Here is a sample specific objective showing the elevation of levels for the affective domain using the topic of environmental protection: Receiving: Students will listen attentively during a lecture about the importance of environmental protection. Responding: Students will complete a worksheet identifying 3 ways they can help reduce pollution in their community. Valuing: Students will write a paragraph explaining why protecting the environment is important. Organizing: Students will design an advocacy campaign to raise awareness about an environmental issue in their town. Characterizing: Students will volunteer 5 hours over the semester to participate in a local environmental cleanup or conservation project.

1. ASSESSME
NT IN THE
AFFECTIVE
DOMAIN
Prepared by
LICTAO, SHARON

2. At the end of the chapter, the learners should be able to
do the following:
1. Explain the taxonomy in the affective domain and relate
it to assessment
2. Write a specific objective showing the elevation
of the levels for affective domain
3. Design instruments for assessing affective
learning
Objectives

3. CHAPTER Outline
The Taxonomy in the Affective Domain
Affective Learning Competencies
Development of Assessment Tools in
the Affective Domain

4. Affective Domain:
emotional response concerning
one’s attitudes, values and
appreciation for motivation in
learning

5. “Some are
schooled, but not
educated”
PONDER
-Thomas Moore

6. THE TAXONOMY IN THE AFFECTIVE DOMAIN
C
O
V
R
R

7. THE TAXONOMY IN THE AFFECTIVE DOMAIN
Valuing
Responding
Receiving
Organization
Characterization

8. THE TAXONOMY IN THE AFFECTIVE DOMAIN

9. CHAPTER Outline
The Taxonomy in the Affective Domain
Affective Learning Competencies
Development of Assessment Tools in
the Affective Domain

10. RECEIVING RESPONDIN
G
VALUING ORGANIZATI
ON
CHRACTERIZATI
ON
To
differentiate
To accept
To listen for
To respond
to
To comply
with
To follow
To
commend
To volunteer
To spend
time in
To acclaim
To
relinquish
To
subsidize
To support
To debate
To discuss
To theorize
To
formulate
To balance
To examine
To revise
To require
To avoid
To manage
To resist
To resolve
To balance
To examine
THE TAXONOMY IN THE AFFECTIVE DOMAIN

11. LEVEL DEFINITION CLASSROOM
EXAMPLES
RECEIVING Being aware of attending to
something in the environment
RESPONDING Showing some new behavior
as a result of experience
VALUING Showing some definite
involvement or commitment
ORGANIZATION Integrating a new value, giving
it some ranking among one’s
general priorities
CHARACTERIZATION Acting consistently with the
new value

12. PICK AND IDENTIFY
Identify the level of
learning within the
affective domain

13. Examples of General and Specific Affective Domain Terms
GENERAL INSTRUCTIONAL
OBJECTIVES
BEHAVIORAL TERMS
FOR STATING SPECIFIC
LEARNING OUTCOMES
RECEIVING
• Listens attentively
• Shows awareness of the importance of
learning
• Shows sensitivity to human needs and
social problems
• Accepts differences of race and culture
• Attend closely to the classroom activities
Asks, chooses,
describes, follows,
gives, holds, identifies,
locates, names, points
to, selects, sites,
replies, uses
Examples of General and Specific Affective Domain Terms

14. Examples of General and Specific Affective Domain Terms
GENERAL INSTRUCTIONAL
OBJECTIVES
BEHAVIORAL TERMS
FOR STATING SPECIFIC
LEARNING OUTCOMES
RESPONDING
• Completes assigned homework
• Obeys school rules
• Participates in class discussions
• Completes laboratory work
• Volunteers for special tasks
• Shows interest in subject
Answers, assists,
complies, conforms,
discusses, greets,
helps, labels, performs,
practices, presents,
reads, recites, reports,
selects, tells, writes
Examples of General and Specific Affective Domain Terms

15. Examples of General and Specific Affective Domain Terms
GENERAL INSTRUCTIONAL
OBJECTIVES
BEHAVIORAL TERMS
FOR STATING SPECIFIC
LEARNING OUTCOMES
VALUING
• Demonstrates belief in the democratic
process
• Appreciates good literature (art or music)
• Appreciates the role of subjects in
everyday life
• Shows concern for the welfare of others
• Demonstrates problem-solving attitude
Completes, describes,
differentiates, explains,
follows, forms, initiates/
invites, joins, justifies,
proposes, reads,
reports, selects,
shares, studies, works
Examples of General and Specific Affective Domain Terms

16. Examples of General and Specific Affective Domain Terms
GENERAL INSTRUCTIONAL
OBJECTIVES
BEHAVIORAL TERMS
FOR STATING SPECIFIC
LEARNING OUTCOMES
ORGANIZATION
• Recognizes the need for balance
between freedom and responsibility in a
democracy; role of systematic planning
in solving problems
• Accepts responsibility for his own
behavior
• Understands and accepts own strength
and limitation
Adheres, alters, arranges,
combines, compares,
completes, defends,
explains, generalizes,
identifies, integrates,
modifies, orders,
organizes, prepares,
relates, synthesizes
Examples of General and Specific Affective Domain Terms

17. Examples of General and Specific Affective Domain Terms
GENERAL INSTRUCTIONAL
OBJECTIVES
BEHAVIORAL TERMS
FOR STATING SPECIFIC
LEARNING OUTCOMES
CHARACTERIZATION
• Displays safety consciousness
• Demonstrates self-reliance in working
independently
• Practices cooperation in group activities
• Uses objective approach in problem-
solving Demonstrates industry,
punctuality, and self-discipline
Acts, discriminates,
displays, influences,
listens, modifies,
performs, practices,
proposes, qualifies,
questions, revises,
serves, solves, uses,
verifies
Examples of General and Specific Affective Domain Terms

18. Select a specific topic in your field of specialization. Write
a specific objective showing the elevation of the levels for
affective. Use one topic only.
Affective Topic :
Grade/Year Level :
Receiving :
Responding :
Valuing :
Organizing :
Characterizing: