Whitchurch On Testing and Taking Tests A. The Affective Domain is emotive and hard to test with any degree of objectivity. For those interested, some key terms in this domain are: resistance, receiving, acceptance, valuing, advocacy . . . . Now, if education is about change, then a teacher’s goal in this domain would be to move stu-dents away from resisting the subject and toward advocacy . Although difficult to determine via testing ( partly because it is so subjective, partly because of the possibility of intentional or unconscious syco-phancy), success in the affective domain can often be recognized outside the classroom. Imagine, for example, that midway through the course a literature teacher saw a student—who at the beginning of the semester had thought plays mere folderol—chatting merrily with other students about Ian Mc-Clellan’s portrayal of King Lear, that might be an indication of some change (if not simply a case of displaced Gandalf-worship). Or perhaps long after a humanities course was over, a teacher were to come across a former art-hating student thoroughly engaged with the Jackson Pollock paintings at a museum exhibit, then that would indicate movement from
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