Read the Eighteen Challenges in Contemporary Literature

ASSESSMENT OF LEARNING 1

UNIT 2
MODULE 5
CONSTRUCTIVE ALIGNMENT

CHRISTIAN IVAN B. CAMARCE

Instructor

INTRODUCTION:
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 In the first set of modules given to you last week, we discussed about assessment; its
definition and its uses. We also tackled the clarity and appropriateness of assessment,
the accountability and fairness in administering the different types of assessment and
lastly the standard-based education and the outcome based education. In this module
we will discuss about Constructive

Alignment and the type of assessment being used to assess the learning outcome.

At the end of this lesson you should be able to:

 Explain what is constructive alignment all about
 Illustrate constructive alignment with a diagram
 Determine whether an assessment task is aligned or not aligned
To a given learning outcome
 Construct a scoring rubric- analytic and holistic
 Define scoring rubrics
 Identify the two types of rubrics
 Differentiate holistic rubric from analytic rubric

Constructive Alignment
Constructive Alignment is a teaching principle that combines constructivism, the idea
that learners construct or create meaning out of learning activities and what they learn,
and alignment, a curriculum design concept that emphasizes the importance of
defining and achieving intended learning outcomes.
It is also a principle used for devising teaching and learning activities, and assessment
tasks, that directly address the intended learning outcomes (ILOs) in a way not typically
achieved in traditional lectures, tutorial classes and examinations. Constructive
alignment was devised (developed) by Professor John B.
"Constructive alignment is a design for teaching in which what it is intended students
should learn and how they should express their learning is clearly stated  ...It starts with
the notion that the learner constructs his or her own learning through relevant learning
activities. by J Biggs - Cited by 392 - Related articles In constructive alignment,
assessment is aligned to the intended learning outcomes and students construct
knowledge through teaching.
Constructive alignment is the underpinning concept behind the current requirements
for programmed specification, declarations of learning outcomes (LOs) and assessment
criteria, and the use of criterion based assessment. There are two basic concepts
behind constructive alignment:

 Learners construct meaning from what they do to learn. This concept derives
from cognitive psychology and constructivist theory, and recognizes the importance
of linking new material to concepts and experiences in the learner's memory, and
extrapolation to possible future scenarios via the abstraction of basic principles
through reflection.
 The teacher makes a deliberate alignment between the planned learning
activities and the learning outcomes. This is a conscious effort to provide the learner
with a clearly specified goal, a well-designed learning activity or activities that are
appropriate for the task, and well-designed assessment criteria for giving feedback
to the learner. A branch of educational evaluation theory has emerged that focuses
on constructive alignment as a key element in effective educational design. Known
as design-focused evaluation

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 What is lesson unit alignment?

Alignment occurs when the learning activities that we ask students to engage in help
them to develop the knowledge, skills and understandings intended for the unit and
measured by our assessment. A constructively aligned unit benefit from the powerful
effect of assessment on students' learning experiences.

,[2] this approach seeks student feedback on the efficacy of the designed alignment
between the intended learning outcomes and the teaching and learning activities
students engage in during a course.

Are assessment tasks and learning outcomes aligned?

Alignment is the connection between learning objectives, learning activities

and assessment. An aligned course means that your learning objectives, activities
and assessments match up so students learn what you intend and you
accurately assess what students are learning.
Why is constructive alignment important?

Constructive Alignment supports positive academic outcomes for an increasingly

diverse group of learners, because it makes teaching and learning goals and
methods Aligned (well organized, consistent) and Explicit (obvious, visible).

What is an aligned curriculum?

The term clear curriculum, or aligned curriculum, refers to an academic program that

is (1) well organized and purposefully designed to facilitate learning, (2) free of
academic gaps and needless repetitions, and (3) aligned across lessons, courses,
subject areas, and grade levels.

Why do teachers need to align the objectives strategies and assessment?

Why should assessments, learning objectives, and

instructional strategies be aligned? Assessments should reveal how
well students have learned what we want them to learn while instruction ensures that
they learn it.

How do you ensure learning objectives are met?

Here are 4 useful tricks:
1. Use Live Streaming. Live streaming is effective in knowing if learning outcomes
are met because it increases interactivity and boosts learners' engagement. ...
2. Give Assessments. ...
3. Get Feedback. ...
4. Use Collaboration.

