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MODULE 1 (PRELIM)

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I. SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING
OUTCOMES; DETERMINING PROGRESS TOWARDS THE ATTAINMENT OF
LEARNING OUTCOMES; PROGRAM OUTCOMES AND STUDENTS LEARNING
OUTCOMES

II. Content Summary

The advent of technology caused a change of perspective in education,

nationally and internationally. The teacher ceased to be the sole source of knowledge.
With knowledge explosion, students are surrounded with various sources of facts and
information accessible through user-friendly technology. The teacher has become a
facilitator of knowledge who assists in the organization, interpretation, and validation of
acquired facts and information.
Institutional outcomes are statements of what the graduates of an educational
institution are supposed to be able to do beyond graduation. Program outcomes are
what graduates of educational programs or degrees are able to do at the completion of
the degree or program. Course or subject outcomes are what students should be able
to demonstrate at the end of a course or a subject. Learning or instructional outcomes
are what students should be able to do after a lesson or instruction.
Assessment FOR learning implies that assessment is done to improve and
ensure learning. This is referred to as FORmative assessment, assessment that is given
while the teacher is in the process of student formation (learning). It ensures that
learning is going on while teacher is in the process of teaching. Assessment OF learning
is usually given at the end of a unit, grading period, or a term like a semester. It is
meant to assess learning for grading purposes. It is referred to as summative
assessment. Assessment AS learning is associated with self-assessment. As the term
implies, assessment by itself is already a form learning for the students.
Benjamin Bloom and a committee of colleagues in 1956, identified three domains
of educational activities: the cognitive, referring to mental skills; affective referring to
growth in feeling or emotion, and psychomotor, referring to manual or physical skills.
These domains are organized into categories or levels and arranged in hierarchical
order from the simplest behavior to the most complex behavior.

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III. Learning Outcomes

At the end of this module, you will be able to:

1. explain 3 outstanding characteristics of outcome-based education;

2. distinguish among institutional outcomes, program outcomes, course
outcomes and learning outcomes;
3. distinguish between immediate outcomes and deferred outcomes;
4. differentiate educational objectives from learning outcomes;
5. formulate learning outcomes based on given educational objectives;
6. distinguish among measurement, assessment and evaluation;
7. explain the various approaches to assessment: assessment FOR, OF and AS
learning;
8. clarify the program outcomes for teacher education;
9. distinguish the 6 levels of knowledge under the cognitive domain;
10. discuss the psychomotor categories in the psychomotor domain of objectives
contributed by Simpson, Dave and Harrow;
11. discuss the 6 levels of learning objectives in the affective domain arranged
hierarchically; and
12. discuss Kendali’s and Marzano’s new taxonomy.

IV. Lecture Notes

Lesson 1: SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING

OUTCOMES

1.1 Outcome-Based Education: Matching Intentions with

Accomplishment

The change in educational perspective called Outcome-based Education (OBE) has

three (3) characteristics:

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1. It is student-centered I.e., it places the students at the center of the process by
focusing on Student Learning Outcomes (SLO).
2. It is faculty-driven I.e., it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the students.
3. It is meaningful, I.e., it provides data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities.

To implement outcome-based education on the subject or course level, the following

procedure is recommended:

1. Identification of the educational objectives of the subject/course.

Educational objectives are the broad goals that the subject/course expects to achieve.
They define in general terms the knowledge, skills and attitudes that the teacher will
help the students to attain. Objectives are stated from the point of view of the teacher
such as “to develop, to provide, to enhance, to inculcate, etc.”
2. Listing of learning outcomes specified for each subject/course objective.
Since subject/course objectives are broadly stated, they do not provide detailed guide
to be teachable and measurable. Learning outcomes are stated as concrete active verb
such as: to demonstrate, to explain, to differentiate, to illustrate, etc. A good source of
learning outcomes statements is the taxonomy of educational objectives by Benjamine
Bloom. Bloom’s taxonomy of educational objectives is grouped into three:
A. Cognitive, also called knowledge, refers to mental skills such as
remembering, understanding, applying, analyzing, evaluating,
synthesizing/creating.
B. Psychomotor, also referred to as skills, includes manual or physical skill,
which proceed from mental activities and range from the simplest to the complex
such as observing, imitating, practicing, adapting, and innovating.
C. Affective, also known as attitude, refers to growth in feelings or emotions
from the simplest behavior to the most complex, such as receiving, responding,
valuing, organizing, and internalizing.
3. Drafting outcomes assessment procedure. This procedure will enable the
teacher to determine the degree to which the students are attaining the desired
learning outcomes. It identifies from every outcome the data that will be gathered

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which will guide the selection of the assessment tools to be used and at what point
assessment will be done.

1.2 The Outcomes of Education

Outcome-based education focuses classroom instruction on the skills and competencies

that students must demonstrate when they exit. There are two types of outcome:
immediate and deferred outcomes.

