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Indicative Content
Program Outcomes and Learning Outcomes
Lesson 1 Program Outcomes and Student Learning Outcomes
Lesson 2 Program Outcomes for Teacher Education
Module 3 Lesson 3 Three types of Learning Outcomes
Lesson 4 Domain I: Cognitive (Knowledge)
Lesson 5 Domain II: Psychomotor (Skills)
Lesson 6 Domain III: Affective (Attitude)
Lesson 7 Kendall’s and Marzano’s New Taxonomy

LEARNING OUTCOMES

1. State the program outcomes expected of all educational institutions and educational institutions
according to type
2. Discuss the programs outcomes of teacher education
3. Distinguish learning outcomes in the 3 domains of learning and in the additional levels of
knowledge processing of Kendall and Marzano
4. Formulate learning outcomes in the cognitive, psychomotor and affective domains in the
different levels and in the metacognitive and self-system knowledge processing of Kendall &
Marzano

INTRODUCTION

In this Module, 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.

Lesson 1 Program Outcomes and Student Learning Outcomes

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 other words, 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 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 66.
b) effectively communicate orally and in writing using English and Filipino.
c) work effectively and independently in multi-disciplinary multi-cultural teams 67,
d) act in recognition of professional, social, and ethical responsibility.
e) preserve and promote “Filipino historical and cultural heritage” 68.

Some program outcomes are based on HEI type because 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 type of employment, development activities, and

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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”

The program outcomes specific to degrees are program spelled out in the specific Policies,
Standards and Guidelines (PSGSs) per program or degree issued by the same Commission. The following
are the program outcomes for the Teacher Education.

3.2 Program Outcomes for Teacher Education

1. 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 ficld-based opportunities.

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) slightly re-arranging the order.

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

3.4. Domain 1: Cognitive (Knowledge)

Categories/Levels Outcomes Verbs Learning outcomes

statements
Define, describe, identify, Recite the multiplication
1.1 Remembering: recall of label, match, list, name, tables;
previously learned outline, recall, recognize, Match the word with the
information reproduce, select, state parts of the picture of a
sewing machine
1.2 Understanding:
comprehending the meaning, Distinguish, estimate, explain, Explain in one’s own words
translation and interpretation give example, interpret, the stages in the life cycle
of instructions, state a paraphrase, summarize of a butterfly;
problem in one’s own word. Distinguish the different
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geometric figures.
Apply, change, compute, Use a mathematical formula
1.3 Applying: Using what construct, demonstrate, to solve an algebra
was learned in the classroom discover, modify, prepare, problem;
into similar new situation produce, show, solve, use Prepare daily menus for one
week for a family of six.
Analyse, compare, contrast, Observe a classroom and list
1.4 Analyzing: Separating diagram, differentiate, down the things to be
materials or concept into distinguish, illustrate, outline, improved;
component parts to select Differentiate the parts of a
understand the whole. Tree.
Compare, conclude, criticize, Defend a research proposal;
1.5 Evaluating: Judging the critique, defend, evaluate, Select the most effective
value of an idea, object or relate, support, justify solution;
material Critique a class
demonstration
1.6 Creating: Building a Categorize, combine, compile, Compile personal records
structure or pattern; putting compose, devise, design, plan, and documents into a
parts together organize, revise, rearrange, portfolio;
generate, modify Write a syllabus for a school
subject

Table 1. Domain 1: Cognitive (Knowledge)

(Source: Bloom, Benjamin S. Taxonomy of Educational Objectives,
Book 1: Cognitive Domain. 2nd Edition, June 1994
as cited by Navarro, et.al 2017. Assessment of Learning 1 3rd Edition)

Figure 2. The Categories/Levels of Cognitive Domain Learning Objectives Arranged Hierarchically

(Source: Bloom, Benjamin S. Taxonomy of Educational Objectives,

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Book 1: Cognitive Domain. 2nd Edition, June 1994

as cited by Navarro, et.al 2017. Assessment of Learning 1 3rd Edition)

3.5. Domain II: Psychomotor (Skills)

In the early seventies, F. 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.

