B L O OM' S TAX ON O MY

A f f e c t i v e D o ma i n
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings, values, areciation, enthusiasms, motivations,
and attitudes! The five ma"or categories are listed from the simlest #ehavior to the most
comle$%
Category Example and Key Words (verbs)
Receiving Phenomena% &wareness,
willingness to hear, selected attention!
Example% 'isten to others with resect!
'isten for and remem#er the name of
newly introduced eole!
!e" #o$%% as(s, chooses, descri#es,
follows, gives, holds, identifies, locates,
names, oints to, selects, sits, erects,
relies, uses!
Repon%ing to Phenomena% &ctive
articiation on the art of the
learners! &ttends and reacts to a
articular henomenon! 'earning
outcomes may emhasi)e comliance
in resonding, willingness to resond,
or satisfaction in resonding
(motivation)!
Example% *articiates in class
discussions! +ives a resentation!
,uestions new ideals, concets, models,
etc! in order to fully understand them!
Know the safety rules and ractices
them!
!e" #o$%% answers, assists, aids,
comlies, conforms, discusses, greets,
hels, la#els, erforms, ractices,
resents, reads, recites, reorts, selects,
tells, writes!
&al'ing% The worth or value a erson
attaches to a articular o#"ect,
henomenon, or #ehavior! This ranges
from simle accetance to the more
comle$ state of commitment! -aluing
is #ased on the internali)ation of a set
of secified values, while clues to these
values are e$ressed in the learner.s
overt #ehavior and are often
identifia#le!
Example% /emonstrates #elief in the
democratic rocess! 0s sensitive towards
individual and cultural differences (value
diversity)! 1hows the a#ility to solve
ro#lems! *rooses a lan to social
imrovement and follows through with
commitment! 0nforms management on
matters that one feels strongly a#out!
!e" #o$%% comletes, demonstrates,
differentiates, e$lains, follows, forms,
initiates, invites, "oins, "ustifies,
rooses, reads, reorts, selects, shares,
studies, wor(s!
O$gani(ation% 2rgani)es values into
riorities #y contrasting different
values, resolving conflicts #etween
them, and creating an uni3ue value
system! The emhasis is on comaring,
relating, and synthesi)ing values!
Example% 4ecogni)es the need for
#alance #etween freedom and
resonsi#le #ehavior! &ccets
resonsi#ility for one.s #ehavior!
5$lains the role of systematic lanning
in solving ro#lems! &ccets
rofessional ethical standards! 6reates a
life lan in harmony with a#ilities,
interests, and #eliefs! *rioriti)es time
effectively to meet the needs of the
organi)ation, family, and self!
!e" #o$%% adheres, alters, arranges,
com#ines, comares, comletes, defends,
e$lains, formulates, generali)es,
identifies, integrates, modifies, orders,
organi)es, reares, relates, synthesi)es!
)nte$nali(ing val'e (characteri)ation)%
7as a value system that controls their
#ehavior! The #ehavior is ervasive,
consistent, redicta#le, and most
imortantly, characteristic of the
learner! 0nstructional o#"ectives are
concerned with the student.s general
atterns of ad"ustment (ersonal, social,
emotional)!
Example% 1hows self8reliance when
wor(ing indeendently! 6ooerates in
grou activities (dislays teamwor()!
9ses an o#"ective aroach in ro#lem
solving! /islays a rofessional
commitment to ethical ractice on a
daily #asis! 4evises "udgments and
changes #ehavior in light of new
evidence! -alues eole for what they
are, not how they loo(!
!e" #o$%% acts, discriminates,
dislays, influences, listens, modifies,
erforms, ractices, rooses, 3ualifies,
3uestions, revises, serves, solves,
verifies!