Krathwohl’s Taxonomy for the Affective Domain
Key Words, Model Behaviors, &
Instructional Strategies
Krathwohl, Bloom and Masia’s Taxonomy of Educational Objectives: The Affective Domain
(1964) orders the levels in the affective domain from a general awareness level to a point
where the affect is 'internalized' and consistently guides or controls the person's behavior.
I. Receiving)
(student shows willingness to give attention)
Verbs for Objectives
choose
describes
follows
holds
locates
selects
replies
uses
listens
attends
Model Behavior
Student would attend a lecture,
presentation, rally or performance
Instructional Strategies
Field trips
Performances
Guest speakers
II. Responding
(student responds to stimulus, event, teacher action)
Verbs for Objectives
Model Behavior
assist
Student can answer question
discusses
about the event and discuss its
conforms
content.
greets
helps
presents
reads
recites
tells
writes
answers
Instructional Strategies
III. Valuing
(student's beliefs, attitudes, appreciation are being affected)
Verbs for Objectives
completes
describes
follows
forms
initiates
invites
joins
justifies
proposes
reads
reports
Model Behavior
Student researches, reads and
discusses information related to
the event.
Instructional Strategies
Modeling
“Mindful” practice – NOT just
a “routine” practice
shares
studies
works
IV. Organization
(student displays evidence of building of a personal value system)
Verbs for Objectives
alters
adheres
arranges
combines
compares
defines
explains
identifies
modifies
orders
prepares
relates
synthesizes
Model Behavior
. Student actively participates in
planning, organizing and putting
on similar events.
Instructional Strategies
Models of thinking
Challenging assumptions
Discussions and other
collaborating learning activities
Decision-making situations
V. Characterization by Value
(student acts consistently with new value)
Verbs for Objectives
acts
appraises
criticizes
completes
defends
displays
differentiates
develops
influences
judges
listens
modifies
performs
practices
proposes
qualifies
questions
revises
serves
solves
verifies
Model Behavior
.Student become involved in
promoting, influencing and
presenting at future events.
Instructional Strategies
Challenging assumptions
Journaling
Debates
Discussions and other
collaborating learning activities
Decision-making situations
Web References:
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http://jac.gsu.edu/jac/11.1/Articles/6.htm
http://www.edifymin.org/Education/Teaching/AffectiveD/AffectiveMeasurement.htm
http://education.nebrwesleyan.edu/mcdonald/235website/domains.html
http://chiron.valdosta.edu/whuitt/col/affsys/affdom.html
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/krathstax.htm
http://www.ntlf.com/html/lib/suppmat/85lee.htm
http://www.epcc.edu/Programs/Americana/Critical/CTarticleMcNabb.htm
References:
Krathwohl, David R. and Bloom, Benjamin S.; Masia, Bertram B. (1964). Book 2: Affective Domain. Taxonomy of
Educational Objectives. New York: Longman Inc.,
Compiled by the IUPUI Center for Teaching and Learning, Revised December 2002