Cognitive and Affective Domain Learning Assessment Choices

Assessing university student learning is both an academic skill and an art form, with Bloom\u27s Taxonomy of the cognitive domain perhaps the preeminent schema in use today. This research study sought to find out if Embry-Riddle faculty and students were aware of Bloom\u27s affective domain, and to assess the degree of satisfaction with current student learning assessment. Using a descriptive research model, 61 faculty and students were surveyed and three classes were provided with an open model of assessment. The results indicated that both faculty and students were satisfied with ERAU student learning assessment, learned more productively with student-decided assessments, and knew far less about the affective domain. It was concluded that the research should be expanded, the survey instrument should be reworked, and faculty should receive learning assessment training