Affective Domain Assessment / Measurement
The affective domain is about values. It's measurement or assessment is the degree of acceptance and integration, of some value, into the learner's character.
The value can be anything from a preference for some color, music or art, all the way to sacrificing all one has, or even one's life itself, for some cause, value, belief or ethic. On this page the term "value" stands for any these.
Measuring learner improvement in this domain is difficult. There is very little to be found in the literature in the way of sample evaluative tools.
| Level | Summary | Indicators |
| Receiving (Attending) |
The learner is willing to hear and maybe take notes on some new value. | Have the teacher observe the for learner non-verbal clues that the learner is actually listening to expression of the new value. |
| Responding | At this level the learner has come to the point of respecting those who hold this value and is willing to be involved with it. | Have the teacher observe the learner for verbal clues that the learner is responding in a positive way to the new value. |
| Valuing | A learner reaching this level has personally adopted the new value. | The learner must volitionally express acceptance of the new value and evidence acceptance with appropriate behavior. |
| Organizing | Now the learner moves to advocacy of the new value by giving it high priority and seeking to persuade others to adopt it. | Have the teacher look for evidence that the learner is seeking to persuade other to adopt the new value, and that the learning is integrating this value into a personal world view. |
| Characterizing | The new value has fully become part of the learner's character. | Ask neutral third parties to observe and report on the learner's reputation regarding the new value. This measure should occur at least one year after organizing level has been reached. |
How to measure
| Level | Threaded Discussion Based Online Learning Community | List Server Based Online Learning Community | Face to Face Classroom |
| 1. Receiving (Attending) |
Positive: 1. Learner makes an unexpected positive comment about the class in general right after the new value is mentioned. 2. Learner makes no comment on the new value but continues normal participation. Neutral: Negative: |
Positive: 1. Learner makes an unexpected positive comment about the class in general right after the new value is mentioned. 2. Learner makes no comment on the new value but continues normal participation. Neutral: Negative: |
Positive: 1. Nonverbal clues from the learner evidence listening when the new value is discussed. Neutral: Negative: |
| 2. Responding | Positive: 1. Neutral: Negative: |
Positive: 1. Neutral: Negative: |
Positive: 1. Neutral: Negative: |
| 3. Valuing | Positive: 1. Neutral: Negative: |
Positive: 1. Neutral: Negative: |
Positive: 1. Neutral: Negative: |
| 4. Organizing | Positive: 1. Neutral: Negative: |
Positive: 1. Neutral: Negative: |
Positive: 1. Neutral: Negative: |
| 5. Characterizing | Positive: 1. Neutral: Negative: |
Positive: 1. Neutral: Negative: |
Positive: 1. Neutral: Negative: |
An evaluation done by a third party or a teacher should start with questions to determine level 5 acquisition first then move to lower levels. The reason for this is that a person at levels 3, 4 and 5 might appeared disinterested or "sit back" in classes designed to introduce new values to those who hold contrary values or do not have values in the new area.
I am of the opinion that one will want to measure all levels. I think that levels 1 and 2 are best done by the "teacher." These sort of boil down to "Does he pay attention and respond in class?"
For levels 3 and 4 I would suggest having the student respond to some open ended questions and use qualitative measures on these. The Angelo and Cross stuff would be good here. What is happening to learner at these levels is mostly internal to the learner and therefore must be reported by the learner.
Level 5, in my opinion, can best be measured by neutral 3rd party observers. There may be some questions that can probe this area but it would be easy for the subject to fake the answers to sound "acceptably 'righteous'"
My take is that most Christians are stuck at levels 3 and 4 in terms of living the Christian life. They will often go to Sunday School classes on daily quiet times, evangelism, proper view of money and other resources, how to be a good family man, etc. (level 1 success).
Most will participate in discussion groups (level 2 success) on such topics. But they go home and forget it, smile to themselves at some people 's holiness, and not really accept as true the concepts taught (level 3 failures).
Even if they make level 3 they don't integrate these things into their value system and life. Nor do they sincerely advocate these things to others. This is level 4 failure.
No wonder we see so few people really and truly, consistently, over a long period of time, acting based on the values and practices we teach, and are known by others as doing so. Such level 5 failure demonstrates that they have not fully internalized these things into their world and life view.
I have at times made the following parallel between the affective domain levels the steps of conversion to and growth in Christianity.
1-Receiving-They are will to hear hear about the things of Christ and salvation. The very fact they attend a Sunday School class puts them at this level.
2-Responding-They are will to respectfully participate in a discussion concerning their own relationship to God and salvation through Christ. They reach this level when they will participate in small groups or engage in one on one discussion about their salvation.
3-Valuing-This is the big one! Here they believe, accept as true and right the salvation that is available only through Christ.
4-Organizing-Here they start of think, look and act like a Christian. They know what the Christian life should be like and see it as desirable in themselves. They work to bring others to salvation and maturity in Christ.
5-Characterizing-The person will not likely see this himself. He will think he is still working at the previous level. Others however will notice that his actions are consistently in line with scripture, that he has fully internalized the things of God, has a very biblical world view and will sacrifice anything for the cause of Christ.
Resources:
"Affective Domain." Ricks College. Department of Elementary Education. http://www.ricks.edu/Ricks/Academics/division/divEducation/dptElementaryEd/socrates2/courses/ipt286/learning.domains/Affective.html [10 May 2001]
Angelo, Thomas A. and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Second Edition. San Francisco: Jossey-Bass Inc., 1992.
Hergert, Thomas R. "An Exploration of Assessing, Affecting, and Analyzing Attitudes and Attitude Change through the Use of a Multimedia Survey Instrument." Ph.D. thesis, Virginia Polytechnic Institute and State University. 1977. http://scholar.lib.vt.edu/theses/available/etd-101697-204150/unrestricted/Hergert14.pdf [9 May 2001].
Kemp, Andrew C. "Assessing Affective Characteristics." University of Louisville. http://leader.louisville.edu/edtl/kemp/edsd606/fall01/home.htm [12 December 2001]
Krathwohl, David R. and Bloom, Benjamin S.; Masia, Bertram B. Book 2: Affective Domain. Taxonomy of Educational Objectives. New York: Longman Inc., 1964.
