The document discusses Krathwohl's Taxonomy of Affective Domain, which categorizes learning objectives into five main levels - Receiving, Responding, Valuing, Organization, and Characterization. It provides definitions and examples for each level. Instructional objectives are defined as specific, measurable, short-term and observable student behaviors that ensure learning is focused on reaching overall goals. The document also discusses key concepts in the affective domain, defining attitudes as mental predispositions to act in favor or disfavor of something based on cognitions, affect, behavioral intentions, and evaluations.

3. The taxonomy in the affective domain contains a large
number of objectives in the literature expressed as
interests, attitudes, appreciation, values, and emotional
sets or biases. (Krathwohl et al, 1964). The descriptions
of each step in the taxonomy culled from Krathwohl’s
Taxonomy of Affective Domain (1964) are given as
follows:

4. Is being aware of or sensitive to the
existence of certain ideas, material or
phenomena and being willing to tolerate
them.
Examples include: to
differentiate, to accept, to listen
(for), to respond to.

5. Is committed in some small measure to
the ideas, materials or phenomena
involved by actively responding to them.
Examples are: to comply with, to
follow, to commend, to volunteer,
to spend leisure time in, to
acclaim.

6. Is willing to be perceived by others as
attaching importance to certain ideas,
materials or phenomena.
Examples include: to increase
measured proficiency in, to relinquish,
to subsidize, to support, to debate.

7. Is relating the value to those already
held and bring it into a harmonious and
internally consistent philosophy.
Examples are: to discuss, to
theorize, to formulate, to
balance, to examine.

8. By value or value set is to act
consistently in accordance with the
values he or she internalized.
Examples include: to revise, to require, to
be rated high in the value, to avoid, to
resist, to manage, to resolve.

10. Affective desired learning
competencies are often
stated in the form of
instructional objectives.
What the are instructional
objectives?

11. 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 towards your target (goal).
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 to learning can be objectively
measured. Different archers have different styles, so do 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!

12. LEVEL DEFINITION EXAMPLE
RECEIVING Being aware of or attending to
something in the environment
Individual would read a book
passage about civil rights
RESPONDING Showing some new behaviors
as a result of experience
Individual would answer questions
about the book, read another book by
the same author, another book about
civil rights, etc
VALUING Showing some definite
involvement or commitment
The individual might demonstrate
this by voluntarily attending a lecture
on civil rights.
ORGANIZATION Integrating a new value into
one’s general set of values
giving it some ranking among
one’s general priorities
The individual might arrange a civil
rights rally
CHARACTERIZATION
BY VALUES
Acting consistently with the
new values
The individual is firmly committed
to the value, perhaps becoming a
civil rights leader.

13. RECEIVING RESPONDING VALUING ORGANIZATION CHARACTERIZATION
Accept
Attend
Develo
p
Recogn
ize
∆Comple
te
∆Comply
∆Cooper
ate
∆Discuss
∆Examin
e
∆Obey
∆Respon
d
Acce
pt
Defen
d
Devot
e
Pursu
e
Seek
Codify
Discrimi
nate
Display
Order
Organize
Systemat
ize
Weigh
┼Internal
ize
┼Verify

14. In the affective domain and in particular when we
consider learning competencies we also consider the
following focal concepts:

15. 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 reffered to as values. Attitudes are comprised of four
components:

16. 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.

17. 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
other do not some associate the color
blue with “loneliness” while others
associate it with “calm and peace”.

18. BEHAVIORAL INTENTION
Behavioral intentions are our goals,
aspirations and our expected responses to
the attitude object.

19. Evaluations are often considered the central
component of attitudes. Evaluations consist of the
imputations of some degree of goodness or badness
to an attitude object. When we speak of a 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 evaluation corresponding
cognitions and affect that were responsible for its
formation. (Robert School, University of Rhode
Island, 2002)