[an error occurred while processing this directive] OIE Data and Research

California State University, Fresno


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Office of Institutional Effectiveness (OIE)

Office of Institutional Effectiveness (OIE)

Local Lexicon of Assessment Terms

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Affective Domain

Willingness to receive, respond to, value or attend to particular phenomena or stimuli. (Bloom’s Taxonomy: Affective Domain).

Receiving: Willingness to receive or to attend to particular phenomena or stimuli. Receiving is broken into three subcategories: awareness, willingness to receive, and controlled or selected attention. Receiving is concerned with getting, holding, and directing the student’s attention.

Illustrative verbs: Acknowledge, ask, attend, be aware, choose, describe, follow, give, hold, identify, listen, locate, name, reply, select, show alertness, tolerate, use, view, watch.

Responding: Active participation on the part of the student. The student is sufficiently motivated not just to be willing to attend to, but is actively attending to a subject. Responding indicates the desire that a student has become sufficiently involved in or committed to a subject, activity, etc., so as to seek it out and gain satisfaction from working with it or engaging in it.

Illustrative verbs: Agree to, answer, ask, assist, communicate, comply, consent, conform, contribute, cooperate, discuss, follow-up, greet, help, indicate, inquire, label, obey, participate, pursue, question, react, read, reply, report, request, respond, seek, select, visit, volunteer, write.

Valuing: The student sees worth or value in the subject, activity, assignment, etc. An important element of behavior characterized by valuing is that it is motivated, not by the desire to comply or obey, but by the individual’s commitment to the underlying value guiding the behavior. Learning outcomes in this area are concerned with behavior that is consistent and stable enough to make the value clearly identifiable.

Illustrative verbs: Accept, adopt, approve, complete, choose, commit, describe, desire, differentiate, display, endorse, exhibit, explain, express, form, initiate, invite, join, justify, prefer, propose, read, report, sanction, select, share, study, work.

Organizing: Bringing together a complex of values, possible disparate values, resolving conflicts between them, and beginning to build an internally consistent value system. The individual sees how the value relates to those already held or to new ones that are coming to be held. The integration of values is less than harmonious; it is a kind of dynamic equilibrium that is dependent upon salient events at a specific point in time.

Illustrative verbs: Adapt, adhere, alter, arrange, categorize, classify, combine, compare, complete, defend, explain, establish, formulate, generalize, group, identify, integrate, modify, order, organize, prepare, rank, rate, relate, synthesize, systemize.

Characterizing by a value: Internalization of values have a place in the individual’s value hierarchy. The values have controlled one’s behavior for a sufficiently long period of time to have developed a characteristic “life style.” The behavior is pervasive, consistent, and predictable.

Illustrative verbs: Act, advocate, behave, characterize, conform, continue, defend, devote, disclose, discriminate, display, encourage, endure, exemplify, function, incorporate, influence, justify, listen, maintain, modify, pattern, practice, preserve, perform, question, revise, retain, support, uphold, use.

Assessment Technique

The method used to assess identified objectives.

Assessment techniques can be applied to gather information on student learning objectives, in which case we can use direct measures of student learning or indirect measures of student learning. Assessment techniques can also be focused to capture program-level outcomes, including student retention rates, student graduation rates, student ethnicity, community interactions, to name a few.