Program Outcomes and Student Learning Outcomes

“You can teach a student a lesson for a day, but if you can teach him to learn
by creating curiosity, he will continue the learning process as long as he lives.”
- Clay P. Bedford

LEARNING OUTCOMES

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

a. clarify the program outcomes for teacher education;
b. distinguish the 6 levels of knowledge under the cognitive domain;
c. discuss the psychomotor categories in the psychomotor domain of objectives
contributed by Simpson, Dave and Harrow;
d. discuss the 6 levels of learning objectives in the affective domain arranged
hierarchically; and
e. discuss Kendall’s and Marzano’s new taxonomy.

PRETEST

Direction: Identify the term being described. Write your answers in the space provided for each number.

____________________________1. An independent agency that is attached to the Office of the President

for administrative purpose and whose function is to formulate and recommend development plans, policies,
and programs on higher education.
____________________________2. Renowned as the architect of the taxonomy of educational objectives.
____________________________3. The CMO that tackles the policies, standards and guidelines for
Bachelor of Secondary Education in response to the 21st Century Philippine Teacher Education framework.
____________________________4. A former student of the author of the taxonomy of educational objectives
and who updated and revised it reflecting relevance to the 21st century work for both students and teachers.
____________________________5. The set of three hierarchical models used to classify educational
learning objectives into levels of complexity and specificity.
____________________________6. This is thinking about your own thinking in a purposeful way.
____________________________7. It is knowledge of classifications, principles, generalizations, theories,
models or structures pertinent to a particular disciplinary area.
____________________________8. This refers to the basic knowledge, terminology or elements students
must know or be familiar.
____________________________9. It is the knowledge or information that enables learners to do something
specific to a discipline, subject or area of study.
____________________________10. This pertains to the way in which people deal with situations
emotionally such as feelings, appreciation, enthusiasm, motivation, values and attitude.
____________________________11. The lowest level of thinking of the revised Bloom’s taxonomy.
____________________________12. The highest level of knowledge processing according to Kendall and
Marzano’s New Taxonomy.
____________________________13. Breaking a concept down to its parts and describing how the parts
relate to the whole.
____________________________14. Making judgements based on criteria and syllabus guidelines.
____________________________15. Putting pieces together to form something new or recognizing
components of a new structure.

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 CONTENT
Program Outcomes and Student Learning Outcomes
The shift of focus in education from content to student learning outcomes has changed teachers’
instructional perspective. In the past, teachers were often heard about their concern to finish their subject
matter before the end of the term. Maybe because of the number of their students or failure to clarify the
desired learning outcomes, teacher’s concern for outcomes was secondary to the completion of the
planned content for the subject. In short, teachers were more content-centered than outcomes-centered.
The new educational perspective requires teachers to visualize the ideal graduates three or more
years after graduation and right after completion of the program, i.e., graduation time (as stated in
institutional outcomes and program outcomes.
Program outcomes refer to broad objectives of a degree program, particularly as they pertain to
the quality and/or productivity of the program.
Example:
Increasing the number of “high-impact educational practices” and/or enhancing those practices in
the program (Quality).
 First year seminar and experiences
 Writing-extensive courses
 Diversity/Global Learning
 Capstone Courses and Projects
 Service-Learning Community Based Learning
 Learning Communities
 Collaborative Assignments and projects
1. Increasing the number (productivity) and the prestige of student presentations/publications /
performances.
2. Increasing the number of faculty involved (productivity) and the pedagogical richness (quality) of
technology enhanced education.
3. Expanding existing degree programs into online and off-campus environments (productivity) while
maintaining the program quality.
Student Learning Outcomes refer to direct assessment of the quality of student performance within
the degree program. Statements that specify what students will know, be able to do or be able to
demonstrate when they have completed or participated in a course program.
The Commission on Higher Education , the body that regulates higher education in the Philippines in
the Philippines, in its Memorandum Order No. 20, s. 2014 requires the following program outcomes for all
higher education institutions the ability to:
1. Articulate and discuss the latest developments in the specific field of practice;
2. Effectively communicate orally and in writing using both English and Filipino;
3. Work effectively and independently in multi-disciplinary and multi-cultural teams;
4. Act in recognition of professional, social and ethical responsibility, and
5. Preserve and promote “Filipino historical and cultural heritage”.
Some programs outcomes are based on types of Higher Education Institutional (HEI) its focus and
purpose; for example:
1. Graduates of professional institutions demonstrate a service orientation in one’s profession;
2. Graduates of colleges participate in various types of employment, development activities and public
discourse, particularly in response in the needs of the community;
3. Graduates of universities participate in generation of new knowledge or in research development
projects,
4. Graduates of State Universities and college must, in addition have the competencies to support
“national, regional, and local development plans”.

