DOMAIN III: Affective (Attitude)

The Affective domain refers to the way in which we deal with situations emotionally, such as feelings,
appreciation, enthusiasm, motivation, values and attitudes. The taxonomy is ordered into 5 levels as the person
progresses towards internalization in which the attitude or feeling consistently guides or controls a person’s
behavior.
Characteri
zation
Internalizing

Organizing

Valuing

Responding

Receiving

The affective domain is hierarchical with higher levels being more complex and depending
upon mastery of the lower levels. With movement to more complexity, one becomes more involved,
committed, and self-reliant. Note the parallel between external and internal motivation. As one
moves from being externally to internally motivated, one moves to higher levels.

Action Verbs Describing

Level Description Learning Outcomes
Characteri- All behavior displayed is consistent with one’s Avoid
zation value system. Values are integrated into a Display
pervasive philosophy that never allows expressions Exhibit
that are out of character with those Internalize
values. Evaluation at this level involves the extent Manage
to which one has developed a consistent Require
philosophy of life (e.g., exhibits respect for the Resist
worth and dignity of human beings in all Resolve
situations). Revise
Organization Commitment to a set of values. This level involves Abstract Formulate
1) forming a reason why one values certain things Balance Select
and not others, and 2) making appropriate Compare Systemize
choices between things that are and are not Decide Theorize
valued. One is expected to organize likes and Define
preferences into a value system and then to
decide which ones will be dominant.
Valuing Display behavior consistent with a single belief or Act Express
attitude in situations where one is neither forced or Argue Help
asked to comply. One is expected to Convince Organize
demonstrate a preference or display a high Debate Prefer
degree of certainty and conviction. Display
Responding One is required to comply with given expectations Applaud Participate
by attending or reacting to certain stimuli. One is Comply Play
expected to obey, participate, or respond willingly Discuss Practice
when asked or directed to do something. Follow Volunteer
Obey
Receiving One is expected to be aware of or to passively Attend Listen
attend to certain stimuli or phenomena. Simply Be aware Look
listening and being attentive are the expectations. Control Notice
Discern Share
Hear

http://courses.washington.edu/pharm439/Bloomstax.htm Trishanne
Navarro, Rosita L., et al. (2011) Assessment of Learning 1 Third Edition Domain III: Affective (Attitude), 28-30
These contributions from Simpsons, Dave and Harrow have been re-organized and simplified into 4 categories or
levels.
Categories/Levels
2.1 Observing: active mental
attention to a physical activity
2.2 Imitating: attempt to copy a
physical behavior
2.3 Practicing: performing a
specific activity repeatedly
2.4 Adapting: fine tuning the skill
and making minor adjustments
to attain perfection
Categories/levels
3.1 Receiving: being aware or
sensitive to something and being
willing to listen or pay attention.
3.2 Responding: showing
commitment to respond in some
measure to the idea or
phenomenon
3.3 Valuing: showing willingness
to be perceived as valuing or
favoring certain ideas
3.4 Organizing: arranging values
into priorities, creating a unique
value system by comparing,
relating and synthesizing values.
3.5 Internalizing: practicing value
system that controls one’s
behavior; exhibiting behavior
that is consisted persuasive,
predictable and characteristics
of the person
http://courses.washington.edu/pharm439/Bloomstax.htm
Navarro, Rosita L., et al. (2011) Assessment of Learning 1 Third Edition Domain III: Affective (Attitude), 28-30
Outcomes Verbs
watch, detect, distinguish,
differentiate, describe, relate,
select
begin, explain, move, display,
proceed, react, show, state,
volunteer
bend, calibrate, construct,
differentiate, dismantle, display,
fasten, fix, grasp, grind, handle,
measure, mix, operate,
manipulate, mend
organize, relax, shorten, sketch,
write, rearrange, compose,
create, design, originate
Outcome Verbs
select, point to, sit, choose,
describe, follow, hold, identify,
name, reply
answer, assist, and, comply,
conform, discuss, greet, help,
perform, practice, read, recite,
repost, tell, write
complete, demonstrate,
differentiate, explain, follow,
invite, join, justify, propose,
report, share, study, perform
arrange, combine, complete,
adhere, alter, defend, explain,
formulate, integrate, organize,
relate, synthesize
act, display, influence, listen,
discriminate, modify, perform,
revise, solve, verify
Learning Outcomes Statement
Detect non-verbal communication
cues; watch a more experienced
person; observe and read
directions
Show understanding and do
sequence of steps with assistance;
recognize one’s limitations
Operate quickly and accurately;
display competence while
performing, performance is moving
towards becoming automatic and
smooth
Perform automatically; construct a
new scheme/sequence; apply skills
in a new situation; create a new
routine, develop a new program
Learning Outcome Statements
Listen to others with respect, try to
remember profile and facts
Participate in discussions, give
explanation; know the rules and
practice them; question concepts
in order to understand them well
Demonstrate belief in the concept
or process; show ability to resolve
Accept responsibility, recognize
the need for balance between
freedom and responsible behavior,
explain how to plan to solve
problems; prioritize time effectively
for family, work and personal life
problems/conflicts proposed plan
for improvement, inform
management/supervisor on
matters that need attention
Show self-reliance when asking;
cooperate in group activities;
demonstrate objectivity in
problem-solving; revise judgement
in light of new evidence, values
people for what they are and not
for how they look
Trishanne