Immediate outcomes are competencies/skills acquired upon completion of an

instruction, a subject, a grade level, a segment of the program, or of the program itself.
These are referred to as instructional outcomes.

Examples:

⚫ Ability to communicate by writing and speaking

⚫ Mathematical problem-solving skill
⚫ Skill in identifying objects by using the different senses
⚫ Ability to produce artistic or literary works
⚫ Ability to do research and write the results
⚫ Ability to present an investigative science project
⚫ Skill in story - telling
⚫ Promotion to a higher grade level
⚫ Graduation from a program
⚫ Passing a required licensure examination
⚫ Initial job placement

Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a degree
program.
Examples:

⚫ Success in professional practice or occupation

⚫ Promotion in a job

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⚫ Success in career planning, health and wellness
⚫ Awards and recognition

1.3 Institutional, Program, Course and Learning Outcomes

These are the attributes that a graduate of an institution is expected to

demonstrate 3 or more than 3 years after graduation.
Outcomes in Outcome-based Education (OBE) come in different levels:

1. Institutional
2. Program
3. Course
4. Learning/instructional/lesson outcomes

Institutional outcomes are statements of what the graduates of an educational

institution are supposed to be able to do beyond graduation. Program outcomes are
what graduates of particular educational programs or degrees are able to do at the
completion of the degree or program. Course or subject outcomes are what students
should be able to demonstrate at the end of a course or a subject. Learning or
instructional outcomes are what students should be able to do after a lesson or
instruction.
Institutional outcomes are broad. These institutional outcomes become more
specific in the level of program or degree outcomes, much more specific in the level of
course or subject outcomes and most specific in the level of learning or instructional
outcomes.

1.4 Samples of Educational Objectives and Learning Outcomes in

Araling Panlipunan (K to 12)

Educational Objectives Learning Outcomes

1. Pagbibigay sa mga mag-aaral ng 1.1. Nailalarawan ang sariling buhay
kaalaman at pang-unawa tungkol sa tao, simula sa pagsilang hanggang sa
kapaligiran at lipunan (Cognitive kasalukuyang edad
Objective) 1.2. Nasasabi at naipapaliwanag ang mga

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 alituntunin sa silid-aralan at sa paaralan
1.2. Naiisa-isa ang mga tungkulin ng isang
mabuting mamamayan sa pangangalaga
ng kapaligiran
2. Paglinang ng kakayahan na magsagawa 2.1. Nakakasulat ng sanaysay na
ng proyektong pangtahanan at naglalarawan ng mga taong bumubuo ng
pampamayanan (Psychomotor Objective) sariling pamilya
2.2. Nakapagsasagawa ng panayam sa
ilang mahahalagang pinuno ng sariling
baranggay at naisusulat ang mga nakalap
na kaalaman
3. Pagganyak sa mga mag-aaral upang 3.1. Nakasusulat ng tula awit o maikling
maipamalas ang malalim na kwento tungkol sa kahalagahan ng
pagpapahalaga sa kapaligiran (Affective kapaligiran
Objective) 3.2. Nakagagawa ng “video presentation”
tungkol sa wastong pag-aalaga ng
kapaligiran

Lesson 2: DETERMINING PROGRESS TOWARDS THE ATTAINMENT OF

LEARNING OUTCOMES

2.1 Measurement

Measurement is the process of determining or describing the attributes or

characteristics of physical objects generally in terms of quantity. When we measure, we
use some standard instrument to find how long, heavy, hot, voluminous, cold, fast or
straight some things are. Such instruments may be ruler, scale, thermometer, or
pressure gauge. When we measure, we are actually collecting quantitative information
relative to some established standards. To measure is to apply a standard measuring
device to an object, group of objects, events or situations according to procedure
determined by one who is skilled in the use of such device.

Sometimes we can measure physical quantities by combining directly measurable

quantities to form derived quantities. For example, to find the area of a square piece of

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paper, we simply square the length of one side. Knowledge of the subject matter is
often measured through standardized test results. In this case, the measurement
procedure is testing.

2.1.1 Types of Measurements

Measurements can therefore be objective (as in testing) or subjective (as in

perceptions).

Objective measurements are more stable than subjective measurements in the

sense that repeated measurements of the same quantity or quality of interest will
produce more or less the same outcome. For this reason, many people prefer objective
measurements over subjective measurements whenever they are available. However,
there are certain facets of the quantity of interest that cannot be successfully captured
by objective procedures, but which can be done by subjective methods e.g. aesthetic
appeal of a product or project of a student, student’s performance in a drama, etc. It
follows that it may be best to use both methods of assessment whenever the
constraints of time and resources permit.