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 How do you assess learning outcomes?
Typically, Student learning outcomes (SLOs) describe the knowledge, skills, attitudes,
behaviors or values students should be able to demonstrate at the end of a program of
study.
..
Examples of indirect measures include:
5. Self  assessment.
6. Peer feedback.
7. End of course evaluations.
8. Questionnaires.
9. Focus groups.
10. Exit interviews.
How do you achieve learning outcomes?
When writing learning outcomes, remember to:
1. Focus on the student--what the student will be able to do by the end of
the course or program.
2. Describe outcomes, not processes or activities.
3. Start each outcome with an action verb.
4. Use only one action verb per learning outcome.
5. Avoid vague verbs such as know and understand.

This is a diagram that illustrates the principle of constructive alignment in the

assessment process. Study it well. What is the main message of figure below?

Learning Outcome

Assessment Task Teaching Learning

Activities

This figure illustrates the principle of constructive alignment. The principle of

constructive alignment simply means that the teaching-learning activity or activities and
assessment tasks are aligned to the intended learning outcome. The intended learning
is to drive a car” The teaching – learning activity is driving a car not giving lectures on

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car driving. The assessment task is to let the student drive a car not to describe how to
drive a car.
Have you been experienced to take an exam which did you not even learned or did
not even taught to you by your teacher? What did you feel? Confusion and
disappointment of course. Just imagine yourself studied overnight reading all the
lessons that you are expecting to appear in the exam but your effort was end to nothing
because none of what you have studied shown in the exam. If you have been victims of
lack of constructive alignment, then break the cycle by not victimizing your future
students, too. Observe the principle of constructive alignment. Make sure your
assessment tasks are aligned to your learning outcomes.

Why the term “constructive”? Constructive alignment is based on the constructivist

theory (Biggs, 2007) that learners use their own activity to construct their knowledge or
other outcome/s.

Mental Exercise

In this exercise, determine whether or not the assessment task is aligned to the
learning outcome. If the assessment task is not aligned to the learning outcome,
improve it to align it to the learning outcome. Write your answer on a separate sheet of
paper.

Learning Outcome Assessment Task

Dance tango Trace the history of tango
Interpret a given poem What is your favorite line in the poem?
Why is it your favorite line?
Present a report with PowerPoint Demonstrate how to do a PowerPoint
presentation
Derive the meaning of at least 5 words Match the meaning of the words in
by means of context clues column 1 with those in column 2

Solve a given problem Determine what are given and what is

asked.
Pronounce short a sound correctly Encircle the words with short a sound
Trace the historical development of the Trace the historical development of the
Philippine basic education curriculum Philippine basic education curriculum
with the use of an appropriate graphic
organizer.

Variety of Assessment Methods, Tools and Tasks

Assessment methods can be classified as traditional and authentic. Traditional

assessment method refers to the usual paper-pencil test while authentic assessment
refers to the non-paper-pencil test. Authentic assessment is also called alternative
assessment, it being an alternative to the traditional.
The paper – and pencil test (traditional assessment) assesses learning in the
cognitive domain (Bloom) or declarative knowledge (Kendall and Marzano, 2012).
The paper-and-pencil test, however, is inadequate to measure all forms of learning.
Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Kendall
and Marzano, 2012) and learning proven by a product and by performance cannot be
measured a paper-and-pencil test.

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 Assessment tools for the cognitive domain (declarative knowledge) are the different
paper-and-pencil tests. Basic examples of paper-and-pencil tests are shown in the next
page.

Two groups of Written Tests and Specific Examples

Selected Response Constructed

Response

Alternate Response Completion

Matching Type Short Answer

Multiple Choice Essay-restricted or

non-restricted

Problem Solving

Examples of selected response type of tests are alternate response (True or False,
Yes or No, / or x); matching type and the multiple choice type
Examples of constructed type of tests are the completion type (Fill-in the-blanks),
short answer, the essay test and problem solving. These will be discussed in greater
detail in chapter 5.
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Examples of authentic assessment tools are the demonstrations of what have been
learned by either a product or a performance. Refer to the figure shown below.

Product Performance

Product Output Performance

Task

Visual-e.g., e.g. experiments

graph, collage oral presentations
reflective-journal dramatization

Examples of products are reports, papers, research, projects, and reviews.

Examples of performance tasks are executing steps of tango, delivering a keynote

speech, opening a computer, demonstration teaching, etc.

