This document describes assessment in the affective domain, which emphasizes feelings, emotions, and acceptance or rejection of ideas. It outlines Krathwohl's taxonomy of the affective domain, which includes receiving, responding, valuing, organization, and characterization. The taxonomy moves from simple awareness and attention to complex internalization of values and consistent demonstration of behaviors aligned with those values. The document also provides examples of learning objectives and behavioral verbs for each level of the taxonomy to help assess affective domain competencies related to attitudes, motivation, and self-efficacy.

1. Assessment in
Affective Domain

2. Describes learning objectives that emphasize a
feeling tone, an emotion, or a degree of acceptance
or rejection.
More difficult domain to objectively analyze and
assess since affective objectives vary from simple
attention to selected phenomena to complex.

3. Internally consistent qualities of character and
conscience.
“Schooled” but not “educated”

4. Krathwol’s Taxonomy of Affective
Domain (1964)
Receiving
Responding
Valuing
Organization
Characterization

5. Being aware of or sensitive to the existence of
certain ideas, material, or phenomena and being
willing to tolerate them.

6. Committed in some small
measure to the ideas, materials,
or phenomena involved by
actively responding to them.

7. Willing to be perceived by
others as valuing certain ideas,
materials, or phenomena.

8. Already held and bring it into a
harmonious and internally
consistent philosophy.

9. By value or by value set is to act
consistently in accordance with
values he or she has internalized.

10. AFFECTIVE LEARNING COMPETENCIES
Stated in the form of instructional objectives
Specific, measurable, short-term, observable student
behaviors.
Foundation
Build lessons
and
assesments
Meet lesson
goals
Arrows
toward your
target “goal”
Purpose
Not to restrict/
constrain vision of
education in the
discipline
To ensure that
learning is focused.
Tools

11. Definition:
Being aware of or attending to
something in the environment.
Example:
Individual would read a book
passage about civil rights.
Accept
Attend
Develop
Recognize
Behavioral Verbs

12. Definition:
Showing some new behaviors as a
result of experience.
Example:
Individual would answer questions
about the book, read another book by
the same author, another book about
civil rights, etc.
Complete
Comply
Cooperate
Discuss
Examine
Obey
Respond
Behavioral Verbs

13. Definition:
Showing some definite
involvement or commitment.
Example:
The individual might demonstrate
this by voluntarily attending a
lecture on civil rights.
Accept
Defend
Devote
Pursue
Seek
Behavioral Verbs

14. Definition:
Integrating a new value into one’s
general set of values, giving it
some ranking among one’s general
priorities.
Example:
The individual might arrange a
civil rights rally.
Codify
Display
Order
Discriminate
Organize
Systematize
Weigh
Behavioral Verbs

15. Definition:
Acting consistently with the new
value.
Example:
The individual is firmly committed
to the value, perhaps becoming a
civil rights leader.
Internalize
Verify
Behavioral Verbs

16. In affective domain we consider the Learning
Competencies and the Focal Concepts:
Attitude
Motivation
Self-efficacy
Affective Domain
Consideration: