Bloom's taxonomy - Affective Domain

bloom's taxonomy - affective domain - (feeling, emotions - attitude - 'feel')

Bloom's Taxonomy second domain, the Affective Domain, was detailed by Bloom, Krathwhol and Masia in 1964 (Taxonomy of Educational Objectives: Volume II, The Affective Domain. Bloom, Krathwohl and Masia.) Bloom's theory advocates this structure and sequence for developing attitude - also now commonly expressed in the modern field of personal development as 'beliefs'. Again, as with the other domains, the Affective Domain detail provides a framework for teaching, training, assessing and evaluating the effectiveness of training and lesson design and delivery, and also the retention by and affect upon the learner or trainee.

affective domain
level	category or 'level'	behaviour descriptions	examples of experience, or demonstration and evidence to be measured	'key words' (verbs which describe the activity to be trained or measured at each level)
1	Receive	open to experience, willing to hear	listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively	ask, listen, focus, attend, take part, discuss, acknowledge, hear, be open to, retain, follow, concentrate, read, do, feel
2	Respond	react and participate actively	participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation	react, respond, seek clarification, interpret, clarify, provide other references and examples, contribute, question, present, cite, become animated or excited, help team, write, perform
3	Value	attach values and express personal opinions	decide worth and relevance of ideas, experiences; accept or commit to particular stance or action	argue, challenge, debate, refute, confront, justify, persuade, criticise,
4	Organise or Conceptualize values	reconcile internal conflicts; develop value system	qualify and quantify personal views, state personal position and reasons, state beliefs	build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare
5	Internalize or characterise values	adopt belief system and philosophy	self-reliant; behave consistently with personal value set	act, display, influence, solve, practice,

Based on the 'Taxonomy Of Educational Objectives: Volume 2, The Affective Domain' (Bloom, Masia, Krathwohl) 1964. See also 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and reproduced with permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956).

This domain for some people can be a little trickier to understand than the others. The differences between the levels, especially between 3, 4, and 5, are subtle, and not so clear as the separations elsewhere in the Taxonomy. You will find it easier to understand if you refer back to the bloom's taxonomy learning domains at-a-glance.

 From http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's taxonomy overview