At the end of this

module, you are

Module 2 expected to:
1. formulate appropriate
Target learning objectives and
Setting outcomes that are
constructively aligned
with national standards
 Lesson 1. Prepared by :
Standards- Jeramie B. Pediongco
Based Instructor I
Assessment
 Assessment shall be used
primarily as a quality
assurance tool to track
student progress in the
attainment of standards,
Constructive promote self-reflection and
personal accountability for
Alignment one‘s learning, and provide
a basis for the profiling of
students performance.
 • Assessment should be holistic,
with emphasis on the
formative or developmental
purpose of quality assuring
student learning.
• It is also standards-based as it
seeks to ensure that teachers
will teach to the standards
Constructive and students will aim to meet
or even exceed the standards.
Alignment • The students attainment of
standards in terms of content
and performance is,
therefore, a critical evidence
of learning.
 In an assessment framework, the
recognition and deliberate
consideration of the learners‘
zone of proximal development
(Vygotsky 1978). Appropriate
assessment is provided to ensure
learners‘ success in moving from
Constructive guided to independent display of
knowledge, understanding and
Alignment skills and achieve lifelong
learning. In this manner,
assessment facilitates the
development of learners‘ higher
order thinking and 21st century
skills
 Hence, this view of assessment
acknowledges the unity of
instruction and instruction.
Constructive Assessment is part of day-to-
day lessons and extends the
Alignment day-to-day to classroom
activities that are already in
place in the K to 12 curriculum.
 Content Standards -
identify and set the
essential knowledge and
understanding that should
K-12 be learned. They cover a
specific scope of sequential
Assessment topics within each learning
Guidelines strand, domain, theme or,
component. Content
standards answer the
question, ―What should
the learners know?
 Performance Standards – describe
the abilities and skills that learners
are expected to demonstrate in
relation to the contend standards
K-12 and integration of 21st - century
skills. The integration of
Assessment knowledge, understanding and
skills is expressed through
Guidelines creation, innovation and adding
value to products/performance
during 2 independent work or in
collaboration with others.
Performance standards answer the
following questions:
 a) “What can learners‟ do with
what they know?”
b) “How well must learners do
their work?”
c) “How well do learners use
K-12 their learning or understanding
in different situations?”
Assessment d) “How do learners apply their
learning or understanding in
Guidelines real-life contexts?”
e) “What tools and measures
should learners use to
demonstrate what they know?”
 • Formative
Assessment • Summative
Types
 Formative assessment may be
seen as assessment for learning so
teachers can make adjustments in
their instruction. It is also
assessment as learning wherein
Formative students reflect on their own
progress.
Assessment It is characterized as informal and
intended to help students identify
strengths and weaknesses in order
to learn from the assessment
experience
 • Formative assessment may be
given at any time during the
teaching, and learning process.
It is also a way to check the
effectiveness of instruction.
• Involves teachers using evidence
Formative about what learners know and
can do to inform and improve
their teaching.
Assessment • The results of formative
assessment will help teachers
make good instructional
decisions so that their lessons
are better suited to the learners‘
abilities
 • It is important for teachers to
record formative assessments by
documenting and tracking
learners‘ progress using
systematic ways that can easily
provide insights into a students;
learning.
Formative • Formative assessment results,
however, are not included in the
Assessment computation of summative
assessment
• Must also provide students with
immediate feedback on how well
they are learning throughout the
teaching-learning process. As a
result, students will appreciate
and make their decisions about
 • may be seen as assessment of
learning, which occurs at the end of
a particular unit.
• This form of assessment usually
occurs toward the end of the period
of learning in order to describe the
Summative •
standard reached by the learner.
Often, this takes place in order for
appropriate decisions about future
Assessment learning or job suitability to be
made.
• Judgments derived from summative
assessment are usually for the
benefit of people other than the
learner (UNESCO-TLSF)
 • Summative assessment measures
whether learners have met the content
and performance standards.
• Teachers must use methods to measure
student learning that have been
deliberately designed to assess how
well students have learned and are able
to apply their learning to different
contexts.
Summative • The results of summative assessments
are recorded and used to report on the
Assessment •
learners‘ achievement.
Primarily, results are reported to the
learners and their parents/guardians.
• Likewise, these are reported to
principals/school heads, teachers, who
will receive the child in the next grade
level, and guidance teachers who
should help students who should help
 Lesson 2.
Appropriate
Targets
 There is considerable confusion
Competency about exactly what constitutes
a learning outcome and how
, Objective (or if) it is distinguished from
learning objectives or
and competencies. Even in the
education literature, the usage
Outcome of these terms seems
contradictory at times. Lets
take a look at the definition of
each.
 • A general statement that
describes the desired
knowledge, skills, and
behaviors of a student
graduating from a program (or
completing a course).
Competency • Competencies commonly
define the applied skills and
knowledge that enable people
to successfully perform in
professional, educational, and
other life contexts.
• The term competency is more
commonly used in relation to
professional fields (i.e.
 • A competency may have several
specific learning outcomes so a
course typically contains more
outcomes than competencies.
• For example, let's say that Dr.
David‘s students are part of a pre-
law program, meaning that they
are planning on going to law school
Competency and becoming lawyers. She knows
that her students need to be able
to synthesize information into a
persuasive written argument to be
successful lawyers, so one of the
competencies for her course might
be just that. By the end of the
course, her students should be
able to synthesize information into
a persuasive written argument.
 • A very general statement about
the larger goals of the course or
program.
• Learning objectives describe what
the learner should be able to
achieve at the end of a learning
period.
Objective • Learning objectives should be
specific, measurable statements
and written in behavioral terms.
• In short, objectives say what we
want the learners to know and
competencies say how we can be
certain they know it.
 For example, if Mr. Castro says that
he wants her students to understand
poetry, that's not very specific. If he
says that he wants them to be good
at rhyming, there's not really a way
to measure that. But saying that he
wants them to recognize different

