Affective Domain (A)
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:
| Code and Level | Example of Keywords |
|---|---|
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A1 Receiving Phenomena
Awareness, willingness to hear, selected attention. For example: listen to others with respect. |
Ask, choose, describe, follow, give, hold, identify, name, point to, reply, select, use. |
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A2 Responding to Phenomena
Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). For example: participate in class discussion. |
Aid, answer, assist, comply, conform, discuss, form, greet, help, perform, practice, present, select, read, recite, report, tell, write. |
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A3 Valuing
The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. For example: sensitive towards individual and cultural differences (value diversity). |
Differentiate, demonstrate, explain, follow, initiate, invite, join, justify, propose, report, share, select, study, work. |
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A4 Organizing Values
Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. For example: Prioritizes time effectively to meet the needs of the organization, family, and self‐systematic planning in solving problems and beliefs. |
Arrange, adhere, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, organize, prepare, relate, synthesize. |
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A5 Internalizing Values
Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). For example: Shows self‐reliance when working independently. |
Act, discriminate, display, influence, listen, modify, perform, practice, propose, revise, serve, solve, verify. |
Source
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Teaching and Learning Taxonomy, Universiti Putra Malaysia