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 PROGRAM OUTCOMES FOR TEACHER EDUCATION
The program outcomes specific o degrees are programs spelled out in the specific Policies, Standards &
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 & delivery modes appropriate to
specific learners and their environments
d. develop innovative curricula, instructional plans, teaching approaches & resources for diverse
learners
e. apply skills in development and utilization ICT
f. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
process 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
In addition to the program outcomes of teacher education as a discipline, there are program outcomes
specific to Bachelor of Elementary Education, (CMO No. 74, S. 2017); Bachelor of Secondary Education
Major in English, Filipino, Mathematics, Science, Social Studies (CMO No. 75, S. 2017); Bachelor of Early
Childhood Education (CMO No. 76, S. 2017); Bachelor of Special Needs Education (CMO No.77, S. 2017);
Bachelor of Technology and Livelihood Education (CMO No. 78, S. 2017); Bachelor of Technical-Vocational
Teacher Education (CMO No. 79, S. 2017); Bachelor of Physical Education (CMO No. 80, S. 2017) ;
Bachelor of Culture and Arts Education (CMO No. 82, S. 2017). For details, refer to the given CMOs.
THE THREE TYPES OF LEARNING
Believing that there were more than one (1) 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. In mid-nineties, a
former student of Bloom, Lorin Anderson, reviewed the cognitive domain objectives and effected some
changes. The two most prominent of these are (a) changing the names in the six subdivisions from noun to
verb and (b) re-arranging the order of the last two-synthesis and evaluation.

Table 1.1 Taxonomies of the Cognitive Domain: Bloom’s, Anderson’s and Krathwohl’s
Bloom’s Taxonomy 1956 Anderson’s and Krathwohl’s Taxonomy 2001
1. Knowledge: Remembering or retrieving previously 1. Remembering:
learned material. Examples of verbs that relate to this Recognizing or recalling knowledge from
function are: memory. Remembering is when memory is used
to produce or retrieve definitions, facts, or lists,
know define record or to recite previously learned information.
identify recall name
relate memorize recognize
list repeat acquire