Objective rhyme schemes is both specific and

measurable. He could, for example,
give them a test with passages from
poems and have them identify which
rhyme scheme each one follows.
 • A very specific statement that describes
exactly what a student will be able to do
in some measurable way.
• There may be more than one
measurable outcome defined for a given
competency.
• A true learning outcome is written so
that it can be measured or assessed. It
Outcome •
focuses on what the student is able to do
at end of a program (or course).
Thus, learning outcomes are the basis for
an assessment program that focuses on
what a student can or should be able to
do either upon completion of a course or
upon graduation from a program.
• The term learning outcome is used more
commonly in the context of a program or
course of instruction
 Objectives, competencies, and
outcomes can be written to describe
the learning gained by students in
individual courses (course outcomes)
or for the program as a whole
(programmatic outcomes). The main
distinction between objective or
competency and a learning outcome
is that a learning outcome is written
so that it can be measured or
assessed. Thus, learning outcomes are
the basis for an assessment program
that focuses on what student can do
either upon completion of a course or
upon graduation from a program
 1. Specific- Instructional
objectives should precisely
describe the attitudes, skills
and knowledge that the
learner is expected to
Characteristics demonstrate.
of Objectives • Answers the questions: Is
there a description of a precise
(SMARTER) behavior and the situation it
will performed in? Is it
concrete, detailed, focused
and defined?
 2. Measurable
An instructional objective is
measurable if it can be
Characteristics observed or one that
generates data points.
of Objectives Measurable also pertains to
(SMARTER) ensuring that the
achievement of the objective
can actually be measured by
an assessment strategy such
as observation, test items or
problem-solving exercises.
 3. Attainable
Ensure that your objectives are
action oriented. Learners cannot
feel defeated by the intended
Characteristics outcomes of the learning
objectives. Instructional
of Objectives objectives should not ask
(SMARTER) learners to prove themselves
under unfeasible circumstances.
Give learners ample time to
prove their new skills.
 4. Realistic
The objectives should be
reasonable .Most learners do
Characteristics not care about learning things
that they cannot use right
of Objectives away. The information
(SMARTER) presented in the course and
the outcomes should be
relevant to their personal lives
or day to day work.
 5. Time-bound
The learning objectives should have
a time limit. This can be done by
any other means, but the time
frame must be specified. Learners
Characteristics need a deadline for when they
should achieve and demonstrate
of Objectives the use of the skillset. A learning
objective that is not time-framed
(SMARTER) gives learners the false impression
that they have an indefinite amount
of time to learn the skill and apply it
 6. Evaluated
Instructional objective needs to be
evaluated. By evaluating your
objective every single day, you‘ll be
much more likely to achieve them.
Characteristics Why is that? Well, long-term goals
(and also goals that are 3 months or
of Objectives 6 months out), can easily be ignored
if they aren‘t evaluated every single
(SMARTER) day. Make sure that you setup a
system for evaluating your objective
and you make the evaluation
habitual.
 7. Readjusted
Instructional objective needs to
constantly evaluate its progress
and readjust its approach,
methods, and techniques to
Characteristics ensure that it reaches its
of Objectives target. Readjust doesn‘t mean
that you have to throw your
(SMARTER) objective out and start all over
but rather you have to try
different approaches until you
find yourself getting closer and
closer to your objective
 Benjamin Bloom (1956) and a committee of
colleagues, identified three domains of
educational activities; the cognitive (mental
Learning skills), affective (growth in feeling or
emotion), and psychomotor (manual or
physical skills).
Domains These were translated to simpler terms
commonly used by teachers; knowledge,
and skills and attitudes (KSA). This taxonomy of
learning behaviors may be thought of as
―the goals of the learning process. That is,
Taxonomies after a learning episode, the learner should
have acquired a new skill, knowledge,
and/or attitude.
 These learning domains are
arranged into categories and
in hierarchical order from the
simplest to the most complex
behaviour. To ensure that the
learning outcomes are
measurable, demonstrable
and verifiable, the outcomes
should be stated as concrete
and active verbs.
 The cognitive domain involves
knowledge and the development of
intellectual skills (Bloom, 1956).
This includes the recall or
a. recognition of specific facts,
procedural patterns, and concepts
that serve in the development of
Cognitive intellectual abilities and skills.
There are six major categories of
Domain cognitive processes, starting from
the simplest to the most complex:
1. Knowledge 2.
Comprehension
3. Application 4. Analysis
5. Synthesis 6. Evaluation
Lorin Anderson, a former student of
Bloom, and David Krathwohl revisited
the cognitive domain in the mid-
nineties and made some changes, with
the three most prominent ones being:
• changing the names in the six
categories from noun to verb
forms
• rearranging them as shown in the
chart below
• creating a processes and levels of
knowledge matrix
 1. Remembering
Remembering involves recognizing or
recalling knowledge from memory.
Remembering is when memory is
used to produce or retrieve
Cognitive definitions, facts, or lists, or to recite
previously learned information.
Key Words (Verbs) — Defines,
domain Describes, Identifies, Knows, Labels,
Lists, Matches, Names, Outlines,
Recalls, Recognizes, Reproduces,
Selects, States.
Examples (Learning Objectives) —
The student will be able to; Recite a
policy. Quote prices from memory to
 2. Understanding
Understanding involves constructing
meaning from different types of functions
be they written or graphic messages, or
activities like interpreting, exemplifying,
classifying, summarizing, inferring,
comparing, or explaining.
Cognitive Key Words (Verbs) — Comprehends,
Converts, Defends, Distinguishes, Estimates,
Explains, Extends, Generalizes, Gives an
domain example, Infers, Interprets, Paraphrases,
Predicts, Rewrites, Summarizes, Translates.
Examples (Learning Objectives) — The
student will be able to; Rewrite the
principles of test writing. Explain in one’s
own words the steps for performing a
complex task. Translate an equation into a
computer spreadsheet
 3. Applying
Applying involves 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,