Portfolio

Portfolio falls under non-paper-and- pencil test. A portfolio is a purposeful collection

of student work or documented performance (e.g. video of dance) that tells the story of
student achievements or growth. The word purposeful implies that a portfolio is not a
collection of all students’ work. It is not just a receptacle for all students’ work. The
student’s work that is collected depends on the type and purpose of a portfolio you want
to have. It can be a collection of products or recorded performances or photos
performances.

Types of Portfolio

Portfolios can be classified according to the purpose. According to purpose,

portfolios can be classified either as 1.) working portfolios, 2.) Display portfolios, or 3)
Assessment portfolios (introduction to Using Portfolios in the Classroom by Charlotte
Danielson and Leslye Abrutyn)

1. Working Portfolio is so named because it is a project “in the works,” containing

work in progress as well as finished samples of work. A
2. Display, Showcase, or Best Works Portfolios. It is the display of the students’
best work. Students exhibit their best work and interpret its meaning. Showcase
portfolio demonstrates the highest level of achievement attained by the student.
3. Assessment or Evaluation Portfolio as the name implies, the main function of
an assessment portfolio is to document what a student has learned based on
standards and competencies expected of students at each grade level. The

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 standards and competencies of the curriculum, then, will determine what
students select for their portfolios. Their reflective comments will focus on the
extent to which they believe the portfolio entries demonstrate their mastery of the
standards and competencies

For example, if the standard or competency specifies persuasive, narrative and

descriptive writing, an assessment portfolio should include examples of each
type of writing. Similarly if the curriculum calls for technical skill such as use of
Power Point in report presentation, then the display portfolio will include entries
documenting the reporting process with the use of Power Point.

Scoring Rubrics

A rubric is a coherent set of criteria for students’ work that includes descriptions of
levels of performance quality on the criteria. The main purpose of rubrics is to assess
performance made evident in process and products. It can serve as a scoring guide that
seeks to evaluate a student’s performance in many different tasks based on a full range
of criteria rather than a single numerical score. The objectives tests can be scored
simply counting the correct answers, but the essay tests, student’s products and
student’s performances cannot be scored the way objective tests are scored. Products
and performances can be scored reliably only with the use of scoring rubrics.

Two major parts of rubrics

1. Coherent sets of criteria

2. Descriptions of levels of performance for these criteria.

Types on How to Create and Use Rubrics; (Brookhart, Susan 2013).

1. Analytic Rubric in an analytic rubric, each criterion (dimension, trait) is

evaluated separately. This rubric is good for formative assessment; it is also
adaptable to summative assessment because if you need an overall score for
grading, you can combine the scores.
2. Holistic Rubric in a holistic rubric all criteria (dimensions, traits) are evaluated
simultaneously. In a holistic rubric, scoring is faster than with analytic rubric. It is
good for summative assessment

Advantages of Using the Rubrics

When assessing the performance of the students using performance-based
assessment, it is very important to use scoring rubrics. The advantages of using
rubrics in assessing students’ performance are:

1. Allows assessment to become more objective and consistent ;

2. Clarifies the criteria in specific terms ;
3. Clearly shows the student how the work will be evaluated and what is
Expected;
4. Promotes students’ awareness of the criteria to be used in assessing
peer performance
5. Provides useful feedback regarding the effectiveness of the instruction;
6. Provides benchmarks against which to measure and document progress.

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 Example of Analytic Rubric for Creativity
Very Creative Creative Ordinary/Routine Imitative
Depth and Ideas represent Ideas represent Ideas represent Ideas do not
Quality of Ideas a startling variety Important concepts Important concepts represent
of important From different from the same or important
concepts from contexts or similar contexts concepts
different contexts disciplines disciplines
or disciplines.
Variety of Created product Created product Created product Created product
Sources draws on a wide draws on a variety draws on a limited draws not only
ranging variety of sources, including set of sources and one source, and/or
of sources, inclu- different tests media media. sources are not
ding different resource persons, trustworthy or
texts, media, and/or personal appropriate.
resource persons, experiences.
and/or personal
experiences