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 2. Comprehension: The ability to grasp or construct 2. Understanding:
meaning from material. Examples of verbs that relate to Constructing meaning from different
this function are: types of functions be they written or graphic
restate identify illustrate messages or activities like interpreting,
locate discuss interpret exemplifying, classifying, summarizing,
inferring, comparing or explaining.
report describe draw
recognize review represent
explain infer differentiate
express conclude
3. Application: The ability to use learned material or to 3. Applying
implement material in new and concrete situations. Carrying out or using a procedure
Examples of verbs that relate to this function are: through executing or implementing.
apply organize practice Applying relates to or refers to situations
relate employ calculate where learned material is used through
products like models, presentations,
develop restructure show
interviews or simulations.
translate interpret exhibit
use demonstrate dramatize
operate illustrate
4. Analysis: The ability to break down or distinguish the 4. Analyzing
parts of material into its components so that its Breaking materials or concepts into
organizational structure may be better understood. parts, determining how the parts relate to
Examples of verbs that relate to this function are: one another or how they interrelate or how
analyze differentiate experiment the parts relate to an overall structure or
compare contrast scrutinize purpose. Mental actions included in this
function are differentiating, organizing
probe investigate discover
and attributing, as well as being able to
inquire detect inspect distinguish between the components of
examine survey dissect parts. When one is analyzing, he/she can
contrast classify discriminate illustrate this mental function by creating
categorize deduce separate spreadsheets, surveys, charts or diagrams
or graphic representations.
5. Synthesis: The ability to put parts together to form a 5.Evaluating
coherent or unique new whole. Examples of verbs that Making judgments based on criteria and
relate to this function are: standards through checking and critiquing.
compose plan propose Critiques, recommendations and reports are
produce invent develop some of the products that can be created to
demonstrate the processes of evaluation. In
design formulate arrange
the newer taxonomy, evaluating comes
assemble collect construct before creating as it is often a necessary
create set up organize part of the precursory behavior before one
prepare generalize originate creates something.
predict document derive
modify combine write
6. Evaluation: The ability to judge, check, and even 6. Creating:
critique the value of material for a given purpose. Putting elements together to form a
Examples of verbs that relate to this function are: coherent or functional whole; reorganizing
judge argue validate elements into a new pattern or structure
assess decide consider through generating, planning, or producing.
Creating requires users to put parts
compare choose appraise
together in a new way, or synthesize parts
evaluate rate value into something new and different creating a
conclude select criticize new form or product. This process is the
measure estimate infer most difficult mental function in the new
deduce taxonomy.

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 Figure 2. Bloom’s and Anderson’s Compared
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 operation
( higher 5 levels in his taxonomy-comprehension, application, analysis, synthesis and evaluation) performed
on that knowledge or with that knowledge. Mere recall of knowledge is different from comprehension,
application, analysis, synthesis and evaluation of 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
In the revised cognitive taxonomy, Anderson and Krathwohl identified 4 levels of knowledge: 1) factual
knowledge, 2) conceptual knowledge, 3) procedural knowledge and 4) metacognitive knowledge. If you
compare the specific types of knowledge given by Bloom, take note that the first 3 categories – factual,
conceptual and procedural knowledge – were cited by Bloom.
How do the 4 categories of knowledge differ from one another?
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 in order 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
larger structure that enable them to function together. It is knowledge 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 conditional knowledge
and knowledge of self.
As shown in Table 1.1 in the revised cognitive taxonomy, the cognitive processes start with
remembering and end with creating knowledge along factual, conceptual, procedural and metacognitive
dimensions.

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 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 and elements Components of the Food Pyramid, names of
congressional; representatives, major battles of WWII
Conceptual Knowledge – The relationships among pieces of a larger structure that make them
function together
Knowledge of classifications and categories Species of animals, different kinds of arguments,
geological era
Knowledge of principles and generalizations Types of conflict in literature, Newton’s laws of Motion,
principles of democracy
Knowledge of theories, models and structures Theory of evolution, economic theories, DNA models
Procedural knowledge – How to do something
Knowledge of subject-specific skills and Procedure for solving quadratic equations, mixing
algorithms colors for oil painting, serving a volleyball
Knowledge of subject-specific techniques and Literary criticism, analysis of historical documents,
methods mathematical problem-solving methods
Knowledge of criteria for determining when to Methods appropriate for different kinds of experiment,
use appropriate procedures statistical analysis procedures used for different
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 tasks, including Different reading demands of textbooks and novels;
appropriate contextual and conditional Thinking ahead when using an electronic database;
knowledge Differences between writing emails and writing
business 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 Knowledge Remember Understand Apply Analyze Evaluate Create
Dimensions
Factual

Conceptual

Procedural

Metacognitive

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 Here are examples of cognitive activities from the lowest to the highest cognitive process.
Table 1.4 Example of Cognitive Activities
Cognitive Processes Examples
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 tetrachloride
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 a 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 of 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
 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 – Breaks 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 authors’ points of view about a
local issue
 Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their
perspective on issues

