3 MAIN DOMAINS
COGNITIVE AFFECTIVE PSYCHOMOTOR
This domain of learning focuses on the
use of motor skills.
Cognitive Affective Psychomotor
This domain of learning focuses on the
knowledge.
Cognitive Affective Psychomotor
This domain of learning focuses on the
motivation, attitudes and perceptions.
Cognitive Affective Psychomotor
CT 1
FE I MA
O I
VE
AF
N
E
BY E M I N U E L S C S
OBAN A
TAXONOMY
OF
2
EDUCATIONAL OBJECTIVES
1965
3
Affective Domain is a model
describes how individuals process
and internalize learning objects in an
affective or in an emotional level.
elings
fe
e m o tio n s tivations
be mo
hav
io r va
lu e s
attitu reciation
de app
b e li e f s
s
4
“The taxonomy is ordered according to
the principle of internalization”
Seems and Glasgow (1990). Exercises in instructional design. ColumbusOH: Merrill Publishing Company
There are 5 levels
5
RE RES
VOC
5 major behavioral abilities that lead
to the formation of attitude
io n
C ate
ec g
R
eiv i n aluin
g
V
g o iz
at
r
g
Re
ng
Or
sp ga i
in
ond niz
6
1.) Receiving
Willingness or ability to receive and to be attentive.
Awareness
conscious recognition of problem, or a situation.
Willingness
ability to acknowledge the problem or situation.
Controlled or selected attention
learner selecting or choosing to pay attention.
7
EXAMPLES IN RECEIVING
1 to differentiate
2 to accept
3 to listen (for)
4 to respond to
2.) Responding 8
Shows interests Attends and reacts Actively participates
in learning activities
9
EXAMPLES IN RESPONSE
1 2
story reading showing their
art piece
3.) Valuing 10
Individuals set guidelines for controlling their
own behavior.
Value a learner attaches to a particular object or
situation.
11
3.) Valuing
Acceptance
learner believes tentatively in a condition or situation.
Preference
believes in the necessity of a particular condition.
Commitment
learner fully committed to doctrine.
EXAMPLES IN VALUING 12
1 2
value diversity democratic process
3
proposes a plan
4.) Organisation 13
Learner’s internalization of values and beliefs
Starts to bring together different values as an
organized system.
Determines the interrelationships by comparing,
relating, and synthesizing the values.
4.) Organisation 14
Conceptualisation of a value
understanding of the relationship of
abstract elements of a value.
Controlled or selected attention
leads an individual to develop a philosophy of life.
recognizes the need for balance between
freedom and responsible behavior.
15
EXAMPLES IN ORGANISATION
1 2
accepts responsibility for explains the role of systematic
their behavior planning in solving problems
3
Prioritises time effectively
to meet the needs
5.)Characterization by value set 16
Highest level in attitude formation
Acts consistently in accordance with his values
A lifestyle that reflects these beliefs is developed
Behavior is controlled by the value system
5.) Characterization by value set 17
Generalized set
act consistently and effectively in a complex environment
judgement and changed in behavior
Characterization
individual consistently acting in harmony with a value system
a code of behavior based on ethical principles
EXAMPLES IN CHARACTERIZATION BY VALUE SET 18
1 2
shows self reliance when the learner corporates in
working independently collaborative learning
3
revises judgements and
changes behavior in light of
new evidence
IN SUMMARY…. 18
19
Why do we need to assess the affective domain?
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