Lesson 12 Levels of Affective Domain

 Krathwohl (1964) in Esmane (2001) defines affective domain as a learning domain which describe those objectives that emphasize feeling, tone, emotion or degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally with consistent qualities of character and conscience.

 

Taxonomy of affective domain has five levels of targets:

  1. Receiving
  2. Responding
  3. Valuing
  4. Organization
  5. Characterization


Level 1. Receiving (Attention)

It is concerned with getting, holding and directing student’s attention. Attention concerns the student’s willingness to attend to a classroom activity and being directed by the teacher. Students’ attention is illustrated when listening attentively to the discussion of the teacher, participating to all classroom activities and being aware of the importance of learning and classroom proceedings.

 

Example: Listening to the idea of others with respect

Verbs: ask, choose, describe, follow, give, hold, identify, locate, name, point to, select, sit, erect, reply and use

 

Level 2. Responding (Interest)

It now involves the active participation of the learners by showing interest on what they are doing. Interest can be shown by completing the assigned work, active participation in class discussion, volunteering for tasks, showing interest in the subject, enjoying helping others and willingness to answer questions

 

Example: Participating in class discussion actively

Verbs: answer, assist, aid, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell and write

 

Level 3. Valuing (Preference/Appreciation)

Refers to the willingness to be perceived by others as valuing certain ideas, materials, phenomenon or behavior. Preference or appreciation can be shown in general reaction to a series of questions that the teacher gets from the students. Students may express strong opinions under discussion, demonstrate a problem-solving attitude, show concern for the welfare of others and demonstrate commitment to social improvement.

 

Example: Demonstrating belief in the democratic process; showing the ability to solve problem

Verbs: complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, share, study and work

Level 4. Organization (Philosophy of life)

It is concerned with the development of philosophy of life by bringing out the values of the students together to form a value system that will determine relationships among values and resolve conflicts. This can be assessed by determining whether the learner has developed a concept of value or belief. Philosophy of life can be shown by accepting responsibility for his behavior, understanding and accepting own strengths and weaknesses and formulating a life plan in harmony with his abilities, interests and beliefs.

 

Examples: Explaining the role of systematic planning in solving problems; prioritizing time effectively to meet the needs of the organization, family and self

Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order organize, prepare, relate and synthesize

 

Level 5. Characterization by value (Lifestyle)

It is concerned with how the students are consistently with values internalized. Lifestyle can be illustrated by demonstrating self-reliance in working independently, cooperating in group activities, punctuality and self-discipline, and demonstrating a lifestyle by consistency of his daily actions

 

Example: Showing self-reliance when working independently; valuing people for what they are not how they look like

Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve and verify.


References:

  1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
  2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
  3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
  4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
  5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
  6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
  7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
  8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.

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