CHAPTER 1: SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES

LEARNING OUTCOMES

 Explain 3 outstanding characteristics of outcome-based education

 Distinguish among institutional outcomes, program outcomes, course outcomes and
learning outcomes
 Distinguish between immediate outcomes and deferred outcomes
 Differentiate educational objectives from learning outcomes
 Formulate learning outcomes based on given educational objectives

INTRODUCTION
Reduced to the barest components, the educative process happens between the teacher and
the student. Education originated from the terms "educare" or "educere" which meant "to draw
out." Ironically, however, for centuries we succeeded in perpetuating the belief that education is
a "pouring in" process wherein the teacher was the infallible giver of knowledge and the student
was the passive recipient. It followed that the focus of instruction was content and subject
matter. We were used to regarding education basically in terms of designating a set of subjects
to take and when the course is completed we pronounce the students "educated," assuming
that the instruction and activities we provided will lead to the desired knowledge, skills and other
attributes that we think the course passers would possess.
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.

ASSESSMENT OF LEARNING OUTCOMES (ASSESSMENT 1)

1.1. Outcome-Based Education: Matching Intentions with Accomplishment
The change in educational perspective called Outcome-base: Education (OBE) has three (3)
characteristics:
1. It is student-centered i.e., it places the students at the center of the process by focusing on
Student Learning Outcome (SLO).
2 It is faculty-driven i.e, it encourages faculty responsibility for teaching, assessing program
outcomes and motivation participation from the students.
3. It is meaningful, i.e., it provides data to guide the teacher '- 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 broad] stated, they do not provide detailed guide to be
teachable and measureable. Learning outcomes are stated as concrete active: verbs such
as: to demonstrate, to explain, to differentiate, illustrate, etc. A good source of learning
outcomes statement is the taxonomy of educational objectives by Benjamin Bloom. Bloom's
taxonomy of educational objectives is grouped into three (3):
Cognitive, also called knowledge, refers to menu._ skills such as remembering, understanding,
applying analysing, evaluating, and synthesizing/creating.
Psychomotor, also referred to as skills, includes ma= or physical skills, which proceed from
mental activities and range from the simplest to the complex such as observing, imitating,
practising, adapting and innovating.
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 for every outcome the data that will be gathered 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 (2) 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
 Success in career planning, health and wellness
 Awards and recognition
These are referred to as institutional outcomes.

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.
Program outcomes and learning outcomes are discussed in detail in Chapter 3.
Educational objectives as given in 1.4 are formulated from the point of view of the teacher.
Learning outcomes are what students are supposed to demonstrate after instruction.

1.4. Samples of Educational Objectives and

Learning Outcomes in Araling Panlipunan

Educational Objectives Learning Outcomes

1. Pagbibigay sa mga mag-aaral ng 1.1. Nailalarawan ang sariling buhay simula
 kaalaman at pang-unawa tungkol sa tao, sa pagsilang hanggang sa kasalukuyang
kapaligiran at lipunan (Cognitive objective) edad
1.2. Nasasabi at naipapaliwanag
ang mga alituntunin sa
silid-aralan at sa paaralan
1.3. Naiisa-isa ang mga tungkulin ng isang
mabuting mamamayan sa pangangalaga ng
kapaligiran
2. Paglinang ng kakayahan na magsagawa 2.1. Nakakasulat ng sanaysay
ng proyektong pangtahanan at na naglalarawan ng
pampamayanan (Psychomotor objective) mga taong bumubuo ng sariling pamilya
3. Pagganyak sa mga mag-aaral upang 3.1. Nakasusulat ng tula,
maipamalas ang malalim na pagpapahalaga awit o maikling kuwento tungkol sa
sa kapaligiran (Affective objective) kahalagahan ng kapaligiran

3.2. Nakagagawa ng "video presentation"

tungkol sa wastong pag-aalaga ng
kapaligiran

CHAPTER 2: DETERMINING PROGRESS TOWARDS

THE ATTAINMENT OF LEARNING OUTCOMES

LEARNING OUTCOMES

 Distinguish among measurement, assessment and evaluation

 Explain the various approaches to assessment: assessment FOR, OF and AS learning

INTRODUCTION
With the change of focus in instruction from content learning outcomes came the need to
redefine and clarify the to used to determine the progress of students towards attainment of
desired learning outcomes. These are measurement, evaluation assessment.