Organization and Ideas are makes Ideas are combined Ideas are Ideas are copied or
combination combined in in original ways to combined in ways restated from the
of ideas original and solve a problem, that are derived source(s) consulted
surprising ways address an issue, or from the thinking
to solve a make something new. of others
problem, (for example, of the
address an issue authors in source
or make consulted).
something new
Originality of Created product is Created product is Created product Created product does
Contribution interesting, new Interesting, new, serves its intended serve its intended
and/or helpful, and/or helpful, purpose (e.g., purpose (e.g.,
making an original making an original solving a problem or solving a problem or
contribution that contribution for its addressing an issue addressing an issue).
includes identi- intended purpose
fying a previously (e.g., solving a
unknown problem, problem or
issue, or purpose addressing an issue)

Sample of Holistic Rubric for Creativity

Very Creative Ideas represent a startling variety of important concepts from different contexts or
Discipline. Created product draws on a wide –ranging variety of sources including
different texts, media resource persons, and/or personal experiences. Ideas are
combined in original and surprising ways to solve a problem address an issue, or make
something new created product is interesting new, and; or helpful making an original
contribution that includes identifying a previously unknown problem, issue or purpose.
Creative Ideas represent important concepts from different contexts or disciplines. Created
product draws on a variety of sources including different texts media resource persons,
and or personal experiences. Ideas are combined in original ways to solve a problem,
address an issue, or make something new. Created product is interesting, new and or
helpful making an original contribution for its intended purpose (e.g., solving a problem
or addressing an issue).
Ordinary/Routine Ideas represent important concepts from the same or similar contexts or disciplines.
Created product draws on intended purpose (e.g., solving or appropriate a problem or
addressing an issue).
Imitative Ideas do not represent important concepts. Created product draws on only one source,
and/or sources are not trustworthy or appropriate. Ideas are copied or restated from
the source (s) consulted. Created product does not serve its intended purpose (e.g.,
solving a problem or addressing an issue).

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Development of scoring Rubrics

Different steps used in developing rubrics in the assessment of performances,

process, products or both process and product, for classroom use, in article “Designing
Scoring Rubrics for Your Classroom.” Mertler (2001). The information for these
procedures was compiled from various sources (Airsian, 2000 & 2001; Montgomery,
2001; Nitko, 2001; Tombari & Borich, 1999).

1. Reexamine the learning objectives to be addressed by the task. This allows you
to match your scoring guide with your objectives and actual instruction.
2. Identify specific observable attributes that you want to see (as well as those you
don’t want to see) tour students demonstrate in their product, process,
performance, Specify the characteristics, skills, or behaviors that you will be
looking for, as well as common mistakes you do not want to see. The teacher
must carefully identify the qualities that need to be displayed in the student’s
work to demonstrate proficient performance.
3. Brainstorm characteristics that describe each attribute. Identify ways to describe
above average, and below average performance for each observation attribute
identified in step 2

For holistic rubrics, write thorough a narrative descriptions for excellent work
and incorporating each attribute into the description. Describe the highest and
lowest levels of performance combining the descriptors for all attributes.

For analytic rubrics, write through narrative descriptions for excellent work
and poor work for each individual attribute. Describe the highest and lowest
levels of performance using the descriptors for each attribute separately.

For holistic rubrics, complete the rubric by describing other levels on the
continuum that ranges from excellent to poor work for the collective attributes
Write descriptions for all intermediate levels of performance.

For analytic rubrics, complete the rubric by describing other levels on the
continuum that ranges from excellent to poor work for each attribute. Write
descriptions for all intermediate levels of performance for each attribute
separately
4. Collect samples of student work that exemplify each level. These will help you
score in the future by serving as bencmarks.
5. Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of
the rubric and revise it prior to its next implementation.

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ASSESSMENT OF LEARNING 1

UNIT 2
MODULE 6
GUIDELINES OF K-12

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INTRODUCTION
In module 5 we ended up our discussion in constructive alignment, portfolio and
rubrics. In this module we will discuss about K-12 assessment guidelines, content
standards and performance standards

Learning Objectives:

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

 Discuss the K-12 Guidelines and its purpose.

