Affective Domain

Preparing objectives in this domain is more difficult than in the cognitive domain:

• Vagueness of terminology used

• Covert intended outcomes

• Different description of outcomes

• Internalized and integrated with other behaviors

• Higher levels overt responses are less dependable as evidence of internal states

Description of the Major Categories

In the Affective Domain

1.  Receiving: Receiving refers to the student’s willingness to attend to particular phenomena or stimuli (classroom activities, textbook, music, et,.) From a teaching standpoint, it is concerned with getting, holding, and directing the student’s attention.

a. Awareness: The learner is aware of a certain situation, phenomenon, or problem. It is the first step towards learning in this domain.

b. Willingness to receive: It describes the behavior he wants to acquire. The learner is paying a real attention to the situation. (listens attentively to ... )

c. Controlled or Selected Attention: The learner would positively control his attention. While having different motives, he would choose the best one to him and attend to.

2. Responding: Responding refers to active participation on the part of the student. At this level he or she NOT only attends to a particular phenomenon but also reacts to it in some way. The higher levels of this category are classified under “interest” stressing the seeking out and enjoyment of particular activity. 

a. Acquiescence to respond: The learner reacts to a certain situation / stimulus although he is completely adhered to it. (Read an assigned material, Follow health – maintaining rules)

b. Willingness to Respond: The behavior required is optional and voluntarily as the learner is willing to show his reaction with no fear of punishment. (Read additional material, Participate in classroom discussion.)

c. Satisfaction in Response: The learner goes beyond the previous levels to be satisfied, pleased, and fulfilled to undergo a certain behavior. 

3. Valuing: Valuing is concerned with the worth or value a student attaches to a particular object, phenomenon, or behavior. The essential element characterizing the learner's behavior here is that he is not forced to respond rather it is a result of his adherence to a particular value. Learning outcomes in this area are concerned with behavior that is consistent and stable enough to make the value clearly identifiable. Instructional objectives that are commonly classified under “attitudes” and “appreciation” would fall into this category. It reflects upon the learners' attitudes and adopted concepts. Valuing also deals with the progression of attitudes and appreciation and the values attached to oneself, others and the society. It also has to do with one's self consciousness. Valuing is based on the internalization of a set of specified values, but clues to these values are expressed in the student’s overt behavior.   

a. Acceptance of a Value: The learner attaches a value to a certain phenomenon or object. The situation of accepting the valuing initially is somehow temporary. ( Appreciates cooperation with his classmates in class discussions)

b. Preference for a Value: The learner is more adhered to the related aspects of his value or attitude adopted. (Proposing some situation demonstrating the idea of cooperation among classmates in classroom discussion.)

c. Commitment for a value: The learner is committed and loyal to the value, goal or principle he has. (Bear responsibility of effective learning in groups, Appreciates the teacher's role in school daily life.)

4. Organization: Organization is concerned with bringing together different values, resolving conflicts between them and beginning the building of an internally consistent value system. Thus the emphasis is on comparing, relating, and synthesizing values. Learning outcomes may be concerned with the conceptualization of a value (recognizes the responsibility of each individual for improving human relations) or with the organization of a value system (develops a vocational plan that satisfies his or her need for both economic security and social service). Instructional objectives relating to the development of a philosophy of life would fall into this category.

5. Characterization by a Value or Value Complex: At this level the individual has a value system that has controlled his or her behavior for a sufficiently long time for him or her to have developed a characteristic “life-style”. Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this level cover a broad range of activities, but the major emphasis is on the fact that the behavior is typical or characteristic of the students. Instructional objectives that are concerned with the student’s general patterns of adjustment (personal, social, emotional) would be appropriate here.

There are two subcategories under this Level:

1. Generalized Set of Values: It refers to the generalization of self-behavior control which can describe the learner through these behaviors. This set of generalized values can be subconscious. (Revises his judgment about a certain phenomenon according to some given evidences.)

2. Characterization: the unity of beliefs, ideas, attitudes, and values in a harmonious life philosophy. It is very inclusive of different affective aspects of behavior which ultimately make the learner as a unique individual. (Maintain healthy practices, Practice cooperation in cooperative working atmospheres)

Basing Statements on Traditional Categories

• Affective domain is described under the categories of attitudes, interests, appreciations, and adjustments.

• Apart from the cognitive outcomes, attitudes are the probably the most common affective outcome stressed by teachers