Assessment

Assessment in the Affective Domain

The affective domain already describes the learning objectives that emphasize a feeling tone, an emotion or a degree of acceptance or rejection.

The Taxonomy in the Affective Domain

* Receiving Being aware of or sensitive to the existence of certain ideas, material or phenomena and being willing to tolerate them. Examples include; to differentiate, to accept, to listen, to respond to

* Responding Committed in some small measure to the ideas, materials or phenomena involved by actively responding to them. Examples are; to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim

* Valuing Willing to be perceived by others as valuing certain ideas, materials or phenomena. Examples include; to relinquish, to subsidize, to support

* Organization To relate the value to those already held and bring it into harmonious and internally consistent philosophy. Examples are; to discuss, to theorize, to formulate, to balance, to examine

* Characterization To act consistently in accordance with the values he/she has internalized. Examples include; to require, to manage, to resolve

Affective Learning Competencies

Affective desired learning competencies are often stated in the form of instructional objectives. What then are instructional objectives?

* Instructional objectives are specific, measurable, short-term, observable student behaviors.

* Objectives are the foundation upon which you can build lessons and assessments that you can prove meet your overall course or lesson goals.

* Think of objectives as tools you use to make sure you reach you goals. They are the arrows you shoot towards your target (goal).

* The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teachers know what is going on, and so learning can be objectively measured....