Cognitive presentations, interviews or simulations.

Key Words (Verbs) — Applies, Changes,
Computes, Constructs, Demonstrates,

domain Discovers, Manipulates, Modifies,

Operates, Predicts, Prepares, Produces,
Relates, Shows, Solves, Uses.
Examples (Learning Objectives) — The
student will be able to; Use a manual to
calculate an employee’s vacation time.
Apply laws of statistics to evaluate the
reliability of a written test.
 4. Analyzing
Analyzing involves 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

Cognitive 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.

domain Key Words (Verbs) — Analyzes, Breaks down,

Compares, Contrasts, Diagrams, Deconstructs,
Differentiates, Discriminates, Distinguishes,
Identifies, Illustrates, Infers, Outlines, Relates,
Selects, Separates.
Examples (Learning Objectives) — The student
will be able to; Troubleshoot a piece of
equipment by using logical deduction.
Recognize logical fallacies in reasoning. Gathers
 5. Evaluating
Evaluating involves 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. In the newer
taxonomy, evaluating comes
Cognitive before creating as it is often a necessary part
of the precursory behavior before one creates
something.

domain Key Words (Verbs) — Appraises, Compares,

Concludes, Contrasts, Criticizes, Critiques,
Defends, Describes, Discriminates, Evaluates,
Explains, Interprets, Justifies, Relates,
Summarizes, Supports.
Examples (Learning Objectives) — The
student will be able to; Select the most
effective solution. Hire the most qualified
candidate. Explain and justify a new budget.
 6. Creating
Creating involves 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 thus creating a new

Cognitive form or product. This process is the most difficult

mental function in the new taxonomy.
Key Words (Verbs) — Categorizes, Combines,
Compiles, Composes, Creates, Devises, Designs,