2.1.2 Measuring Indicators, Variables and Factors

An educational variable (denoted by an English alphabet like X) is a measurable

characteristic of a student. Variables may be directly measurable as in X = age or X =
height of a student. However, many times, a variable cannot be directly measured like
when we want to measure “class participation” of a student. For those variables, where
direct measurements are not feasible, we introduce the concept of indicators. An
indicator, I, denotes the presence or absence of a measured characteristic. Thus:
I = 1, if the characteristic is present
= 0, if the characteristic is absent

2.2 Assessments

The term assessment is derived from the Latin assidere which means “to sit
beside” (Wiggins, 1993).

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 Assessment is the process of gathering evidence of students’ performance over
a period of time to determine learning and mastery of skills. Such evidence of learning
can take the forms of dialogue record, journals, written work, portfolios, tests, and
other learning tasks. Assessment requires review of journal entries, written work,
presentation, research papers, essays, story written, test results, etc.
The overall goal of assessment is to improve student learning and provide
students, parents, and teachers with reliable information regarding student progress
and extent of attainment of the expected learning outcomes.
Assessment of skill attainment is relatively easier than assessment of
understanding and other mental ability. Skills can be practiced and are readily
demonstrable. Either the skill exists at a certain level, or it doesn’t. Assessment of
understanding is much more complex. We can assess a person’s knowledge in a
number of ways, but we need to infer from certain indicators of understanding through
written descriptions.

2.3 Evaluation
Evaluation originates from the root word “value” and so when we evaluate, we expect
our process to give information regarding the worth, appropriateness, goodness,
validity, or legality of something for which a reliable measurement has been made.
Evaluation is a process designed to provide information that will help us to make a
judgement about a particular situation. The end result of evaluation is to adopt, reject
or revise what has been evaluated.

Evaluation is often divided into two broad categories: formative and summative.

Formative evaluation is a method of judging the worth of a program while the

program activities are in progress. This type of evaluation focuses on the process. The
results of formative evaluation give information to the proponents, learners, and
teachers on how well the objectives of the program are being attained while the
program is in progress. Its main objective is to determine deficiencies so that the
appropriate interventions can be made.

Summative evaluation is a method of judging the worth of a program at the

end of the program activities. The focus is on the result. The instruments used to collect

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data from summative evaluation are questionnaires, survey forms,
interview/observation guide and tests. Summative evaluation is designed to determine
the effectiveness of a program or activity based on its avowed purposes.

2.4 Assessment FOR, OF and AS Learning: Approaches to Assessment

The preposition “for” in assessment FOR learning implies that assessment is

done to improve and ensure learning. This is referred to as FORmative assessment,
assessment that is given while the teacher is in the process of student formation
(learning). It ensures that learning is going on while the teacher is in the process of
teaching.
Assessment OF learning is usually given at the end of a unit, grading period, or a
term like a semester. It is meant to assess learning for grading purposes. It is referred
to as summative assessment.
Assessment AS learning is associated with self-assessment. As the term implies,
assessment by itself is already a form learning for the students.

Lesson 3: PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES

3.1 Program Outcomes and Student Learning Outcomes

The new educational perspective requires teachers to visualize the ideal

graduates three or more years after graduation and right after the completion of the
program, i.e., graduation time (as stated in institutional outcomes and program
outcomes. The Commission on Higher Education, the body that regulates higher
education in the Philippines in its Memorandum Order #20, s. 2014 requires the
following program outcomes for all higher educational institutions the ability to:
a.) articulate and discuss the latest developments in the specific field of
practice;
b.) effectively communicate orally and in writing using both English and Filipino;
c.) work effectively and independently in multi-disciplinary and multi-cultural
terms;
d.) act in recognition of professional, social and ethical responsibility; and
e.) preserve and promote “Filipino historical and cultural heritage.”

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 Some program outcomes are based on types of higher education institutional
(HEI) because this determines the focus and purpose of the HEI. For example:
⚫ Graduates of professional institutions demonstrate a service orientation in one’s
profession.
⚫ Graduates of colleges participate in various types of employment, development
activities and public discourses, particularly in response to the needs of the
communities one serves.
⚫ Graduates of universities participate in the generation of new knowledge or in
research and development projects.
⚫ Graduates of State Universities and Colleges must, in addition, have the
competencies to support “national, regional and local development plans.”

3.2 Program Outcomes for Teacher Education

The program outcomes specific to degrees are programs spelled out in the
specific Policies, Standards and Guidelines (PSG) per program or degree issued by the
same Commission. The following are the program outcomes for teacher education in
2017 Philippines:
a. Articulate the rootedness of education in philosophical, socio-cultural,
historical, psychological and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches and
resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing and
reporting learning processes and outcomes
g. Practice professional and ethical teaching standards sensitive to the local,
national, and global realities
h. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities

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 3.3 The Three Types of Learning
Believing that there were more than one type of learning Benjamin Bloom
and a committee of colleagues in 1956, identified three domains of educational
activities: the cognitive, referring to mental skills; affective referring to growth in feeling
or emotion, and psychomotor, referring to manual or physical skills. These terms were
regarded as too technical by practicing teachers and so the domains were translated to
simpler terms commonly used by teachers: knowledge, skills and attitudes (KSA).
These domains are organized into categories or levels and arranged in
hierarchical order from the simplest behavior to the most complex behavior. To ensure
that the learning outcomes are measurable, demonstrable and verifiable, the outcomes
should be stated as concrete and active verbs.