 Identify the skills expected to acquire by the learners in the 21 st century
 Define content standard and performance standard
 Differentiate content standard and performance standard
 Enumerate the three core competencies

K-12 Assessment Guidelines

The Enhanced Basic Education Act of 2013, or the K-to-12 Act, establishes a “universal

kindergarten” and introduces Grades 11 and 12 to high school education in public and
private schools. ... 10533 institutionalizes a system of education that “truly imbues our
youth with the skills they need to pursue their dreams.” In School Year (SY) 2012-2013,
the Department of Education (DepEd), through DepEd Order No. 31, s. 2012, enjoined
all public and private schools to find creative and innovative ways to implement the K to
12 Basic Education Program. The K to 12 learner is expected to acquire the 21st
century skills – life and career skills, information, media and technology skills,
learning and innovation skills.  Include critical thinking, communication skills,
collaboration skills, and creativity. Graduates of the K to 12 programs will be perceived
with increased competency and have better global opportunities. The improved
basic education curriculum is decongested and focused. Students will have more time
learning core academic areas thus ensuring better compre-hension The K to 12
Program covers Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and two
years of Senior High School [SHS]) to provide sufficient time for mastery of concepts
and skills, develop lifelong learners, and prepare graduates for
tertiary education, ...K12 provides the ability for students to receive the support they
need to get back on track. Online credit recovery courses, summer school programs,
and Insight Schools provide that personalized attention and tailored support to help
students reach their full potential. The College General Education curriculum
will have fewer units. Subjects that have been taken up in Basic Education will be
removed from the College General Education curriculum
Education curriculum. Details of the new GE Curriculum may be found in CHED
Memorandum Order No. The K-12 Basic Education Program aims to provide every
Filipino child with the education s/he needs to compete in a global context. ... The goal
of the new curriculum is to give Filipino students enough time to master skills and
concepts so that they are ready for tertiary education when the time comes. On the
positive perspective, K to 12 will provide holistic education for all students. This means
that students will improve communication and social skills, increase positive peer
interaction and many educational outcomes. Moreover, students will gain more
knowledge and experience that will be essential in the future. Unlike the old system, K
to 12 can make students more prepared in joining the workforce. The new curriculum
has this benefit because they compel each student to be enthusiastic about the
workforce and the scheme empowers students to make a choice on their own. The K-
12 program is still beneficial as it gives a better quality of education. ... In addition, with
the additional 2 years in high school, students will be given more time to master

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competencies and skills through the specialized upper secondary education.The K to 12
program promotes global competency by accelerating mutual recognition
of Filipino graduates and professionals in other countries. The new curriculum allows
students to choose between three tracks which are the Academic, Technical-
Vocational-Livelihood, and the Sports and Arts strand.
There are three Core Competencies:
Communication -The Communication competency encompasses the knowledge, skills,
processes and dispositions we associate with interactions with others. Through their
communication, students acquire, develop and transform ideas and information, and
make connections with others to share their ideas, express their individuality, further
their learning, and get things done. The communication competency is fundamental to
finding satisfaction, purpose and joy.           

Thinking - The Thinking competency encompasses the knowledge, skills and

processes we associate with intellectual development. It is through their competency as
thinkers that students take subject-specific concepts and content and transform them
into a new understanding. Thinking competence includes specific thinking skills as well
as habits of mind, and metacognitive awareness. These are used to process information
from a variety of sources, including thoughts and feelings that arise from the
subconscious and unconscious mind and from embodied cognition, to create new
understandings.

Personal and Social - The Personal and Social competency is the set of abilities that
relate to students' identity in the world, both as individuals and as members of their
community and society. Personal and social competency encompasses what students
need to thrive as individuals, to understand and care about themselves and others, and
to find and achieve their purposes in the world.

Content Standard

A content standard in education is a statement that can be used to judge the quality of
curriculum content or as part of a method of evaluation. K-12 standards should clearly
describe the specific content that should be taught and learned during the K-12 years,
grade by grade. Content standards (such as Common Core State Standards) describe
what students are to be taught over the course of a school year. A Learning Objective is
a statement that describes what students will be able to do at the end of a lesson, as a
result of instruction.  Content standards are the main political tools of standards-
based reform. They define the breadth and depth of valued knowledge that students are
expected to learn, and they are intended to reduce the curriculum disparities existing
across schools and school districts. Content standards are broad statements
explaining what students should know, care about and be able to do in each level of
learning. ... They are used to monitor student progress so that students and teachers
know whether students are moving toward achieving standards and what more they
need to do to accomplish that. there are five process standards in mathematics
learning, namely: Problem Solving, Reasoning and Proof, Communication,
Connections, and represent-tation.

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 What are two purposes of a content standard?

A content standard sets expectations for Analysts by defining specific components that

enable consistency and manageability. A good content standard defines
the content structure and purpose of each required field, the quality criteria for a good
KCS article, and the visibility of the knowledge.

