Principles of Assessment and Evaluation

TAXONOMY OF EDUCATIONAL OBJECTIVES

AFFECTIVE DOMAIN

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 Principles of Assessment and Evaluation
TAXONOMIES OF EDUCATIONAL OBJECTIVES Created bt Zuraimi Zakaria
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session ten

taxonomy of learning
A classification system used to distinguish different
levels of a particular construct or domain.
The levels are arranged with increasing levels of
complexity/competency.
 Principles of Assessment and Evaluation
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session ten

domains
COGNITIVE
AFFECTIVE
PSYCHOMOTOR
 Principles of Assessment and Evaluation
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affective domain
Affective includes aspects involving emotions and
affection such as feelings, values, appreciation,
enthusiasm, motivation and attitude.
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session ten

affective objectives
Objectives which emphasize a feeling tone, an emotion,
or a degree of aceptance or rejection. Affective objectives
vary from simple attention to selected phenomena to
complex but internally consistent qualities of character
and conscience. We found a large number of such
objectives in the literature expressed as interests,
attitudes, appreciations, values, emotional sets or biases
(Krathwohl, Bloom & Masia, 1964, p.7).
 Principles of Assessment and Evaluation
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session ten

Taxonomy of Educational Objectives

Is a framework for classifying statements

of what we expect or intend students to
learn as a result of instruction (Krathwohl, 2002).
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session ten

Taxonomy of Educational Objectives

Affective Domain
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Perhaps the best known classification of

affective domain was developed by
Krathwohl, Bloom and Masia in 1964.
The Krathwohl taxonomy of the Krathwohl’s taxonomy
of affective domain consists of five levels.
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session ten

Krathwohl Taxonomy

There have been several attempts to classify types and

levels of learning in the affective domain.
Krathwohl, Bloom and Masia were the co-authors of
Taxonomy of Educational Objectives: The Classification
of Educational Objectives Handbook II: Affective
Domain
Published in 1964.
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David Krathwohl

He was the director of the Bureau of Educational Research at

Michigan State University and was also a past president of the
American Educational Research Association.
Received the Hannah Hammond Professor of Education
Emeritus at Syracuse University and has made significant
contributions to the field of educational psychology.
 Principles of Assessment and Evaluation
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session ten

challenges to the taxonomy development

Educators are not so clear as to the learning
experiences appropriate to affective objectives,
unlike the levels on cognitive domain.
The behaviours themselves are difficult to describe.
The testing procedures for measuring the
satisfaction of the educational objectives in this
domain are not well-developed.
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session ten

There has been an assumption that if the cognitive

objectives are developed, the development of
cognitive behaviors follows.
Krathwohl et al. view that the development of
affective behaviors is influenced by the appropriate
learning experiences provided to the students.
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session ten

The Krathwohl Taxonomy

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Receiving

Is the lowest level on the taxonomy.

Receiving refers to the learner’s sensitivity to the
existence of stimuli – awareness, willingness to
receive or selected attention.
For example, being aware and attend to what
surrounds the learners and their willingness to take
heed of the stimuli.
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session ten

Receiving

More example – students’ willingness to attend to

particular phenomena of stimuli (classroom activities,
textbook, music, etc.).
Learning outcomes in this area range from the simple
awareness that a thing exists to selective attention on
the part of the learner.
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session ten

Receiving
illustrative verbs

Ask, choose, describe, follow, give, hold,

identify, locate, name, point to, select
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session ten

Receiving
examples

Listen to discussions of controversial

issues with an open mind.
Respect the rights of others.
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session ten

Responding

Responding involves active participation on the part

of the learners.
At this level, the learners respond and show some
interests by participating and asking some questions.
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session ten

Responding

The learner not only attends to a particular

phenomenon but also reacts to it in some way.
Learning outcomes in this area may emphasize
acquiescence in responding (read the assigned
material), willingness to respond (voluntarily read
beyond assignment), or satisfaction in responding
(read for pleasure or enjoyment).
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session ten

Responding

This category include those instructional objectives

that are commonly classified under interest, that is,
those that stress the seeking out and enjoyment of
particular activities.
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session ten

Responding
illustrative verbs

Answer, assist, comply, conform, discuss,

greet, help, label, perform, practice,
present, read, recite, report, select, tell,
write
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session ten

Responding
examples

Complete homework assignments,

participate in team problem-solving
activities, questions new ideas,
concepts, models, etc. in order to fully
understand them.
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session ten

Valuing

The worth or value a person attaches to a particular

object, phenomenon or behaviour.
Refers to the learner’s beliefs and attitudes of worth –
acceptance, preference or commitment. An
acceptance, preference or commitment to a value.
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session ten

Valuing

Valuing ranges in degree from the simpler acceptance

of a value (desires to improve group skills) to the
more complex level of commitment (assumes
responsibility for the effective functioning of the
group).
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session ten

Valuing

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.
 Principles of Assessment and Evaluation
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session ten

Valuing
illustrative verbs

Complete, describe, differentiate,

explain, follow, forms, initiate, invite,
join, justify, propose, read, report,
select, share, study, work
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session ten

Valuing
examples

Accepting the idea that integrated

curricula is a good way to learn.
Participating in a campus blood drive.
Demonstrate belief in democratic
process.
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session ten

Organizing

Refers to the learner’s internalization of values

and beliefs involving first, the conceptualization
of values; and second, the organization of a
value system.
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session ten

Organizing

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.
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session ten

Organizing

Learning outcomes may be concerned with the

conceptualization of a value (recognizes the
responsibility for 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).
 Principles of Assessment and Evaluation
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session ten

Organizing
illustrative verbs

Adhere, alter, arrange, combine,

compare, complete, defend, explain,
generalize, identify, integrate, modify,
order, organize, prepare, relate,
synthesize
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session ten

Organizing
examples

Recognizing own abilities, limitations and

values and developing realistic aspirations.
Accept responsibility for one’s behavior.
Prioritize time effectively to meet the needs of
the organization, family and self.
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session ten

Internalizing

Refers to the learner’s highest of internalization and

relates to behavior that reflects firstly, a generalized
set of values; and secondly, a characterization or a
philosophy about life.
At this level, the learner is capable of practicing and
acting on their values and beliefs.
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session ten

Internalizing

The individual has a value system that has

controlled his or her behavior for a sufficiently long
time for him or her to develop a characteristic
lifestyle.
Thus the behavior is pervasive, consistent, and
predictable.
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session ten

Internalizing

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 student.
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session ten

Internalizing

Instructional objectives that are concerned with

the student’s general patterns of adjustment
(personal, social, emotional) would be
appropriate.
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session ten

Internalizing
illustrative verbs

Act, discriminate, display, influence,

listen, modify, perform, practice,
propose, qualify, question, revise, serve,
solve, use, verify
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session ten

Internalizing
examples

A person’s lifestyle influences reactions to

many different kinds of situations.
Display a professional commitment to ethical
practice on a daily basis.
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TAXONOMIES OF EDUCATION OBJECTIVES Created bt Zuraimi Zakaria
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session ten

end of session ten…