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 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 components of a new
structure.
Generating  Given a list of criteria, list some options for improving race relationships
in the school.
 Generate several scientific hypotheses to explain why plants need sun-
shine.
 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)

Domain I: Cognitive (Knowledge)

Table 1.5 Domain I: Cognitive (Knowledge)
Categories/Levels Outcome Verbs Learning Outcome
Statements
1.1 Remembering: recall of define, describe, identify, label, Recite the multiplication tables;
previously learned match, list, name, outline, recall, match the word with the parts of
information recognize, reproduce, select, state the picture of a sewing machine
1.2 Understanding: distinguish, estimate, explain, Explain in one’s own words the
comprehending the meaning, give, example, interpret, stages in the life cycle of a
translation and interpretation paraphrase, summarize butterfly; distinguish among the
of instructions; state a different geometric figures
problem in one’s own word
1.3 Applying: using what apply, change, compute, Use a mathematical formula to
was learned in the classroom construct, demonstrate, discover, solve an algebra problem;
in similar new situations modify, prepare, produce, show, prepare daily menus for one week
solve, use for a family of six
1.4 Analyzing: separating analyze, compare, contrast, Observe a classroom and list
materials or concept into diagram, differentiate, distinguish, down the things to be improved;
component parts to illustrate, outline, select differentiate the parts of a tree
understand the whole
1.5 Evaluating: judging the compare, conclude, criticize, Defend a research proposal;
value of an idea, object or critique, defend, evaluate, relate, select the most effective solution;
material support, justify critique a class demonstration
1.6 Creating: building a categorize, combine, compile, Compile personal records and
structure or pattern; putting compose, devise, design, plan, documents into a portfolio; write a
parts together organize, revise, rearrange, syllabus for a school subject
generate, modify

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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.
Table 2.1 Simpson (Domain II: Psychomotor (Skills)
Category Example and Key Words (verbs)
Perception (awareness): The ability to Examples: Detects non-verbal communication cues. Estimate
use sensory cues to guide motor where a ball will land after it is thrown and then moving to the
activity. This ranges from sensory correct location to catch the ball. Adjusts heat of stove to
stimulation, through cue selection to correct temperature by smell and taste of food. Adjusts the
translation. 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 Examples: Knows and acts upon a sequence of steps in a
mental, physical, and emotional sets. manufacturing process. Recognize one’s abilities and
These three sets are dispositions that limitations. Shows desire to learn a new process (motivation).
predetermine a person’s response to Note: This subdivision of Psychomotor is closely related with
different situations (sometimes called the “Responding to phenomena” subdivision of the Affective
mindsets) domain.
Key words: begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers
Guided Response: The early stages in Examples: Performs a mathematical equation as
learning a complex skill that includes demonstrated. Follows instructions to build a model. Responds
imitation and trial and error. Adequacy hand-signals of instructor while learning to operate a forklift.
of performance is achieved by Key words: copies, traces, follows, react, reproduce,
practicing. responds
Mechanism (basic proficiency): This Examples: Use a personal computer. Repair a leaking faucet.
is the intermediate stage in learning a Drive a car.
complex skill. Learned responses have Key words: assembles, calibrates, constructs, dismantles,
become habitual and the movements displays, fastens, fixes, grinds, heats, manipulates, measures,
can be performed with some mends, mixes, organizes, sketches.
confidence and proficiency.
Complex Overt Response (Expert): Examples: Maneuvers a car into a tight parallel parking spot.
The skillful performance of motor acts Operates a computer quickly and accurately. Displays
that involve complex movement competence while playing the piano.
patterns. Proficiency is indicated by a Key words: assembles, builds, calibrates, constructs,
quick, accurate, and highly coordinated dismantles, displays, fastens, fixes, grinds, heats,
performance, requiring a minimum of manipulates, measures, mends, mixes, organizes, sketches
energy. This category includes NOTE: The Key Words are the same as Mechanism, but will
performing without hesitation, and have adverbs or adjectives that indicate that the performance
automatic performance. For example, is quicker, better, more accurate , etc.
players often utter sounds of
satisfaction or expletives as soon as
they hit a tennis ball or throw a football,
because they can tell by the feel of the
act what the result will produce.
Adaptation: Skills are well developed Examples: Responds effectively to unexpected experiences.
and the individual can modify Modifies instruction to meet the needs of the learners. Perform
movement patterns to fit special a task with a machine that it was not originally intended to do
requirements. (machine is not damaged and there is no danger in performing
the new task).
Key words: adapts, alters, changes, rearranges, reorganizes,
revises, varies

