
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Receiving Responding Valuing Organizati Characteriza
on tion
• Accept • Complete • Accept • Codify • Internalize
• Attend • Comply • Defend • Discrimina • Verify

te
• Cooperate
• Develop • Devote
• Display
• Discuss
• Recognize • Pursue • Order
• Examine
• Seek • Organize
• Obey
• Systemati
• Respond ze
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• Weigh
Figure 2- Behavioral Verbs Appropriate for the Affective Domain
In the affective domain, and in particular, when we consider
learning competencies, we also consider the following focal
concepts:
Attitudes
Attitudes are defined as a mental predisposition to act that is expressed
by evaluating a particular entity with some degree of favor or disfavor.
Individuals generally have attitudes that focus on objects, people or
institutions. Attitudes are also attached to mental categories. Mental
orientations towards concepts are generally referred to as values.
Attitudes are comprised of four components:
A. Cognitions – Cognitions are our beliefs, theories, expectancies,

cause-and-effect beliefs, and perceptions relative to the focal object. This
concept is not the same as “feelings” but just a statement of beliefs and
expectations which vary from one individual to the next.
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B. Affect- the affective component refers to our feeling with respect to
the focal object such as fear, liking, or anger. For instance, the color “blue”
evokes different feelings for different individuals: some like the color blue
but others do not. Some associate the color blue with “loneliness” while
others associate it with “calm and peace”.
C. Behavioral Intentions- Behavioral intentions are our goals,
aspirations, and our expected responses to the attitude object.
D. Evaluation- Evaluations are often considered the central component of attitudes.
Evaluations consist of the imputation of some degree of goodness or badness to an attitude
object. When we speak positive or negative attitude toward an object, we are referring to the
evaluative component. Evaluations are a function of cognitive, affect and behavioral
intentions of the object. It is most often the evaluation that is stored in memory, often
without the corresponding cognitions and affect that were responsible for its formation
(Robert Scholl, University of Rhode Island , 2002).
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Why study
Attitudes?
Attitudes can influence the way we act and think in the social communities we belong. They
can function as frameworks and references performing conclusions and interpreting or acting
for or against an individual; Individuals, a concept or an idea. For instance, think about your
attitudes toward “drinking alcoholic beverages” or “gambling” or “going on an all-night bar
hopping spree every night. Or, perhaps, think about your attitude towards mathematics and
mathematical equations. Do these attitudes shape the way you think and correspondingly
act? What is your response? How is your response informed by each of these attitudes?
Several studies in the past, for instance concluded that poor performance in school
mathematics cannot be strictly attributable to differential mental abilities but to the students
attitudes toward the subject. When mathematics classes are recited, students with negative
attitude towards mathematics tend to pay less attention and occupy their minds with
something else. Thus, attitudes may influence behavior. People will behave in ways
consistent with their attitudes. 14
To be continued…
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Affective Domain

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Chap

• The taxonomy in the affective domain contains a

Each level of the affective domain is given a description

Receiving Being aware of or Individual would read a book

Valuing Showing some definite The individual might demonstrate

Organizatio Integrating a new value into The individual might arrange a

• Attend • Comply • Defend • Discrimina • Verify

A. Cognitions – Cognitions are our beliefs, theories, expectancies,

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