What are the 5 parts of lesson plan?

The detailed lesson plan has five parts:

 Objectives.
 Subject Matter (topic, references, materials)
 Procedure (motivation, activity, routines, lesson proper)
 Evaluation.
 Assignment.
Following are different types of standards:

 Basic standards.
 Normal standards.
 Current standards.
 Attainable (expected) standards.
 Ideal (theoretical) standards.

What are the 4 key components of a lesson plan?

The four key lesson components included in this reading are objectives, anticipatory

sets, checking for understanding, and closure. Many educators indicate that
these components play a valuable role in the design and delivery of an
effective lesson.

Why do we use standards?

Standards provide people and organizations with a basis for mutual understanding,

and are used as tools to facilitate communication, measurement, commerce and
manufacturing. Standards are everywhere and play an important role in the economy,
by: facilitating business interaction.

 Performance Standard is a management-approved expression of

the performance threshold(s), requirement(s), or expectation(s) that must be met to be
appraised at a particular level of performance.

What is content standard in daily lesson log?

Elements of Daily Lesson Log (DLL) I. Objectives: It state what the teacher intends to
teach as a guide for instruction and assessment. A. Content Standard refers to the
learning area- based facts, concepts, and procedures that students need to learn.

What is the difference between content and performance standards?

Broad statements that describe specific content areas that groups of students should

learn at each grade level are called Content Standards. They define the knowledge
within each discipline. ... Expectations for instruction, assessment, and student work are
called Performance Standards.

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ASSESSMENT OF LEARNING 1

UNIT 2
MODULE 7
BLOOM’S TAXONOMY

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The Revised Bloom’s Taxonomy of Educational Objectives

Before we start with the discussion I would like you to take this challenge!

In this module, test yourself to attain the following learning outcomes:

 Formulate learning outcomes reflecting the different levels of the revised

taxonomy
 Explore the use of technology apps in applying the revised taxonomy

Introduction

Imagine that you are already working as a teacher. How would you feel if you enter
your classroom without specific targets? Being sure about your learning outcomes, you
do not need to guess nor grope in the dark on what to accomplish.

This module will present the original and the revised Bloom’s Taxonomy of
Educational Objectives. Although the revised taxonomy came out years ago, it is
important to still present both the old and the revised to have a complete understanding
and better appreciation of the taxonomy’s use in education.

Advance Organizer

The Original Bloom’s Taxonomy

 Six Levels of Bloom’s Taxonomy

The Revised Taxonomy

 Two Dimensions of the Revised Taxonomy

Practical Guide to the Revised Taxonomy

Apps and the Revised Taxonomy(Synapse Strengthen)

Old Taxonomy

In 1956 the taxonomy of Educational Objectives: The classification of Educational

Goals Handbook 1: Cognitive Domain was published. Initially the purpose was simply to
have framework to classify test questions that faculty members shared. Eventually, it
became so relevant and useful in education. Since then, it has been used in planning
the curriculum, planning learning activities and assessment. Bloom in his colleague
published handbook II, The affective domain in 1964. Eventually, other experts
published taxonomy for the psychomotor domain in 1966, 1970 and 1972.

This module will focus more on the cognitive domain:

Bloom’s taxonomy was a model that described the different levels of learning outcomes
that target what skills and competencies the teachers aim to develop in the learners.

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The taxonomy in the cognitive domain contains the levels from knowledge to evaluation.
The six levels progress from simple to more complex levels of thinking, the last three
being referred to as “higher –order thinking skills” or HOTS! So you’ve got to have the
“‘hots” to teach well. We always hear seasoned teachers reminding us to focus on the
HOTS and not just to stop at the usual memorizing and enumerating.

To facilitate learning, we begin teaching with facts, stating memorized rules, principles
or definitions (knowledge), which must lead to understanding concepts, rules and
principles (comprehension). But we should not end here.

A proof of the comprehension of the concepts and principles is using them in real-life
situations (application). For an in-depth understanding and mastery of these applied
concepts, rules and principles, these are broken down into parts (analysis). Students
may compare, contrast, classify, further investigate, etc. These actions now reflect a
higher level of thinking.

A still higher level of thinking is when students put together elements of what has
been learned in a new way of (synthesis). They come up with a holistic, more
integrated or even a new view or perspective of what was learned

With a full grasp of what was learned, the students can now assess or judge, based on
a set of standards, on what they have learned (evaluation).