Figure 2 - Bloom’s and Anderson’s Compared (Source: Wilson, Leslie O. 2001)

Benjamin Bloom critically examined his own cognitive taxonomy, and he noted
that there is a fundamental difference between the knowledge category (first level in
his taxonomy) and the mental operations (higher 5 levels in his taxonomy -
comprehension, application, analysis, synthesis and evaluation) performed on that

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knowledge or with that knowledge. Bloom also identified specific types of knowledge
as:
✓ Terminology
✓ Specific facts
✓ Conventions
✓ Trends and sequences
✓ Classifications and categories
✓ Criteria
✓ Methodology
✓ Principles and generalizations
✓ Theories and structures

Table 1.1: Taxonomies of the Cognitive Domain: Bloom’s, Anderson’s and Krathwohl’s
Bloom’s Taxonomy 1956

1. Knowledge: Remembering or retrieving previously learned material. Examples of

verbs that relate to this function are:

know define record List

identify memorize recognize Recall
relate repeat acquire Name

2. Comprehension: The ability to grasp or construct meaning from material. Examples

of verbs that relate to this function are:

restate recognize identify review interpret

locate explain discuss infer draw
report express describe illustrate represent
differentiate conclude

3. Application: The ability to use learned material or to implement material in new and
concrete situations. Examples of verbs that relate to this function are:

apply use restructure practice dramatize

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relate operate interpret calculate
develop organize demonstrate show
translate employ illustrate exhibit

4. Analysis: The ability to break down or distinguish the parts of material into its
components so that its organizational structure may be better understood. Examples of
verbs that relate to this function are:
analyze examine investigate deduce inspect
compare contrast detect experiment dissect
probe categorize survey scrutinize discriminate
inquire differentiate classify discover separate

5. Synthesis: The ability to put parts together to form a coherent or unique new
whole. Examples of verbs that relate to this function are:
compose create tell collect combine
produce prepare plan set relate
design predict invent generalize propose
assemble modify formulate document develop
arrange construct organize derive write

6. Evaluation: The ability to judge, check, and even critique the value of material for a
given purpose. Examples of verbs that relate to this function are:

judge conclude decide estimate value

assess measure choose validate criticize
compare deduce rate consider infer
evaluate argue select appraise

Anderson’s and Krathwohl’s Taxonomy 2001

1. Remembering: Recognizing or recalling knowledge from memory. Remembering is

when memory is used to produce or retrieve definitions, facts, or lists, or to recite
previously learned information.
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2. Understanding: Constructing meaning from different types of functions be they
written or graphic messages or activities like interpreting, exemplifying, summarizing,
inferring, comparing, or explaining.

3. Applying: Carrying out or using a procedure through executing or implementing.

Applying relates to or refers to situations where learned material is used through
products like models, presentations, interviews, or simulations.

4. Analyzing: Breaking materials or concepts into parts, determining how the parts
relate to one another or how they interrelate or how the parts relate to an overall
structure or purpose. Mental actions included in this function are differentiating,
organizing, and attributing, as well as being able to distinguish between the
components or parts. When one is analyzing, he/she can illustrate this mental function
by creating spreadsheets, surveys, charts or diagrams or graphic representations.

5. Evaluating: Making judgments based on criteria and standards through checking

and critiquing. Critiques, recommendations, and reports are some of the products that
can be created to demonstrate the processes of evaluation.

6. Creating: Putting elements together to form a coherent or functional whole;

reorganizing elements into a new pattern or structure through generating, planning, or
producing. Creating requires users to put parts together in a new way or synthesize
parts into something new and different creating a new form or product. This process is
the most difficult mental function in the new taxonomy.

In the revised cognitive taxonomy, Anderson and Krathwohl identified 4 levels of

knowledge:

1. Factual Knowledge - As the name implies, this refers to facts. This refers to
essential facts, terminology, details, or elements students must know or be familiar with
to understand a discipline or solve a problem in it.
2. Conceptual Knowledge - This refers to the interrelationship of facts. It is facts put
together within a large structure that enable them to function together. It is knowledge

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of classifications, principles, generalizations, theories, models, or structures pertinent to
a particular disciplinary area.
3. Procedural Knowledge - This is knowing how to do something refers to
information or knowledge that helps students to do something specific to a discipline,
subject or area of study. It includes knowledge of methods of inquiry, criteria for using
skills, algorithms, techniques, and methods.
4. Metacognitive Knowledge - This is knowing that you know. This is thinking about
your own thinking in a purposeful way. It is awareness and knowledge of one’s own
cognition. It is a reflective knowledge about how to go about solving problems and
cognitive task. It includes contextual and condition knowledge and knowledge of self.