domain Explains, Generates, Modifies, Organizes, Plans,

Rearranges, Reconstructs, Relates, Reorganizes,
Revises, Rewrites, Summarizes, Tells, Writes.
Examples (Learning Objectives) — The student
will be able to; Write a company operations or
process manual. Design a machine to perform a
specific task. Integrates training from several
sources to solve a problem. Revises and process
to improve the outcome.
 In the early years of 70‘s, E. Simpson, Dave
and A.S. Harrow recommended categories
for the Psychomotor Domain which
included physical movement,
coordination, and use of the motor-skill
areas. Development of these skills requires
b. practice and is measured in terms of
speed, precision, distance, procedures, or
techniques in execution. Thus,
Psychomotor psychomotor skills rage from manual
tasks, such as digging a ditch or washing a
Domain car, to more complex tasks, such as
operating a complex piece of machinery or
dancing. Simpson contributed 7
categories, Dave gave 5 categories, and
Harrow had 6 categories. Their
contributions were re-organized and
reduced into 4 categories or levels
Categories under
psychomotor
domain
(Simpson, Dave
& Harrow)
 The affective domain
(Krathwohl, Bloom, Masia,
1973) includes the manner in
c. which we deal with things
emotionally, such as feelings,
Affective values, appreciation,
enthusiasms, motivations, and
Domain attitudes. The five major
categories are listed from the
simplest behavior to the most
complex.
 Categories
under affective
domain
(Krathwohl,
Bloom & Masia)
 Other
Taxonomies
 It cannot be denied that Bloom's taxonomy
has been quite useful in that it has extended
learning from simply remembering to more
complex cognitive structures, such as
a. Structure of analyzing and evaluating, newer models
have been introduced. However, it has
Observed become more useful with the revised
taxonomy.
Learning
Being an alternate to Bloom, one model that
Outcome (SOLO) might prove more useful is the Structure of
Observed Learning Outcome (SOLO)
Taxonomy taxonomy. It is a model that describes levels
of increasing complexity in a learner's
understanding of subjects (Biggs, Collis,
1982). It aids both trainers and learners in
understanding the learning process.
 1. Pre-structural - The learner
doesn't understood the lesson
and uses a much too simple
means of going about it—the
learner is unsure about the lesson
The model or subject.

consists of five 2. Uni-structural - The learner's

response only focuses on one
levels in the order relevant aspect—the learner has
only a basic concept about the
of understanding: 3.
subject.
Multi-structural - The learner's
response focuses on several
relevant aspects but they are
treated independently—the
learner has several concepts
about the subject but they are
 4. Relational - The different aspects
have become integrated into a
coherent whole—the learner has
mastered the complexity of the
The model subject by being able to join all the
parts together. This level is what is
consists of five normally meant by an adequate
understanding of a subject.
levels in the order
of understanding: 5. Extended abstract - The previous
integrated whole may be
conceptualized at a higher level of
abstraction and generalized to a new
topic or area—the learner is now able
to create new ideas based on her
mastery of the subject.
 SOLO not only shows the
instructors how the learners
are progressing, but also the
learners themselves. It does
this by putting the processes in
squares. You start in the center
square (Uni-structural) and
work outwards (Multi-
structural, Relational, and
finally Extended Abstract).
 Robert Marzano, an educational
researcher, has proposed what he calls
A New Taxonomy of Educational
Objectives (2000). Developed to
respond to the shortcomings of the
widely used Bloom‘s Taxonomy and the
b. Marzano current environment of standards-
based 12 instruction, Marzano‘s model
Taxonomy of thinking skills incorporates a wider
range of factors that affect how
students think and provides a more
research-based theory to help teachers
improve their students‘ thinking.
 Marzano‘s New Taxonomy is made up of
three systems and the Knowledge Domain
which are significant for thinking and
learning. The three systems are the Self
System, the Metacognitive System, and
the Cognitive System. When faced with
the option of starting a new task, thus:
• Self System decides whether to
b. Marzano continue the current behavior or
engage in the new activity;

Taxonomy • Metacognitive System sets goals and

keeps track of how well they are
being achieved; the
• Cognitive System processes all the
necessary information, and the
• Knowledge Domain provides the
content.
 The rows on the left side of Table 6
depict the three systems of thought
and, in the case of the cognitive
system, four subcomponents of
that system. The columns depicted
on the right-hand side depict three
b. Marzano different types or domains of
knowledge: information, mental
procedures, and psychomotor
Taxonomy procedures. In effect, Marzano‘s
Taxonomy is a two-dimensional
model with six categories of mental
processes represented by one
dimension and three domains of
knowledge represented by the
other dimension.
 As an example:
Marry, a 4th grader is thinking about a
pajama party she is going to attend
this weekend when her teacher begins
a math lesson. Marry‘s Self-System
decides to stop thinking about the
party and engage in the lesson. Her
b. Marzano Metacognitive System tells her to pay
attention and ask questions so she can
do the assignment. Her Cognitive
Taxonomy System provides her with the thinking
strategies she needs to make sense of
the teacher‘s instructions. The
mathematical knowledge about
concepts and procedures makes it
possible for her to complete the
problems successfully.
 a. Information - is the what of
knowledge. It consists of
organizing ideas, such as
principles, generalizations, and
details, such as vocabulary terms
and facts.
Knowledge b. Mental Procedures - can range
from complex processes, such as

Domain writing a term paper to simpler

tasks such as reading a map,
computing long division, and
single covering capitalization.
c. Physical Procedures - The
degree to which physical
procedures figure into learning
varies greatly by subject area.