Which statement is appropriate when writing behavioral/learning objectives in the affective domain?

When formulating behavioral or learning objectives specifically in the affective domain, it is essential to focus on attitudes, values, and emotional responses. The affective domain emphasizes how learners can develop an appreciation or value system regarding specific topics.

Valuing the history of the fire service is a strong example of an objective in the affective domain because it reflects the learner's emotional engagement and respect for the subject matter. This objective implies that the learner not only recognizes historical facts and figures but also embraces their significance and relevance to current practices and future decision-making in the field of fire service.

In contrast, the other options lean towards cognitive or psychomotor outcomes. For instance, passing written tests and completing practical exercises are primarily skills or knowledge assessments. They focus on cognitive comprehension and the application of physical skills rather than fostering an appreciation or emotional connection to the subject. Applying skills correctly also pertains to psychomotor skills, which relates to performing tasks rather than internalizing values or attitudes. Therefore, valuing is the most appropriate choice for objectives focused on the affective domain.