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Bloom's Taxonomy: The Affective Domain Cheat Sheet (DRAFT) by [deleted]

This is a draft cheat sheet. It is a work in progress and is not finished yet.

Affective Domain

The Affective domain is one of three domains in Bloom's Taxonomy, with the other two being the cognitive and psycho­motor (Bloom, et al., 1956).

The Affective domain (Krath­wohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotio­nally, such as feelings, values, apprec­iation, enthus­iasms, motiva­tions, and attitudes. The five major categories are listed from the simplest behavior to the most complex.

Affective Categories

Receiving Phenomena
Awareness, willin­gness to hear, selected attention.
acknow­ledge, asks, attentive, courteous, dutiful, follows, gives, listens, unders­tands
Listen to others with respect. Listen for and remember the name of newly introduced people.
Responds to Phenomena
Active partic­ipation on the part of the learners. Attend and react to a particular phenom­enon. Learning outcomes may emphasize compliance in respon­ding, willin­gness to respond, or satisf­action in responding (motiv­ation).
answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, presents, tells
Partic­ipates in class discus­sions. Gives a presen­tation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practice them.
The worth or value a person attaches to a particular object, phenom­enon, or behavior. This ranges from simple acceptance to the more complex state of commit­ment. Valuing is based on the intern­ali­zation of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identi­fiable.
apprec­iates, cherish, treasure, demons­trates, initiates, invites, joins, justifies, proposes, respect, shares
Demons­trates belief in the democratic process. Is sensitive towards individual and cultural differ­ences (value divers­ity). Shows the ability to solve problems. Proposes a plan to social improv­ement and follows through with commit­ment. Informs management on matters that one feels strongly about.
Organizes values into priorities by contra­sting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthe­sizing values.
compares, relates, synthe­sizes
Recognizes the need for balance between freedom and respon­sible behavior. Explains the role of systematic planning in solving problems. Accepts profes­sional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Priori­tizes time effect­ively to meet the needs of the organi­zation, family, and self.
Intern­alizes Values (chara­cte­riz­ation)
Has a value system that controls their behavior. The behavior is pervasive, consis­tent, predic­table, and most important charac­ter­istic of the learner. Instru­ctional objectives are concerned with the student's general patterns of adjustment (personal, social, emotio­nal).
acts, discri­min­ates, displays, influe­nces, modifies, performs, qualifies, questions, revises, serves, solves, verifies
Shows self-r­eliance when working indepe­nde­ntly. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a profes­sional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.