2.1. Measurement
Measurement is the process of determining or describe the attributes or characteristics of
physical objects generally terms of quantity. When we measure, we use some standard
instrument to find out how long, heavy, hot, voluminous, co fast or straight some things are.
Such instruments may ruler, scale, thermometer or pressure gauge. When we mean we are
actually collecting quantitative information relative some established standards. To measure is
to apply a standard measuring device to an object, group of objects, events situations according
to procedure determined by one who skilled in the use of such device.
Sometimes we can measure physical quantities combining directly measurable quantities to
form derive quantities. For example, to find the area of a square piece paper, we simply multiply
the length of one the side of paper by 4. In the field of education, however, the quantities
qualities of interest are abstract, unseen and cannot be touch and so the measurement process
becomes difficult; hence, need to specify the learning outcomes to be measured.
For instance, knowledge of the subject matter i" oft measured through standardized test results.
In this case, measurement procedure is testing. The same concept can be measured in another
way. We can ask a group of experts to rate a student's (or a teacher's) knowledge of the subject
matter in a scale of 1 to 5 with 1 being the lowest and 5 the highest. In this procedure,
knowledge of the subject matter is measured through perceptions.

2.1.1. Types of Measurement

Measurements can therefore be objective (as in testing) or subjective (as in perceptions). In the
example cited, testing produces objective measurements while expert's ratings provide
subjective measurements. 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 or quality 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.
Whether one uses an objective or subjective assessment procedure, the underlying principle in
educational measurement is summarized by the following formula:
Measurement of Quantity or Quality of Interest = True value plus random error.
Each measurement of the quantity of interest has two components: a true value of the quantity
and a random error component. The objective in educational measurement is to estimate or
approximate, as closely as possible, the true value of the quantity of interest, e.g. true
knowledge of the subject matter. This is a tall order and one which will occupy most of our time
in this particular course.
Objective measurements are measurements that do not depend on the person or individual
taking the measurements. Regardless of who is taking the measurement, the same
measurement values should be obtained when using an objective assessment procedure. In
contrast, subjective measurements often differ from one assessor to the next even if the same
quantity or quality is being measured.

2.1.2. Measuring Indicators, Variables an Factors

An educational variable (denoted by an English alphabet, X) is a measureable
characteristic of a student. Variables may directly measureable as in X = age or X = height of a
stud However, many times, a variable cannot be directly measured when we want to measure
"class participation" of a student. F those variables where direct measurements are not feasible.
Introduce the concept of indicators.
An indicator, I, denotes the presence or absence o: measured characteristic. Thus:
I = 1, if the characteristic is present
= 0, if the characteristic is absent
For the variable X= class participation, we can let I. ..., In denote the participation of a
student in n class recitations and let X = sum of the I's divided by n recitations. Thus, if were n =
10 recitations and the student participated in 5 of these 10, then X = 5/10 or 50%.
Indicators are the building blocks of educational measurement upon which all other
forms of measurement built. A group of indicators constitute a variable. A group variables form a
construct or a factor. The variables which f a factor correlate highly with each other but have low
correlations with variables in mother group.
Example: The following variables were measured in battery of tests:
X1 = computational skills
X2 = reading skills
X3 = vocabulary
X4 = logic and reasoning
X5 = sequences and series
X6 = manual dexterity
These variables can be grouped as follows:
Group 1: (X1, X4, X5) = mathematical ability face
Group 2: (X2, x3) = language ability factor
Group 3: (x6) = psychomotor ability factor
The first group is called a "mathematical ability" factor second group is called a
"language ability" factor while the group (with only one variable) is called a "psychomotor ability”
factor:
In educational measurement, we shall be concerned with indicators, variables and
factors of interest in the field of education.

2.2. Assessment
The term assessment is derived from the Latin assidere which means "to sit beside"
(Wiggins, 1993).
 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 uses, as basis, the levels of
achievement and standards required for the Curricular goals appropriate for the grade or year
level. Assessment results show the more permanent learning and clearer picture of the
student's ability.
Assessment of skill attainment is relatively easier than assessment of understanding and
other mental ability. Skills can be practised 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. Assessment of learning outcomes will be treated
in a separate Chapter.

