The article raises a problematic issue regarding an insufficient base of the conception of learning outcomes in the Bloom's taxonomy affective domain. The search for solutions introduces the conception of teaching and learning in the affective domain as well as presents validity criteria of learning outcomes in the affective domain. The possibilities for the assessment of learning achievements in the mentioned domain are identified. The peculiarities of learning outcomes in the affective domain discussed in the documents regulating European and Lithuanian higher education are shown. (Contains 4 tables, 1 figure and 1 footnote.)