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 Origination: Creating new movement Examples: Constructs a new theory. develops a new and
patterns to fit a particular situation or comprehensive training programming. Creates a new
specific problem. Learning gymnastic routine.
outcomes emphasize creativity based Key words: arranges, builds, combines, composes,
upon highly developed skills. constructs, creates, designs, initiate, makes, originates
(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. Performing a skill while
behavior after someone else. Performance observing a demonstrator.
may be of low quality. Key words: copy, follow, mimic, repeat, replicate,

Manipulation – Being able to perform Examples: Being able to perform as skill on one’s own
certain actions by memory or following after taking lessons or reading about it. Follows
instructions. instructions to build a model.

Precision – Refining, becoming more Examples: Working and reworking something, so it will
exact. Performing a skill within a high be “just right”. Perform a skill or task without assistance.
degree of precision Demonstrate a task to a beginner.
Key words: calibrate, demonstrate, master,

Articulation – Coordinating and adapting a Examples: Combining a series of skills to produce a

series of actions to achieve harmony and video that involves music, drama, color, sound, etc.
internal consistency Combining a series of skills or activities to meet a novel
requirement.
Key words: adapt, constructs, combine, creates,

Naturalization – Mastering a high level Examples: Maneuvers a car into a tight parallel parking
performance until it becomes second- spot. Operates a computer quickly and accurately.
nature or natural, without needing to think Displays competence while playing the piano. Michael
much about it. Jordan playing basketball or Nancy Lopez hitting a golf
ball.
Key words: create, design, develop, invent, manage,

Table 2.3 Harrow (1972)

Category Example and Key Words ( Verbs)
Reflex movements – Reactions that are not Examples: instinctive response
learned, such as an involuntary reaction Key words: react, respond
Fundamental movements – Basic Examples: perform a simple task
movements such as walking or grasping. Key words: grasp an object, throw a ball, walk
Perceptual abilities – Response to stimuli Examples: track a moving object, recognize a pattern
such as visual, auditory, kinesthetic, or tactile Key words: catch a ball, draw or write
discrimination.
Physical abilities (fitness) - Stamina that Examples: gain strength, run a marathon
must be developed for further development Key words: agility, endurance, strength
such as strength and agility.
Skilled movements – Advanced learned Examples: Using an advanced series of integrated
movements as one would find in sports or movements, perform a role in a stage play or play in a set
acting. of series in a sports game,
Key words: adapt, constructs, creates, modifies
Nondiscursive communication – Use Examples: Express one’s self by using movements and
effective body language, such as gestures gestures
and facial expressions Key words: arrange, compose, interpretation

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 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
2.1 Observing: active watch, detect, distinguish, Detect non-verbal communication
mental attention to a differentiate, describe, relate, cues; watch a more experienced
physical activity select person; observe and read directions
2.2 Imitating: attempt to begin, explain, move, display, Show understanding and do sequence
copy a physical behavior proceed, react, show, state, of steps with assistance; recognize
volunteer one’s limitations
2.3 Practising: performing bend, calibrate, construct, Operate quickly and accurately;
a specific activity differentiate, dismantle, display, display competence while performing,
repeatedly fasten, fix, grasp, grind, handle, performance is moving towards
measure, mix, operate, becoming automatic and smooth.
manipulate, mend
2.4 Adapting: fine tuning organize, relax, shorten, sketch, Perform automatically; construct a
the skill and making minor write, re-arrange, compose, new scheme/sequence; apply skill in
adjustments to attain create, design, originate new situation; create a new routine,
perfection 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 progresses towards internalization in which the attitude or feeling consistently guides or controls a
person’s behavior.

