Kratwohl's Taxonomy of Affective Domain

Affective Domain Assessment

• The affective domain is part of a system published in 1965, used for identifying, understanding, and addressing how people learn.
• It describes learning objectives focusing on feelings, tone, emotion, acceptance, or rejection.

Kratwohl's Taxonomy of Affective Domain (1964)

• The taxonomy in the affective domain has a large number of objectives.
• These objectives include interests, attitudes, appreciations, values, and emotional biases.

Taxonomy of Affective Domain (1964) - Descriptions

• Receiving: Being aware of or attending to something in the environment.
• Responding: Showing new behaviors as a result of experience.
• Valuing: Showing definite involvement and commitment.
• Organization: Integrating a new value into one's general values, ranking among general priorities.
• Characterization: Acting consistently with the new value.

Behavioral Words (Examples)

• Receiving: accept, attend, develop, recognize
• Responding: complete, comply, cooperate, discuss, examine, obey, respond
• Valuing: defend, devote, pursue, seek
• Organization: display, order, organize, systematize
• Characterization: internalize, verify

Affective Topics in Educational Literature

• Attitudes, motivation, communication styles, classroom management styles, learning styles
• Use of technology in the classroom, nonverbal communication, interests, predisposition, and self-efficacy.

Importance of Affective Domain

• Tapping the potentials of the affective domain enhances learning, increasing the likelihood of real and authentic learning among students.

Affective Learning Competencies

• Affective desired learning competencies are often stated in the form of instructional objectives.

Instructional Objectives

• Instructional objectives are specific, measurable, short-term, observable student behaviors.
• Objectives are the foundation for building lessons and assessments.
• Objectives act as tools to ensure goals are reached.
• Objectives ensure learning is focused, allowing students and teachers to know what is happening and enabling objective measurement.

Examples of Receiving and Responding

• Receiving: awareness, willingness to hear/receive
• Examples: to differentiate, to accept, to listen (for), to respond to
• Responding: Active participation of students, attends and reacts on phenomenon, willingness to respond
• Examples: to comply with, to follow, to command, to volunteer, to acclaim

Examples of Valuing, Organization, and Characterization

• Valuing: worth or value a person attaches, organizes values, emphasis on comparing, relating, and synthesizing values
• Examples: to relinquish, to subsidize, to support, to debate, to discuss, to theorize, to formulate, to balance, to examine
• Characterization: act consistently, internalized values, concerned with general patterns
• Examples: to revise, to require, to manage, to resolve, shows self-reliance, cooperates, group activities, and displays teamwork

Affective Focal Concepts

• Attitudes: Mental predisposition to act, expressed by evaluating an entity with favor or disfavor.
• Components of Attitudes:
  • Cognitions: Beliefs, theories, expectancies, cause-and-effect beliefs, and perceptions of the focal object.
  • Affect: Feelings with respect to the focal object (fear, liking, anger)
  • Behavioral Intentions: Goals, aspirations, and expected responses to the attitude object.
  • Evaluation: Central component of attitude, imputing goodness or badness to an attitude object.

Why Study Attitudes?

• Attitudes influence how people act and think within social communities.

Motivation

• A reason or reasons for engaging in a particular behavior, especially human behavior.
• Reasons may include basic needs, an object, goal, state of being, or ideal.

Assessment Tools in the Affective Domain

• Self-Report: Most common; requires individuals to account for their attitude/feelings toward a concept/idea of people.
• Rating Scales: Close-ended survey questions representing respondent feedback in a comparative form for specific features/products/services. It's one of the most established question types for online and offline surveys where respondents rate an attribute or feature.
• Variants of the popular multiple-choice question, widely used to gather relative information about a specific topic.
• Benefits: Students understand target/outcomes, focus on performance, specific feedback on strengths/weaknesses with respect to measured targets, learning standards, growth and progress.
• Checklists: Simple items marked as "absent" or "present." Lists tasks, items, or steps and keeps track of progress, ensuring nothing is forgotten.
• Semantic Differential Scales: Assesses individuals' reactions to words, ideas, or concepts with bipolar scales and contrasting adjectives.
• Three Basic Dimensions: Evaluation (goodness/badness of a concept), Potency (strength/intensity of a concept), and Activity (level of energy/dynamism associated with a concept).
• Thurstone Scale: Developed by Louis Leon Thurstone, it measures attitudes using a continuum, determining the position of favorability on a particular issue. Used to assess attitudes about social phenomena and produces quantifiable measures of attitude strength.
• Advantages and Disadvantages of Thurstone and Likert Scale
• Likert Scale: Individuals tick a box to report agreement/disagreement ("strongly agree," "agree," "undecided," "disagree," or "strongly disagree").

Explore the principles of Kratwohl's Taxonomy, focusing on the affective domain of learning. This quiz will guide you through the objectives related to emotions, attitudes, and values, helping you understand how they shape learning experiences. Delve into the stages from Receiving to Characterization.