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 judgment about a particular situation.
The end result of evaluation is to adopt, reject or revise what has been evaluated.
Objects of evaluation include instructional programs, school projects, teachers, students,
and educational goals. Examples include evaluating the "education for all" project of a school
district, the comparative effectiveness of two remedial reading programs, correlation between
achievement test results and diagnostic test results, and attributes of an effective teacher.
Evaluation involves data collection and analysis and quantitative and qualitative methods.
Evaluation can help educators determine the success of their academic programs and signal
efforts to improve student achievement. It can also help identify the success factors of programs
and projects.
Evaluations are 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 done.
Summative evaluation is a method of judging the worth of a program at the end of the
program of activities. The focus is on the result. The instruments used to collect data for
summative evaluation are questionnaire, 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. Scriven gave as techniques for summative evaluation: pretest-posttest
with one group; pretest-posttest with experimental and control groups; one group descriptive
analysis.
The subject of evaluation is wider than assessment which focuses specifically on student
learning outcomes.
To summarize, we measure height, distance, weight knowledge of subject matter
through testing; we assess learning outcome; we evaluate results in terms of some criteria or
objectives.
Measurement refers to the process by which the attributes or dimension of some objects
or subjects of study are determined.
Assessment is a process of selecting, receiving and using data for the purpose of
improvement in the current performance.
Evaluation is an act of passing judgment on the basis of a set of standards.
Another way of saying it is "assessment is the process of objectively understanding the
state or condition of a thing by observation and measurement. Evaluation is the process of
observing and measuring a thing for the purpose of judging it and of determining its value either
by comparison to a similar thing or a standard.
Very often you measure what is intended to be measured by means of a tool, review
measurement data to improve further current performance, then pass judgement (evaluation)
based on a set of standards.

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 teacher is in the process of teaching.
Teacher does not lose anything if as he/she teaches he/she checks for understanding
now and then. This is to ensure that before he/she proceeds further or comes near the end of
the chapter, unit or course or grading period, the students understood the lesson.
It is tragic and a waste of time if teacher just proceeds with his/her teaching presuming
that students understood the lesson only to discover at the end of the unit or grading period that
students after all did not understand the lesson. So much time has already been wasted.
Besides, lack of understanding of the lesson must have been compounded because the
"ABCs" of the lesson weren't mastered and teacher already proceeded to "XYZ". Too late to
discover that at the end of a unit or a grading period the students did not learn what was
expected of them.
Formative assessment also includes the pretest and the posttest that a teacher gives to
ensure learning. This is also termed pre-assessment.
 Why the pretest? It is to find out where the students are or determined their entry
knowledge or skills so teacher knows how to adjust instruction.
Why the posttest? It is to find out if the intended learning outcome has been attained
after the teaching-learning process. If not all students have attained it, then teacher has to apply
an intervention or a remediation. Why do these have to take place? To ensure learning, thus the
term assessment FOR learning.

Assessment

Assessment FOR Assessment AS Assessment OF

Learning Learning Learning
Figure 1. Approaches to Assessment

In Assessment FOR Learning, teachers use assessment results to inform or adjust their
teaching. When in the process of teaching, teacher discovers that the students did not
understand what was taught, teacher adjusts her/his instructional strategy. One did not work
and because it did not work and expects better results he/she has not to repeat the use of the
same strategy.
In summary, assessment FOR learning means teachers using student's knowledge,
understanding and skills to inform their teaching. It occurs throughout the teaching and learning
process to clarify and ensure student learning and understanding.
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, thus the term Assessment
OF Learning. It is referred to as summative assessment. The effectiveness of summative
assessment depends on the validity and reliability of the assessment activity and tools.
Assessment AS learning is associated with self-assessment. As the term implies,
assessment by itself is already a form of learning for the students.
 As students assess their own work (e.g. a paragraph) and/ or with their peers with the
use of scoring rubrics, they learn on their own what a good paragraph is. At the same time, as
they are engaged in self-assessment, they learn about themselves as learners (e.g. paragraph
writers) and become aware of how they learn. In short, in assessment AS learning, students set
their targets, actively monitor and evaluate their own learning in relation to their set target. As a
consequence, they become self-directed or independent learners. By assessing their own
learning, they are learning at the same time.

CHAPTER 3: PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES

LEARNING OUTCOMES

 Clarify the program outcomes for teacher education

 Distinguish the 6 levels of knowledge under the cognitive domain
 Discuss the psychomotor categories in the psychomotor domain of objectives contributed
by Simpson, Dave and Harrow
 Discuss the 6 levels of learning objectives in the affective domain arranged hierarchically
 Discuss Kendall's and Manzano's new taxonomy

INTRODUCTION

In this Chapter, you will distinguish program outcomes from learning outcomes. Learning
outcomes come in three (3) different domains — cognitive, psychomotor and affective. You will
also be introduced to Kendall's and Marzano's five levels of processing information, mental
procedures and psychomotor procedures.

3.1. 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. 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 education 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 teams;
d) act in recognition of professional, social and ethical responsibility; and
e) preserve and promote "Filipino historical and cultural heritage."

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

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.