Characterization

Internalizing

The Categories/Levels of Affective Domain Learning Objectives Arranged Hierarchically

(Source: D.R. Krathwohl, B.S. Bloom, B.B Masia (1964) Taxonomy of Educational Objectives: Handbook
II-Affective Domain, New York: David McKay Co.)

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 Table 4: The Categories/Levels of the Affective Domain
Categories/Levels Outcomes Verbs Learning Outcomes Statements
3.1 Receiving: being select, point to, sit, choose, Listen to others with respect, try to
aware or sensitive to describe, follow, hold, identify, remember profile and facts
something and being name, reply
willing to listen or pay
attention
3.2 Responding: showing answer, assist, comply, conform, Participate in discussions, gives
commitment to respond in discuss, greet, help, perform, expectation; know the rules and
some measure to the idea practice, read, recite, report, tell, practice them; question concepts
or phenomenon write in order to understand them well
3.3 Valuing: showing complete, demonstrate, Demonstrate belief in the concept
willingness to be differentiate, explain, follow, invite, or process; show ability to resolve
perceived as valuing or join, justify, propose, report,
favoring certain ideas share, study, perform
3.4 Organizing: arranging arrange, combine, complete, Accept responsibility, recognize
values into priorities, adhere, alter, defend, explain, the need for balance between
creating a unique value formulate, integrate, organize, freedom and responsible behavior,
system by comparing, relate, synthesize explain how to plan to solve
relating and synthesizing problem; prioritize time effectively
values for family, work and personal life
problems/conflicts propose plan for
improvement, inform management/
supervisor on matters that need
attention
3.5 Internalizing: act, display, influence, listen, Show self-reliance when asking;
practicing value system discriminate, listen, modify, cooperate in group activities;
that controls one’s perform, revise, solve, verify demonstrate objectivity in
behavior; exhibiting problem-solving; revise judgment
behavior that is consisted in light of new evidences, value
pervasive, predictable and people for what they are and not
characteristics of the for how they look
person. In some source,
internalizing is equated to
characterization.
(Source: Krathwohl, David R. and Benjamin Bloom. Taxonomy of Educational Objectives, Handbook II:
Affective Domain (The Classification of Educational Goals) 1956)

Kendall’s and Marzano’s New Taxonomy

Instead of categorizing learning activities which Bloom and Anderson did, Kendall and Marzano
reframed the three domains of knowledge (information, mental procedures, and psychomotor
procedures) by describing six levels of processing knowledge. (Refer to Figure 4). 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. (See figure 4)
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.