Table 1.2 Revised version from Original by Anderson, L. W. and Krathwohl, D. R., et al
(Eds..) (2001)

Factual Knowledge - Basic Information

Knowledge of terminology Vocabulary terms, mathematical symbols, musical
notation, alphabet
Knowledge of specific details Components of the Food Pyramid, names of
and elements congressional representatives, major battles of WWII
Conceptual Knowledge - The relationship among pieces of a larger structure
that make them function together
Knowledge of classifications Species of animals, different kinds of arguments,
and categories geological era
Knowledge of principles and Types of conflict in literature, Newton’s Laws of Motion,
generalizations principles of democracy
Knowledge of theories, Theory of evolution, economic theories, DNA models
models, and structures
Procedural Knowledge - How to do something
Knowledge of subject- Procedure for solving quadratic equations, mixing colors
specific skills and algorithms for oil painting, serving a volleyball
Knowledge of subject- Literary criticism, analysis of historical documents,
specific techniques and mathematical problem-solving methods
methods
Knowledge of criteria for Methods appropriate for different kinds of experiment,
determining when to use statistical analysis procedures used for different

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appropriate procedures situations, syllabus guidelines for different genres of
writing
Metacognitive Knowledge - Knowledge of thinking in general and your
thinking in particular
Strategic knowledge Ways of memorizing facts, reading comprehension
strategies, methods of planning a Web site
Knowledge about cognitive Different reading demands of textbooks and novels;
tasks, including appropriate thinking ahead when using electronic database;
contextual and conditional differences between writing emails and writing business
knowledge letters
Self-knowledge Need for a diagram or chart to understand complex
processes, better comprehension in quiet environments,
need to discuss ideas with someone before writing an
essay

Table 1.3 Cognitive Processes Across the Knowledge Dimensions

Cognitive Processes
The 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create

Knowledge
Dimensions
Factual
Conceptual
Procedural
Metacognitive

Here are examples of cognitive activities from the lowest to the highest cognitive
process.

Table 1.4 Example of Cognitive Activities

Cognitive Examples
Processes

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Remembering - Produce the right information from memory
Recognizing ⚫ Identify frogs in a diagram of different kinds of amphibian
⚫ Find an isosceles triangle in your neighborhood
⚫ Answer any true-false or multiple - choice questions
Recalling ⚫ Name three 19th - century women English authors
⚫ Write the multiplication facts
⚫ Reproduce the chemical formula for carbon tetra chloride
Understanding - Make meaning from educational materials or experiences
Interpreting ⚫ Translate a story problem into an algebraic equation
⚫ Draw a diagram of the digestive system
⚫ Paraphrase Jawaharlal Nehru’s tryst with destiny speech
Exemplifying ⚫ Draw a parallelogram
⚫ Find an example of stream-of-consciousness style of writing
⚫ Name a mammal that lives in our area
Classifying ⚫ Label numbers odd or even
⚫ List the events of the Sepoy Mutiny 1857
⚫ Group Native animals into their proper species
Inferring ⚫ Read a passage of dialogue between two characters and
make conclusions about their past relationship
⚫ Figure out the meaning of an unfamiliar term from the
context
⚫ Look at a series of numbers and predict what the next
number will be
Comparing ⚫ Explain how the heart is like a pump
⚫ Compare Mahatma Gandhi to a present day leader
⚫ Use a Venn diagram to demonstrate how two books by
Charles Dickens are similar and different
Explaining ⚫ Draw a diagram explaining how air pressure affects the
weather
⚫ Provide details that justify why the French Revolution
happened when and how it did
⚫ Describe how interest rates affect the economy
Applying - Use a procedure
Executing ⚫ Add a column of two-digit numbers

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 ⚫ Orally read a passage in a foreign language
⚫ Have a student open house discussion
Implementing ⚫ Design an experiment to see how plants grow in different
kinds of soil
⚫ Proofread a piece of writing
⚫ Create a budget
Analyzing - Break a concept down into its parts and describe how the parts
relate to the whole
Differentiating ⚫ List the important information in a mathematical word
problem and cross out the unimportant information
⚫ Draw a diagram showing the major and minor characters in
a novel
Organizing ⚫ Place the books in the classroom library into categories
⚫ Make a chart of often-used figurative devices and explain
their effect
⚫ Make a diagram showing the ways plants and animals in
your neighborhood interact with each other
Attributing ⚫ Read letters to the editor to determine the author’s point of
view about a local issue
⚫ Determine a character’s motivation in a novel or short story
⚫ Look at a brochures of political candidates and hypothesize
about their perspectives on issues
Evaluating - Make judgments based on criteria and syllabus guidelines
Checking ⚫ Participate in a writing group, giving peers feedback on
organization and logic of arguments
⚫ Listen to a political speech and make a list of any
contradictions within the speech
⚫ Review a project plan to see if all the necessary steps are
included
Critiquing ⚫ Judge how well a project meets the criteria of a rubric
⚫ Choose the best method for solving a complex
mathematical problem
⚫ Judge the validity of arguments for and against astrology
Creating - Put pieces together to form something new or recognize

