Bloom’s Taxonomy – Affective Domain – (feeling, emotions – attitude – ‘feel’)

The Affective Domain provides a framework for teaching, training, assessing and evaluating the effectiveness of training and lesson design and delivery, and also the retention by and affect upon the learner or trainee.

affective domain
level category or ‘level’ behaviour descriptions examples of experience, or demonstration and evidence to be measured ‘key words’ (verbs which describe the activity to be trained or measured at each level)
1 Receive open to experience, willing to hear listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel
2 Respond react and participate actively participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform
3 Value attach values and express personal opinions decide worth and relevance of ideas, experiences; accept or commit to particular stance or action argue, challenge, debate, refute, confront, justify, persuade, criticise,
4 Organise or Conceptualize values reconcile internal conflicts; develop value system qualify and quantify personal views, state personal position and reasons, state beliefs build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare
5 Internalize or characterise values adopt belief system and philosophy self-reliant; behave consistently with personal value set act, display, influence, solve, practice,

Based on the ‘Taxonomy Of Educational Objectives: Volume 2, The Affective Domain’ (Bloom, Masia, Krathwohl) 1964. See also ‘Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain’ (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and reproduced with permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of ‘Taxonomy Of Educational Objectives’ (Bloom et al 1956).

This domain for some people can be a little trickier to understand than the others. The differences between the levels, especially between 3, 4, and 5, are subtle, and not so clear as the separations elsewhere in the Taxonomy.

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