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 Level of Difficulty Process Useful Verbs, Phrases, Definitions
6 Self System Thinking Examining Importance The student can analyze how important specific knowledge is to them
Examining Efficacy The student can examine how much they believe they can improve their
understanding of specific knowledge
Examining Emotional The student can identify emotional responses associated with a piece of
Response knowledge and determine why those associations exist.
Examining Motivation The student can examine their own motivation to improve their understanding
or competence in specific knowledge
5 Metacognition Specifying Goals The student can set specific goals relative to knowledge and develop a plan for
accomplishing the goal.
Process Monitoring The student can self-monitor the process of achieving a goal.
Monitoring Clarity The student can determine how well they understand knowledge.
Monitoring Accuracy The student can determine how accurate their understanding of knowledge is
and defend their judgment.
4 Knowledge Investigating investigate; research; find out about; take a position on; what are the differing
Utilization features of; how & why did this happen; what would have happened if
The student generates a hypothesis and uses the assertions and opinions of
others to test the hypothesis.
Experimenting experiment; generate and test; test the idea that; what would happen if; how
would you test that; how would you determine if; how can this be explained;
based on the experiment, what can be predicted
C Figure 4. Kendall’s
The studentand Marzano’s
generates New
and tests Taxonomy
a hypothesis by conducting an experiment and
O collecting data.
G Problem – solving solve; how would you overcome; adapt; develop a strategy to; figure out a way
N to; how will you reach your goals under these conditions
I The student can accomplish a goal for which obstacles exist.
T Decision – making decide; select the best among the following alternatives; which among the
I following would be the best; what is the best way; which of these is most
V suitable
E The student can select among alternatives that initially appear to be equal and
defend their choice.
3 Analyzing Specifying make and defend; predict; judge; deduce; what would have to happen; develop
S an argument for; under what conditions
Y The student can make and defend predictions about what might happen.
S
Generalizing what conclusions can be drawn; what inferences can be made; create a
T
principle, generalization or rule; trace the development of; form conclusions
E
The student can infer new generalizations from known knowledge.
M
Analyzing Errors identify errors or problems; identify issues or misunderstandings; assess;
critique; diagnose; evaluate; edit; revise
The student can identify and explain logical or factual errors in knowledge
Classifying classify; organize; sort; identify a broader category; identify different types/
categories
The student can identify super ordinate and subordinate categories to which
information belongs
Matching categorize; compare & contrast; differentiate; discriminate; distinguish; sort;
create an analogy or metaphor
The student can identify similarities and differences in knowledge.
2 Comprehension Symbolizing symbolize; depict; represent; illustrate; draw; show; use models; diagram; chart
The student can depict critical aspects of knowledge in a pictorial of symbolic
form.
Integrating describe how or why; describe the key parts of; describe the effects; describe
the relationship between; explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge.
1 Retrieval Executing use; demonstrate; show; make; complete; draft
The student can perform procedures without significant errors.
Recalling exemplify; name; list; label; state; describe; who; what; where; when
The student can produce information on demand.
Recognizing recognize (from a list); select (from a list); identify (from a list); determine if the
following statements are true
The student can determine whether provided information is accurate,
inaccurate or unknown
Figure 4. The New Taxonomy in Detail

Source: MarzanoandKendall2007Taxonomy.pdf (callutheran.edu)

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 LEARNING ACTIVITIES

A. The following are examples of learning outcome. In the second column, write the domain in which
each outcome is classified and in the third column the level/category to which the learning outcome belongs.
Domain Level/Category*
1. Formulate a procedure to
follow in preparing for class
demonstration
2. Formulate new program
3. Perform repeatedly with
speed and accuracy
4. Listen to others with respect
5. Select the most effective
among a number of
solutions
6. Watch a more experienced
performer
7. Know the rules and practices
them
8. Show ability to resolve
problems/conflicts
9. Apply learning principles in
studying pupil behavior
10. Recite prices of commodities
from memory
*For the psychomotor domains, use Harrow’s Classification to determine level.
*For the cognitive domain, use Bloom’s and Anderson’s taxonomy.

` B. Choose a topic in your specialization, write one learning outcome for each of the 3 domains
arranged from the simplest to the most complex level or category.
1. Cognitive: Topic : ______________________________________________________
1.1 Remembering - ________________________________________________________________
1.2 Understanding - ________________________________________________________________
1.3 Applying - ____________________________________________________________________
1.4 Analyzing - ___________________________________________________________________
1.5 Evaluating - ___________________________________________________________________
1.6 Creating - ____________________________________________________________________
2. Psychomotor: Topic: ___________________________________________________
2.1 Observing - ___________________________________________________________________
2.2 Imitating - ____________________________________________________________________
2.3 Practicing - ___________________________________________________________________
2.4 Adapting - ____________________________________________________________________
3. Affective: Topic : ______________________________________________________
3.1 Receiving - ___________________________________________________________________
3.2 Responding - __________________________________________________________________
3.3 Valuing - _____________________________________________________________________
3.4 Organizing - __________________________________________________________________
3.5 Internalizing - _________________________________________________________________

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 ASSESSMENT

Direction: Identify the term being described. Write your answers in the space provided for each number.