The cognitive domain levels or thinking levels also have subcategories except for that
of application. The next table shows the original taxonomy with its levels, subcategories
and sample verbs. Here are some examples of learning outcomes using the taxonomy.

The original Bloom’s Taxonomy

Cognitive Domain Levels and their subcategories

Sample verbs
1. Knowledge Define, describe,
1.1 knowledge of specifics draw, identify,
1.1.1 terminology label, locate,
1.2 specific facts memorize, select,
state, write
1.
1.2 Knowledge of ways and means of dealing with a specifics
1.2.1 conventions
1.2.2 trends and sequences
1.2.3 classifications and categories
1.2.4 criteria
1.2.5 methodology
1.3 Knowledge of universal and abstractions in the field
1.3.1 principles and generalizations
1.3.2 theories and structures
2.Comprehension Paraphrase
2.1 translation Summarize,
2.2 interpretation restate, retell,
illustrate
2.3 extrapolation
3.Application Apply, change,
Prepare, produce
4.Analysis Analyze,
4.1 elements subdivide, take

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 4.2 relationships apart, investigate,
4.3 organizational principles compare, contrast,
infer
5.Synthesis Combine,
5.1 production of unique communication organize, design,
5.2 production of a plan, or proposed set of operations formulate
5.3 derivation of a set of abstract relations
6.Evaluation Assess, appraise,
6.1 in terms of internal evidence critique, judge,
6.2 in terms of external evidence recommend

Revised Taxonomy

After 45 years since the publication of Bloom’s taxonomy, Lorin Anderson (Bloom’s
former student) and DKrathwohl led a new group of experts to work together. The result
was what is now called the revised taxonomy.
Below are the salient differences between the old and the revised taxonomies

1. Levels or categories of thinking in the old taxonomy were nouns, while in the
revised taxonomy were they are verbs. The use of action words instead of nouns
was done to highlight that thinking is an active process. For example, evaluate
instead of evaluation, or analyze instead of analysis.
2. While revised taxonomy remains to be hierarchical levels of increasing
complexity, it is intended to be more flexible, in that it allows the categories to
overlap. For example some action words in understand level, like explain, may
appear to be more complex than the action word, show in the apply level
However, when we look up into the six levels from remember to create we will
still find that, over-all, the taxonomy proceeds in a hierarchical order.
3. The knowledge level was changed to remember. The change was made
because knowledge does not refer to a cognitive or thinking level. Knowledge is
the object of the thinking. Remember is appropriate word for the first thinking
level which involves recalling and retrieving knowledge.
4. The comprehension level was changed to understand. Teachers are likely to
use the word understand when referring to their work rather than comprehension.
5. Synthesis was changed to create and was placed as the highest level.
6. The cognitive domain now includes two dimensions: the cognitive dimension
and the knowledge dimension. The knowledge dimension of the revised
taxonomy was based on the subcategories of knowledge in the old taxonomy.

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 Bloom’s Taxonomy of Educational Objectives
Bloom’s
Taxonomy
Cognitive
Domain

Old Taxonomy Revised

(one dimension)
taxonomy

Cognitive Knowledge
Dimension Dimension

1. Knowledge Remember Factual

The Knowledge Dimension

2. Comprehension Understand Conceptual
A.Factual
The basic elements that students must know.
Knowledge of:
a. Terminology
3. Application 3. Apply b. Specific details and elements
Procedural

4. Analysis 4. Analysis B. Conceptual

Metacognitive
The interrelationships among the basic
elements within a larger structure that enable
them to function together.
Knowledge of:
5. Synthesis 5. Create a. Classification categories
b. Principles and generalizations
c. Theories, models and structures
The Revised Taxonomy with Two
Dimensions of the Cognitive Domain
(Krathwohl,
6. Evaluation2002) 6. Create

The Cognitive Dimensions C. Procedural Knowledge

a. subject-specific skills and algorithms
1.Remember b. subject-specific techniques methods
Retrieving relevant knowledge from c. criteria for determining when to use
Long-term memory appropriate procedures
1.1 recognizing
1.2 recalling D. Metacognitive Knowledge
Knowledge of cognition in general as well as
awareness and knowledge of one’s own
cognition.
a. Strategic knowledge
b. Knowledge about cognitive tasks,
including contextual and conditional
knowledge 19
c. Self-knowledge
2.Understand
Determining the meaning of instructional
messages, including oral, written and
graphic communication
2.1 interpreting 2.5 inferring
2.2 exemplifying 2.6 comparing
2.3 classifying 2.7 explaining
2.4 summarizing 2.7 explaining