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components of a new structure
Generating ⚫ Given a list of criteria, list some options for improving race
relations in the school
⚫ Generate several scientific hypotheses to explain why plants
needs sunshine
⚫ Propose a set of alternatives for reducing dependence on
fossil fuels that address both economic and environmental
concerns
⚫ Come up with alternative hypotheses based on criteria
Planning ⚫ Make a storyboard for a multimedia presentation on insects
⚫ Outline a research paper on Mark Twain’s views on religion
⚫ Design a scientific study to test the effect of different kinds
of music on hens’ egg production
Producing ⚫ Write a journal from the point of view of mountaineer
⚫ Build a habitat for pigeons
⚫ Put on a play based on a chapter from a novel you’re
reading
(Source: Anderson, L. W and Krathwohl, D. R. 2001. A taxonomy for learning, teaching
and assessing, New York: longmans)

3.4 DOMAIN I: Cognitive (Knowledge)

Table 1.5 Domain I: Cognitive (Knowledge)

Category/Levels Outcome Verbs Learning Outcome

Statements
1.1 Remembering: recall of Define, describe, Recite the multiplication
previously learned information identify, label, match, table; match the word with
list, name, outline, the parts of the picture of a
recall, recognize, sewing machine
reproduce, select,
state
1.2 Understanding: Distinguish, estimate, Explain in one’s own words
comprehending the meaning, explain, give example, the stages in the life cycle

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translation and interpretation of interpret, paraphrase, of a butterfly; distinguish
instructions; state a problem in summarize among the different
one’s own word geometric figures
1.3 Applying: using what was Apply, change, Use a mathematical formula
learned in the classroom in compute, construct, to solve an algebraic
similar new situations demonstrate, problem; prepare daily
discover, modify, menus for one week for a
prepare, produce, family of six
show, solve, use
1.4 Analyzing: separating Analyze, compare, Observe a classroom and
materials or concept into contrast, diagram, list down the things to be
component parts to understand differentiate, improved; differentiate the
the whole distinguish, illustrate, parts of a tree
outline, select
1.5 Evaluating: judging the value Compare, conclude, Defend a research
of an idea, object or material criticize, critique, proposal; select the most
defend, evaluate, effective solution; critique a
relate, support, justify class demonstration
1.6 Creating: building a structure Categorize, combine, Compile personal records
or pattern; putting parts together compile, compose, and documents into a
devise, design, plan, portfolio; write a syllabus
organize, revise, for a school subject
rearrange, generate,
modify

3.5 DOMAIN II: Psychomotor (Skills)

In the early seventies, E Simpson, Dave, and A. S. Harrow recommended categories for
the Psychomotor Domain which included physical coordination, movement and use of
the motor skills body parts. Development of these skills requires constant practice in
accuracy and speed. Simpson contributed 7 categories, Dave 5 categories and Harrow 6
categories.
Simpson Table 2.1 Domain II: Psychomotor
(Skills)

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 Category Example and Key Words (verbs)
Perception (awareness): The ability to Examples: Detects non-verbal
use sensory cues to guide motor activity. communication cues. Estimates where a
This ranges from sensory stimulation, ball will land after it is thrown and then
through cue selection to translation moving to the correct location to catch the
ball. Adjusts heat of stove to correct
temperature by smell or taste of food.
Adjusts the height of the forks on a forklift
by comparing where the forks are in
relation to the pallet.
Key Words: chooses, describes, detects,
differentiates, distinguishes, identifies,
isolates, relates, selects
Set: Readiness to act. It includes mental, Examples: Knows and acts upon a
physical, and emotional sets. These three sequence of steps in a manufacturing
sets are dispositions that predetermine a process. Recognize one’s abilities and
person’s response to different situations limitations. Shows desire to learn a new
(sometimes called mindsets). process (motivation). NOTE: This
subdivision of Psychomotor is closely
related with the “Responding to
phenomena” subdivision of the Affective
domain.
Key Words: begins, displays, explains,
moves, proceeds, reacts, shows, states,
volunteers.
Guided Response: The early stages in Examples: Performs a mathematical
learning a complex skill that includes equation as demonstrated. Follows
imitation and trial and error. Adequacy of instructions to build a model. Responds
performance is achieved by practicing. hand-signals of instructor while learning to
operate forklift.
Key Words: copies, traces, follows,
reacts, reproduces, responds.
Mechanism (basic proficiency): This is Examples: Use a personal computer.
the intermediate stage in learning a Repair a leaking faucet. Drive a car.