3.3. 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.
These three domains of learning are given in detail in the succeeding pages.

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

Figure 2 - Bloom's and Anderson's Compared

(Source: Wilson, Leslie 0. 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 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?

 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.
Conceptual Knowledge — This refers to the interrelationship of facts. It is facts put
together within a 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.
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.
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.

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 that make them function together among
pieces
of a larger structure
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
Theory of evolution, economic theories,
Knowledge of theories, models and structures
DNA models
Procedural Knowledge – How to do Something

Knowledge of subject-specific skills Procedure for solving quadratic equations, mixing

and algorithms colors for oil painting, serving a volleyball

Knowledge of subject-specific techniques Literary criticism, analysis of historical

and methods documents,
mathematical problem-solving methods
 Knowledge of criteria for determining when
Methods appropriate for different kinds of
to use appropriate procedures experiment, 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
Ways of memorizing facts, reading
Strategic knowledge comprehension strategies, methods of planning a
Web site
Different reading demands of textbooks and
Knowledge about cognitive tasks, novels; thinking ahead when using an electronic
including appropriate contextual and database; differences between writing emails and
conditional knowledge writing business letters

Need for a diagram or chart to understand

complex processes, better comprehension in
Self-knowledge quiet environments, need to discuss ideas with
someone before writing an essay

Table: 1.3 Cognitive Processes Across the Knowledge Dimensions

The Knowledge
Dimensions 1. 2. 3. 4. 5. 6.
Remember Understand Apply Analyze Evaluate Create
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 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 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- 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
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 perspectives
on issues.
Evaluating- Make judgements 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 relations in the school.
• Generate several scientific hypotheses to
explain why plants need 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)

Learning Outcome
Categories/Levels Outcome Verbs
Statements
1.1 Remembering: recall define, describe, identify, Recite the multiplication
of previously learned label,match, list, ,name, tables; match the word with
information outline, recall, recognize, the parts of the picture of a
reproduce, select, state sewing machine
1.2 Understanding: distinguish, estimate, explain, Explain in one's own words
comprehending the give example, interpret, the stages in the life cycle of
meaning, translation and paraphrase, summarize a butterfly; distinguish among
interpretation of the different
instructions; state a geometric figures
problem in one's own word

1.3 Applying: using what Apply, change, compute, Use a mathematical

was learned in the construct, demonstrate, formula to solve an algebra
classroom in similar new discover, modify, prepare, problem; prepare daily
situations produce, show, solve, use menus for one week for a
family of six.
1.4 Analyzing: separating analyze, compare, contrast, Observe a classroom and list
materials or concept into diagram, differentiate, down the things to be
component parts to distinguish, illustrate, improved; differentiate the
understand the whole outline, select parts of a tree
1.5 Evaluating: judging the Compare, conclude, Defend a research
value of an idea, object or criticize, critique, defend, proposal; select the most
material evaluate, relate, support, justify effective solution; critique a
class demonstration
1.6 Creating: building Categorize, combine, Compile personal records
a structure or compile, compose, devise, and documents into a
pattern; putting parts design, plan, organize, portfolio; write a syllabus for a
together revise, rearrange, generate, school subject
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 Psychomotor (Skills)

Category Example and Key Words (verbs)
Perception (awareness): The ability to Examples: Detects non-verbal communication
use sensory cues to guide motor cues. Estimate where a ball will and after it is
activity. This ranges from sensory thrown and then moving to the correct location to
stimulation, through cue selection to catch the ball. Adjusts heat of stove to correct
translation. temperature by smell and 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,
Set: Readiness to act. It includes relates, selects.
Examples: Knows and acts upon a sequence of
mental, physical, and emotional sets. steps in a manufacturing process. Recognize
These three sets are dispositions that one's abilities and limitations. Shows desire to
predetermine a person's response to learn a new process (motivation). NOTE: This
different situations (sometimes called subdivision of Psychomotor is closely related with
mindsets). 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 equation as
learning a complex skill that includes demonstrated. Follows instructions to build a
imitation and trial and error. Adequacy model. Responds hand-signals of instructor while
of performance is achieved by learning to operate a forklift.
practicing.
Key Words: copies, traces, follows, react,
reproduce, responds
Mechanism (basic Examples: Use a personal computer. Repair a
proficiency): This is the intermediate leaking faucet. Drive a car.
stage in learning a complex skill.
Learned responses have become Key Words: assembles, calibrates, constructs,
habitual and the movements can be dismantles, displays, fastens, fixes, grinds, heats,
performed with some confidence and manipulates, measures, mends, mixes, organizes,
proficiency. sketches.
Complex Overt Response (Expert): Examples: Maneuvers a car into a tight parallel
The skillful performance of motor acts parking spot. Operates a computer quickly and
that involve complex movement accurately. Displays competence while playing the
patterns. Proficiency is indicated by a piano.
quick, accurate, and highly coordinated
performance, requiring a minimum of Key Words: assembles, builds, calibrates,
energy. This category includes constructs, dismantles, displays, fastens, fixes,
performing without hesitation, and grinds, heats, manipulates, measures, mends,
automatic performance. For example, mixes, organizes, sketches.
players often utter sounds of satisfaction
or expletives as soon as they hit a NOTE: The Key Words are the same as
tennis ball or throw a football, Mechanism, but will have adverbs or adjectives
because they can tell by the feel of the that indicate that the performance is quicker,
act what the result will produce. better, more accurate, etc.

