Skills in the affective domain describe the way people react emotionally and their ability to feel another

living
thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.
Affective Learning Domain Objectives emphasize a feeling, a tone, an emotion, or a degree of acceptance or
rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent
qualities of character and conscience. In other words, affective objectives deal with how a student should feel about
something.
1. RECEIVING
This refers to the learner’s ability to be aware of or attending to something in the environment; learner’s sensitivity
to the existence of stimuli (willingly hears or reads) – awareness, willingness to receive, or selected attention.

feel listen to obey locate ask

sense be alert to choose name accept
capture describe point to look at show tolerance of
experience be aware of follow select develop
pursue be sensitive to give recognize identify with
attend take notes on hold take notice of perceive

***listens attentively (i.e. listen for and remember names of newly introduced people); shows sensitivity to human needs and/or
social problems; respecting the rights of others; accepts difference of race and culture

Objective: During class sharing, the student will listen attentively to others by making eye contact 100% of time .

2. RESPONDING
This refers to the learner’s minimal level of participation; learner will react or show some new behaviors as a result
of experience; learner will move toward active attention to stimuli and his/her motivation to learn—acquiescence,
willing responses, or feelings of satisfaction.

conform reply discuss aids perform reply to

allow answer(s) examine conform practice contribute to
cooperate follow along obey discuss present assist
contribute approve respond greet read
enjoy continue reply help recite
satisfy complete respect those who label report
comply cooperate answer questions on tell cooperate with

***obeys rules; completes homework assignments; participates in class discussion; shows interest in subject; enjoys helping
others; questions new ideals or concepts to fully understand them in order to respond to them; completes laboratory work;
volunteers for special tasks

Objective: During the group activity, the student will greet 4 other classmates by stating first name and favorite
color.

3. VALUING
This refers to the learner’s beliefs and attitudes of worth (sensing worth in a value) – acceptance, preference, or
commitment. The range for the learner moves from acceptance to commitment (an acceptance, preference, or
commitment to a value). 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.

believe participate devote follow propose justify based on

seek support pursue forms share consider valuable
justify assume complete initiate study
respect attain demonstrate invite influence others
search accept differentiate join(s) seek out more detail
persuade defend explain justify associate self with

***appreciates the role of (subject) in daily life; shows concern for welfare of others; accepts responsibility for own behavior;
participates in a campus blood drive; demonstrates belief in the democratic process; informs authorities on matters one feels
strongly about; appreciates good literature; demonstrates a problem-solving attitude; appreciates the role of science or math in
everyday life; demonstrates commitment to social improvement

Objective: After using the lavatory, the student will accept washing his/her hands with soap and water without being
reminded.

4. ORGANIZATION
This refers to the learner integrating a new value into one’s general set of values, giving it some ranking among
one’s general priorities; learner’s development and internalization of values and beliefs involving (1) the
conceptualization of values; and (2) the organization of a value system. As values or beliefs become internalized,
the learner organizes them according to priority. Instructional objectives relating to the development of a philosophy
of life would fall into this category.

examine identify with codify adhere combine defend

clarify discriminate alter decide compare order
judge systematize display arrange relate identify
create select order explain generalize
integrate organize weigh formulate modify
prepare integrate into life advocate synthesize

***advocates for healthy lunches; recognizes the need for balance between freedom and responsibility in a democracy;
recognizes the role of systemic planning in solving problems; understands and accepts his/her own strengths and weaknesses;
integrates physical fitness into one’s schedule; prioritizes time effectively to meet the needs of the organization, family, and self

Objective: The student will advocate for healthier lunches by meeting with cafeteria staff and administration by the end of next
week.

5. CHARACTERIZATION
This refers to the learner acting consistently with the new value (“life-style”); learner is known by the value; learner’s
highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a
characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their
values or beliefs.

internalize believe verify propose known by others as consistently carry out

review practice acts qualify characterized by serve
conclude continue to display question view life based on
resolve influence revise sacrifice for consistently practice

*** a person’s lifestyle influences reactions to many different kinds of situations; shows self-reliance when working
independently; revises judgments and changes behavior in light of new evidence; displays a professional
commitment to ethical practice on a daily basis.

Objective: In classroom discussions, the student will consistently practice acknowledging the rights of others
(including those with whom they disagree) to express their views and opinions without using any personal attacks
or slurs.

 Affective objectives are the hardest objectives for most people to write and assess. They deal almost
exclusively with internal feelings and conditions that can only be artificially observed externally.

Adapted from: Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook
II: Affective domain. New York: David McKay.