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complex skill. Learned responses have Key Words: assembles, calibrates,
become habitual and the movements can constructs, dismantles, displays, fastens,
be performed with some confidence and fixes, grinds, heats, manipulates,
proficiency. measures, mends, mixes, organizes,
sketches.
Complex overt Response (Expert): Examples: Maneuvers a car into a tight
The skillful performance of motor acts that parallel parking spot. Operates a computer
involve complex movement patterns. quickly and accurately. Displays
Proficiency is indicated by a quick, competence while playing the piano.
accurate, and highly coordinated
performance, requiring a minimum of Key Words: assembles, builds, calibrates,
energy. This category includes performing constructs, dismantles, displays, fastens,
without hesitation, and automatic fixes, grinds, heats, manipulates,
performance. For example, players often measures, mends, mixes, organizes,
utter sounds of satisfaction or expletives sketches.
as soon as they hit a tennis ball or throw a
football, because they can tell by the feel NOTE: The Key Words are the same as
of the act what the result will produce. Mechanism, but will have adverbs or
objectives that indicate that the
performance is quicker, better, more
accurate, etc.
Adaptation: Skills are well developed and Examples: Responds effectively to
the individual can modify movement unexpected experiences. Modifies
patterns to fit special requirements. instruction to meet the needs of the
learners. Perform a task with the machine
that it was not originally intended to do
(machine is not damaged and there is no
danger in performing the new task).
Key Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.
Origination: Creating new movement Examples: Construct a new theory.
patterns to fit a particular situation or Develops a new and comprehensive
specific problem. Learning outcomes training programming. Creates a new
emphasize creativity based upon highly gymnastic routine.

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developed skills. Key Words: arranges, builds, combines,
composes, constructs, creates, designs,
initiates, makes, originates.
Table 2.1 Domain II: Psychomotor (Skills), continued
(Source: http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html
Retrieved, February 3, 2017)

Table 2.2 Dave (1975):

Category Example and Key Words (verbs)
Imitation - Observing and patterning Examples: Copying a work of art.
behavior after someone else. Performance Performing a skill while observing a
may be of low quality. demonstrator.
Key Words: copy, follow, mimic, repeat,
replicate, reproduce, trace
Manipulation - Being able to perform Examples: Being able to perform a skill
certain actions by memory or following on one’s own after taking a lesson or
instructions. reading about it. Follows instructions to
build a model.
Key Words: act, build, execute, perform
Articulation - Coordinating and adapting Examples: Combining a series of skills to
a series of actions to achieve harmony and produce a video that involves music,
internal consistency. drama, color, sound, etc. Combining a
series of skills or activities to meet a novel
requirement.
Key Words: adapt, construct, combine,
create, customize, modify, formulate.
Naturalization - Mastering a higher-level Examples: Maneuvers a car into a tight
performance until it becomes second- parallel parking spot. Operates a computer
nature or natural, without needing to think quickly and accurately. Displays
much about it. competence while playing the piano.
Michael Jordan playing basketball or Nancy
Lopez hitting the golf ball.
Key Words: create, design, develop,
invent, manage

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Table 2.3 Harrow (1972):
Category Example and Key Words (verbs)
Reflex Movements - Reactions that are Examples: instinctive response
not learned, such as involuntary reaction. Key Words: react, respond
Fundamental Movements - Basic Examples: perform a simple task
movements such as walking or grasping. Key Words: grasp as object, throw a ball,
walk
Perpetual Activities - Response to Examples: track a moving object,
stimuli such as visual, auditory, recognize a pattern
kinesthetic, or tactile discrimination. Key Words: catch a ball, draw or write
Physical Abilities - Stamina that must be Examples: gain strength, run a marathon
developed for further development such as Key Words: agility, endurance, strength
strength and agility.
Skilled movements - Advanced learned Examples: Using an advanced series of
movements as one would find in sports or integrated movements, perform a role in
acting. stage play or play in a set of series in a
sports game.
Key Words: adapt, construct, create,
modify
Non-discursive communication - Use Examples: express oneself by using
effective body language, such as gestures movements and gestures
and facial expressions. Key Words: arrange, compose,
interpretation

These contributions from Simpson, Dave and Harrow have been re-organized and
simplified into 4 categories or levels.

Table 3. Simplified and Re-organized Categories or Levels of Learning in the

Psychomotor Domain

Categories/Levels Outcomes Verbs Learning Outcomes

Statements

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3.1 Observing: active Watch, detect, distinguish, Detect non-verbal
mental attention to a differentiate, describe, communication cues; watch
physical activity relate, select a more experienced person;
observe and read directions
3.2 Imitating: attempt to Begin, explain, move, Show understanding and do
copy a physical behavior display, proceed, react, sequence of steps with
show, volunteer assistance; recognize one’s
limitations
3.3 Practising: performing Bend, calibrate, construct, Operate quickly and
a specific activity differentiate, dismantle, accurately; display
repeatedly display, fasten, fix, grasp, competence while
grind, handle, measure, performing, performance is
mix, operate, manipulate moving towards becoming
automatic and smooth
3.4 Adapting: fine tuning Organize, relax, shorten, Perform automatically;
the skill and making minor sketch, write, re-arrange, construct a new
adjustments to attain compose, create, design, scheme/sequence; apply
perfection originate skill in new situation; create
a new routine, develop a
new program

3.6 DOMAIN III: Affective (Attitude)

The affective domain refers to the way in which we deal with situations emotionally
such as feelings, appreciation, enthusiasm, motivation, values, and attitude. The
taxonomy is ordered into 5 levels as the person progress towards internalization in
which the attitude or feeling consistently guides or controls a person’s behavior.