3.Apply
Carrying out or using procedure in a
given situation
1.1 executing
1.2 implementing
4.Analyze
Breaking material into its constituents
parts
and detecting how the parts relate to one
another and to one overall structure or
purpose
4.1 differentiating
4.2 organizing
4.3 attributing

5.Evaluate
Making judgments based on criteria and
standards
5.1 checking
5.2 critiquing

6.Create
Putting elements together to form novel,
coherent whole or make an original
product
6.1 generating
6.2 planning
6.3 producing

The revised taxonomy highlights two dimensions: the cognitive and the knowledge
dimensions. The cognitive dimension includes the hierarchical or ordered levels
thinking. The thinking levels move from the simplest to the most complex. The levels are
remember, understand, apply, analyze, evaluate and create.

The knowledge dimension includes four knowledge categories: factual, conceptual,

procedural, metacognitive. The knowledge that teachers aim to teach and students aim
to learn can be about facts, concepts, procedures and metacognitive knowledge.

When you formulate learning objectives, you consider what level of thinking (cognitive)
you want students to achieve, and also what type of knowledge it is you want to teach.

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 When we write a learning objective, the level of thinking is represented by the verb,
while the knowledge dimensions is represented by the noun. In the example, “at the end
of the lesson, the learner will be able to: explain the photosynthesis process, “explain is
the action word which will fall under the second cognitive dimension level, understand,
and photosynthesis is the noun that will fall under procedural knowledge.

Below is a table that shows how the cognitive and knowledge dimensions pair
to form various kinds of learning objectives and activities. An example for each pairing is
given. Study each one to learn more.

Knowledge
Cognitive
Dimension Factual Conceptual Procedural Metacognitive
Terminology Classifications, Subjects- Strategic
specific details, categories, specific skills, knowledge,
elements principles andalgorithms, cognitive tasks
generalizations, techniques and contextual and
theories, modes, methods, conditional
structures criteria for knowledge, self-
determining knowledge
when to use
the procedures
1.Remember Remember- Remember Remember Remember-
Recognize Facts Procedures procedures Metacognitive
recall Ex. Describe Ex. Recall the knowledge
Ex. List the kare-kare as a steps in
inggredients of Filipino dish cooking Ex. Review tasks
kare-kare accomplished in
cooking kare-
kare
2.Understand Understand Understand Understand Understand
Interpret, Facts concepts Procedures Metacognitive
exemplify, Knowledge
classify, Ex. Summarize Ex. Classify Ex. Describe
summarize, the features of smartphones the procedure Ex. Choose best
infer, compare, the latest smart according to of sending strategies to
explain phone model operating system group adjust quickly in
messages using a different
using smartphone
cellphones
Cognitive
Dimension Factual Conceptual Procedural Metacognitive
3.Apply Apply facts Apply Concepts Apply Apply
Execute, procedures Metacognitive
implement Ex. Use facts in Ex. Demonstrate Knowledge
answering coherence in Ex. Follow the
questions answering PQ4R steps in Ex. Use the best
questions reading a study strategy to
chapter overcome one’s
weakness
4.Analyze Analyze facts Analyze concepts Analyze Analyze
Differentiate, procedures Metacognitive
organize, Ex. Identify the Ex. Identify Knowledge
attribute key words in triggers of anger Ex. Examine
the definition of among teenagers the different Ex. Reflect on
anger steps family one’s ability to
members take manage anger
to manage
anger

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5.Evaluate Evaluate facts Evaluate Evaluate Evaluate
Check critique concepts procedures Metacognitive
Ex. Select the Knowledge
most complete Ex. Critique the Ex. Choose
list of different views the best ways Ex. Assess one’s
investment about financial to invest financial literacy
banks literacy money
6.Create Create facts Create concepts Create Create
Generate, plan, procedures Metacognitive
produce Ex. Produce a Ex. Write an Knowledge
presentation informal essay Ex. Create a
showing award about what new recipe for Ex. Make a
winning adobo authentic adobo cooking adobo project about
recipes is adobo as a
Filipino dish
based on one’s
talents

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