Taxonomy of Educational Objectives - The Affective Domain

Learning in the affective domain, levels of objectives by Krathwohl, action verbs to state objectives in the affective domain, comparison with the Cognitive domain

1. Taxonomy of Educational Objectives The Affective Domain Nirmala Roberts India

2. Revision… What is the goal of education? What are educational objectives? Difference between Aims and Objectives? Scope of educational objectives? What is SMART in educational objectives? What is ABCD of formulation of educational objectives? What are the levels of educational objectives in the Cognitive domain?

3. 2. The AFFECTIVE Domain (The ‘FEELING’ domain)

4. The Affective Domain Describes how individuals process and internalize learning objects on an affective or emotional level. Internalization - The process whereby a person's affect (feeling) toward an object passes from a general awareness level to unconscious assimilation into one’s nature, which then consistently guides or controls the person’s behaviour. i.e. “ identifying with a behaviour”

5. Learning in the Affective Domain.. Internalization/ commitment to feelings Expressed as emotions, interests, beliefs, values and appreciations Objectives are stated in terms of depth of emotional responses to tasks Includes 5 levels of emotional and social development goals Often assessed in words and actions Difficult to develop easily measurable objectives Evaluation is based on someone’s observed behaviour They help learners realize their own attitudes and values

6. Beliefs, values and attitudes Beliefs – What an individual perceives as reality Attitude – Feelings about an object, person or event Values – Operational beliefs that guide actions and ways of living

7. Levels of Objectives in the Affective Domain by Krathwohl

8. Receiving Willing to receive or reject new information  Being aware of the setting/ situation and being open to the experience Differentiating among Accepting Listening to (Gives attention by choice) Learning outcomes ask, choose, describe, follow, give, hold, identify, reply, select, use.

9. Responding Committing to an idea/ experience, at first obediently and later willingly. The new experience gives pleasure and satisfaction Complying with Following Recommending Participating Learning Outcomes assist, conform, greet, help, perform, present, read, select, tell, write.

10. Valuing Actively participates in internalizing an idea by - Developing proficiency in Supporting debating Begins to identify with a behaviour & remains committed to it Accepts the worth of a theory, idea or event with commitment/ preference for it, with a desire to act on it Learning outcomes complete, explain, follow, form, initiate, invite, join, justify, propose, share , persuade, challenge, study debate, criticise, confront, initiate, differentiate, choose, show respect for ​

11. Organizing Classifying and prioritize values by integrating a new value to a general set of values Discuss Theorize Formulate Balance Examine ( compare and contrast values and choices) Chooses to commit to certain values and behaviours Learning outcomes adhere, alter, arrange, combine, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize, contrast, prioritise, formulate, reconcile, develop, relate, arrange, synthesise

12. Characterizing Integrates values into a total philosophy or with firm commitment Acts consistently due to an internal belief Can state a philosophy Can break down complex situations & handle them according to values Develops & lives by a code of personal behaviour Learning outcomes Influence, solve, serve, discriminate, practise, display, verify, revise, ac t, display, listen, modify, perform, propose, qualify, question, serve, solve, use

13. Action verbs for Affective domain Receiving Responding Valuing Organization Characterization Accept Attend Develop Recognize Complete Comply Cooperate Discuss Examine Obey Respond Accept Defend Devote Pursue Seek Codify Discriminate Display Order Organize Systematize Weigh Internalize Verify

14. Comparison of Taxonomies Krathwohl’s Affective Domain Bloom’s Cognitive Domain Receiving Responding Valuing Organisation Characterisation Remembering Understanding Applying Analysing, Evaluating Creating

15. Example - Describe acts to state the affective domain of educational objectives in the class room – While attending lectures in the I Yr BSc Nursing course, the student will demonstrate a positive change in attitude towards the course subjects in the following levels – “Receiving” – Listens in the class and answers questions when asked “Responding" – Participates in classroom discussions/ offers new ideas… “Valuing” – Completes assignments on time; joins discussion groups; initiates discussion “Organizing” – Prioritizes time effectively to meet needs of self, organization and family “Characterization” – Cooperates with the teachers/ follows the classroom etiquettes/ maintains good relations with peers

16. Practice session Describe acts to state the affective domain of educational objectives at the bed-side – During clinical posting in the surgical ward, the student will demonstrate a positive increase in attitude in the following levels - “Receiving” – “Responding" – “Valuing” – “Organizing” – “Characterization” –

17. Practice session Describe acts to state the affective domain of educational objectives at the bed-side – During clinical posting in the surgical ward, the student will demonstrate a positive increase in attitude in the following levels - “Receiving” – Listens to the patient and gives needed information “Responding" – Participates in patient care/ offers to attend to patient’s needs… “Valuing” – Completes clinical assignments on time; participates actively in clinical discussions; take initiative in self learning “Organizing” – Prioritizes time effectively to attend to patient’s needs and other clinical assignments “Characterization” – Displays professional commitment (= cooperates with the health team; follows the hospital policy; displays controlled behaviour )

18. Assignment Write educational objectives in the affective domain (in the 5 levels) for IV Yr students in Community Health Posting