____________________________1. An independent agency that is attached to the Office of the President

for administrative purpose and whose function is to formulate and recommend development plans, policies,
and programs on higher education.
____________________________2. Renowned as the architect of the taxonomy of educational objectives.
____________________________3. The CMO that tackles the policies, standards and guidelines for
Bachelor of Secondary Education in response to the 21st Century Philippine Teacher Education framework.
____________________________4. A former student of the author of the taxonomy of educational objectives
and who updated and revised it reflecting relevance to the 21st century work for both students and teachers.
____________________________5. The set of three hierarchical models used to classify educational
learning objectives into levels of complexity and specificity.
____________________________6. This is thinking about your own thinking in a purposeful way.
____________________________7. It is knowledge of classifications, principles, generalizations, theories,
models or structures pertinent to a particular disciplinary area.
____________________________8. This refers to the basic knowledge, terminology or elements students
must know or be familiar.
____________________________9. It is the knowledge or information that enables learners to do something
specific to a discipline, subject or area of study.
____________________________10. This pertains to the way in which people deal with situations
emotionally such as feelings, appreciation, enthusiasm, motivation, values and attitude.
____________________________11. The lowest level of thinking of the revised Bloom’s taxonomy.
____________________________12. The highest level of knowledge processing according to Kendall and
Marzano’s New Taxonomy.
____________________________13. Breaking a concept down to its parts and describing how the parts
relate to the whole.
____________________________14. Making judgements based on criteria and syllabus guidelines.
____________________________15. Putting pieces together to form something new or recognizing
components of a new structure.

REFERENCES

Books
 Navarro, R. Santos, R. and Corpuz, B. (2019). Assessment of Learning 1 4th Ed. Lorimar Publishing,
Inc: Quezon City
 Navarro, R. Santos, R. and Corpuz, B. (2012). Assessment of Learning Outcomes 2nd Ed. Lorimar
Publishing, Inc: Quezon City
 Gabuyo, Y. (2012). Assessment of Learning 1 Textbook and Reviewer, Rex Book Store, Inc.: Manila
 Buendicho, F. (2010). Assessment of Student Learning 1. Rex Book Store, Inc.: Manila
 Calmorin, L. (2011). Assessment of Student Learning 1. Rex Book Store, Inc.: Manila

15
 RUBRIC

Creation of learning outcomes/objectives

Criteria Excellent (5) Fair ( 3) Poor ( 1)
Specific Each objective is distinct There is a fair amount of The objectives are so
from the others and overlap in objectives, and broad and vague that one
highlights learning that will many are not specific has no idea what the
result by the end of the enough to be topic is about.
course. distinguishable from the
others or to give a sense
of what the course is
about.
Measurable The objectives utilize only The objectives utilize a The objectives use few if
active verbs that are not measurable and any measurable verbs
redundant. No nonfunctional verb. that could be mapped to
nonfunctional verbs are levels on an educational
present. taxonomy.
Attainable All objectives can be Some objectives are not The objectives made are
accomplished through realistic. not realistic and the
different methods of readers can’t determine
assessment. how to accomplish it.
Relevant The objectives are aligned The reader must exert Objectives seem to be
with the topic and the effort to guess or discern unrelated to the topic and
reader can determine how the topic. the reader would have no
learning will occur. sense of how knowledge
and learning will occur.
Time – bound The accomplishment of the Some of the objectives The objectives require
objectives can be done require almost a grading long period of time to
after the discussion of the period to finish. finish.
topic.

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