Adaptation: Skills are well developed Examples: Responds effectively to unexpected

and the individual can modify movement experiences. Modifies instruction to meet the
patterns to fit special requirements. needs of the learners. Perform a task with a
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: Constructs a new theory. Develops a

patterns to fit a particular situation or new and comprehensive training programming.
specific problem. Learning outcomes Creates a new gymnastic routine.
emphasize creativity based upon highly
developed skills. Key Words: arranges, builds, combines,
composes, constructs, creates, designs, initiate,
makes, originates.

Table 2.1 Domain II: Psychomotor (Skills), continued

(Source:http://www.nwlink.com/-donclark/hrd/Bloom/psychomotor_domain.html
Retrieved, February 3, 207
Table 2.2 Dave (1975)

Category Example and Key Words (verbs)

Imitation — Observing and Examples: Copying a work of art. Performing a

patterning behavior after someone skill while observing a demonstrator.
else. Performance may be of low
Key Words: copy, follow, mimic, repeat, replicate
quality.
reproduce, trace

Manipulation — Being able to Examples: Being able to perform a skill on one's

perform certain actions by memory own after taking lessons or reading about it.
or following instructions. Follows instructions to build a model.
Key Words: act, build, execute, perform

Examples: Working and reworking something, so it will

Precision — Refining, becoming more be "just right." Perform a skill or task without
exact. Performing a skill within a high assistance. Demonstrate a task to a beginner.
degree of precision
Key Words: calibrate, demonstrate, master,
perfectionism

Examples: Combining a series of skills to produce a

Articulation — Coordinating and video that involves music, drama, color, sound, etc.
adapting a series of actions to Combining a series of skills or activities to meet a
achieve harmony and internal novel requirement.
consistency.
Key Words: adapt, constructs, combine, creates,
customize, modifies, formulate
 Examples: Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and
Naturalization — Mastering a high accurately. Displays competence while playing the
level performance until it becomes piano. Michael Jordan playing basketball or Nance,
second-nature or natural, without Lopez hitting a golf ball.
needing to think much about it.
Key Words: create, design, develop, invent, manage,
naturally

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
such as visual, auditory, kinesthetic, or a pattern
tactile discrimination Key Words: catch a ball, draw or write

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
movements as one would find in sports or integrated movements, perform a role in a
acting stage play or play in a set of series in a
sports game
Key Words: adapt, constructs, creates,
modifies
Nondiscursive communication- Use Examples: Express one’s self by using
effectively 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
Learning Outcomes
Categories/ Levels Outcomes Verbs Statements
2.1 Observing: active watch, detect, distinguish, Detect non-verbal
mental attention to a differentiate, describe, relate, communication cues;
physical activity select watch a more experienced
person; observe and read
directions
2.2 Imitating: attempt begin, explain, move, Show understanding and
to copy a physical behavior display, proceed, react, do sequence of steps
show, state, volunteer with assistance; recognize
one's limitations
2.3 Practicing: performing bend, calibrate, construct, Operate quickly and
a specific activity repeatedly differentiate, dismantle, accurately; display
display, fasten, fix, grasp, competence while
grind, handle, measure, mix, performing, performance is
operate, manipulate, mend moving towards
becoming automatic and
smooth.

2.4 Adapting: fine tuning the organize, relax, shorten. Perform automatically;
skill and making minor sketch, write, re-arrange, construct a new scheme/
adjustments to attain compose, create, design, sequence; apply skill in
perfection originate 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 progresses towards internalization in which the attitude or feeling
consistently guides or controls a person's behavior.
Figure 3. 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.)

Table 4: The Categories / Levels of the Affective Domain

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

3.7. 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 5).
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 5)
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