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 Figure 3. The Categories/Levels of Affective Domain Learning Objectives Arranged
Hierarchically
(Source: D. R. Krathwohl, B. S. Bloom, Masia (1964) Taxonomy of Educational
Objectives: Handbook II - Affective Domain, New York: David Mckay Co.)

Table 4: The Categories/Levels of the Affective Domain

Categories/Levels Outcomes Verbs Learning Outcomes

Statement
4.1 Receiving: being Select, point to, sit, choose, Listen with respect, try to
aware or sensitive to describe, follow, hold, remember profile or facts
something and being willing identify, name, reply
to listen or pay attention
4.2 Responding: showing Answer, assist, comply, Participate in discussions,
commitment to respond in conform, discuss, greet, gives expectation; know the
some measure to the idea help, perform, practice, rules and practice them;

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or phenomenon read, recite, report, tell, question concepts in order
write to understand them well
4.3 Valuing: showing Complete, demonstrate, Demonstrate belief in the
willingness to be perceived differentiate, explain, concept or process; show
as valuing or favoring follow, invite, join, justify, ability to resolve
certain ideas propose, report, share,
study, perform
4.4 Organizing: arranging Arrange, combine, Accept responsibility,
values into priorities, complete, adhere, alter, recognize the need for
creating a value system by defend, explain, formulate, balance between freedom
comparing, relating, and integrate, organize, relate, and responsible behavior,
synthesizing values synthesize explain how to plan to solve
problem, prioritize time
effectively for family, work
and personal life
problems/conflicts propose
plan for improvement,
inform
management/supervisor on
matters that need attention
4.5 Internalizing: Act, display, influence, Show self-reliance when
practicing value system that listen, discriminate, modify, asking; cooperate in group
controls one’s behavior that perform, revise, solve, activities; demonstrate
is consisted pervasive, verify objectivity in problem-
predictable and solving; revise judgment in
characteristics of the light of new evidence, value
person. In some source, people for what they are
internalizing is equated to and not for how they look
characterization
(Source: Krathwool, David R. and Benjamin Bloom. Taxonomy of Educational
Objectives, Handbook II: Affective Domain (The Classification of Educational Goals)
1956)

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 3.7 Kendall’s and Marzano’s New Taxonomy

Instead of categorizing learning activities which Bloom and Anderson dis, Kendall
and Marzano re-framed the three domains of knowledge (information, mental,
procedures and psychomotor procedures) by describing six levels of processing
knowledge. The first four levels of processing are cognitive, beginning with the lowest
(retrieval) then moving upward with increasing cognitive complexity - comprehension,
analysis, and knowledge utilization. The fifth level of processing, the metacognitive
system, involves the learner’s specification of learning goals, monitoring of the learner’s
own learning process, clarity, and accuracy of the learner’s learning.
The highest level of knowledge processing self-system involves the learner’s
examination of the importance of the learning task and his/her self-efficacy. It also
involves the learner’s examining his/her emotional response and his/her motivation of
learning.

Figure 4. Kendall’s and Marzano’s New Taxonomy

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 Figure 5. The New Taxonomy in Detail

Source: http://www.greatschoolspartnership.org/wp-
content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.p
df

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V. Additional Data or Looking Ahead

Shift of Educational Focus from Content to Learning Outcomes; Determining

Progress Towards the Attainment of Learning Outcomes; Program Outcomes and
Students Learning Outcomes are just overviews of the subject. Looking forward,
students may expect more elaborate topics in the succeeding modules such as
Assessing Student Learning Outcomes and Distinguishing and Constructing Various
Paper-and-Pencil Tests.

VI. References

Online Sources and Readings:

1. https://www.youtube.com/watch?v=VWhZuckdqRs
2. https://slideplayer.com/slide/10291780/
3. https://www.youtube.com/watch?v=Y_yxiLakO5w
4. https://www.youtube.com/watch?v=yRwpx__XGvQ
5. https://sites.google.com/site/qepcafe/modules/overview/bloom
6. https://sijen.com/research-interests/taxonomies/psychomotor-domain/
7. https://www.youtube.com/watch?v=0SCLFgIS7pQ

Prepared by:
DENNIS B. COLAR, LPT, M. Ed.
College Instructor

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