Learning objectives of this domain address feelings, emotions, attitudes, interests, and values that students should possess at the end of instruction. For example, the instructor may want students to choose certain life styles over others, to value individual differences, or to increase interest in a subject area.

This domain is rarely addressed; however, it is an important one to consider. Krathwohl et al. (1956) suggest different levels of learning in this domain. Notice that these levels overlap, meaning that learning may cross over between levels. See Gagn'e learning outcomes (attitude section) for some tips on how teach in this area.

Receiving level: Be aware or willing to learn or listen about an event. Responding level: Participate in the event. Valuing level: Accept or recognize the value of the event by participating more. Organizing level: Assimilate, internalize, and prioritize its importance with other events. Characterizing level: Fully integrate it by participating in this new event regularly and consistently.

Here are some action verbs for the affective domain.

Examples

At a restaurant or given food choices, choose an option to meet the personal health goal.
When asked to work on a group project, value other members' opinions by encouraging them to share ideas, be willing to listen to those ideas, and including the ideas voted by the members into the project.

Reflection

Is learning in the affective domain important in your discipline?
How many of your course/learning objectives address the affective domain?
What affective skills would benefit your students?

Note: Learning in this area is as important as learning in other areas.

Reference

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Company.

What's Next

We will discuss the psychomotor domain.