Category Key words Examples

Detects non-verbal communication cues.
1.1 Perception (Awareness): chooses, Estimates when a ball will land after it is
The ability to use sensory describes, thrown and then moving to the correct
cues to guide motor detects, location to catch the ball.
activity. This ranges from differentiates, Adjusts heat of stove to correct temperature by
sensory/stimulation, distinguishes, smell and taste of food.
through cue selection to identifies, Adjust the height of the forks on a forklift by
transition isolates, comparing where the forks are in relation to
relates, selects the pallet.
1.2 Set: Readiness to act. It Knows and acts upon a sequence of steps in
includes mental, physical, Begins, manufacturing process.
and emotional sets. These displays, Recognize one’s abilities and limitations.
three sets are dispositions explains, Shows desire to learn a new process (Motivation).
that predetermine a person’s moves, Note: This subdivision of psychomotor is closely
response to different proceeds, related with the “responding to phenomena”
situations (Sometimes called reacts, shows, subdivision of the affective domain.
mindsets). states,
volunteers
1.3. Guided response: Copies, traces, Performs a mathematical equation as demonstrated.
The early stages in learning follows, react, Follows instructions to build a model.
a complex skill that includes reproduce, Responds hand-signals of instructor while learning to
imitation and trial and error. responds. operate a forklift.
Adequacy of performance is
achieved by practicing.
1.4. Mechanism (Basic Assembles,
proficiency): This is the calibrates, Use a personal computer.
intermediate stage in constructs, Repair a leaking faucet.
learning a complex skill. dismantles, Drive a car.
Learned responses have displays,
become habitual and the fastens, fixes,
movements can be grinds, heats,
performed with some manipulates,
confidence and proficiency. measures,
mends, mixes,
organizes,
sketches.
1.5. Complex Overt Assembles,
Response (Expert) Builds, Maneuvers a car into a tight parallel parking spot.
The skillful performance calibrates, Operates a computer quickly and accurately.
of motor acts that involve constructs, Displays competence while playing the piano.
complex movement dismantles,
patterns. Proficiency is displays,
indicated by a quick, fastens, fixes,
accurate and highly grinds, heats,
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coordinated performance, manipulates,

requiring a minimum of measures,
energy. This category mends, mixes,
includes performing without organizes,
hesitation, and automatic sketches.
performance.
For example, players are often
utter sounds of satisfaction
or expletives as soon as they
hit a tennis ball or throw
football, because they can
tell by the feel of the act
what the result will produce.
1.6. Adaptation: Skills Adapts, alters, Responds effectively to unexpected experiences.
are well developed and the changes, Modifies instruction to meet the needs of the
individual can modify rearranges, learners.
movement patterns to lit reorganizes, Perform a task with a machine that it was not
special requirements. revises, varies originally intended to do (machine is not damaged
and there is no danger in performing the task).
1.7. Origination:
Creating new movement Arranges, Construct a new theory.
patterns to lit a particular builds, Develops a new and comprehensive training
situation or specific combines, programming.
problem. Learning composes, Create a new gymnastic routine.
outcomes emphasize constructs,
creativity based upon highly creates,
developed skills. designs,
initiate,
makes,
originates

Table 2. Domain II: Psychomotor (Skills)

(Source: http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html.Retrieved, February 3,
2017) as cited by Navarro, et.al 2017. Assessment of Learning 1 3 rd Edition)

Psychomotor Domain Taxonomies

Dave, 1975

Category Key words Examples

Copy, follow, Copying a work of art.
1.1 Imitation – observing mimic, repeat, Performing a skill while observing a demonstrator..
and patterning behavior replicate,
After someone else. reproduce,
Performance maybe of trace
low quality.
1.2 Manipulation – Being Act, build, Being able to perform a skill on one’s own after
able to perform certain actions execute, taking lessons or reading about it.
by memory or following perform Follows instructions to build a model.
instructions.
1.3 Precision – Refining Calibrate, Working and reworking something, so it will be “just
becoming more exact. demonstrate, right”.
Performing a skill within a master, Perform a skill or task without assistance.
high degree of precision. perfectionism Demonstrate a task to a beginner.
1.4. Articulation –

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coordinating and adapting a Adapt, Combining a series of skills to produce a videothat

series of actions to achieve constructs, involves music, drama, color, sound, etc.
harmony and internal combine, Combining a series of skills or activities to meet a
consistency. creates, novel requirement.
customize,
modifies,
formulate
1.6 Naturalization – Create, design, Maneuvers a car into a light parallel parking spot.
Mastering a high level develop, Operates a computer quickly and accurately.
performance until it become invent, Displays competence while playing the piano.
second nature or natural manage, Michael Jordan playing basketball or Nancy Lopez
without needing to think much naturally hitting a golf ball.
about it.

Harrow, 1972

Category Key words Examples

1.1 Reflex Movements – Reactions that are not React, Instinctive response
learned, such as involuntary reactions. Respond
1.2 Fundamental movements – Basic Grasp an
movements such as walking, or grasping. object, throw a Perform a simple task
ball, walk
1.3 Perceptual Abilities – Response to stimuli such as Catch a ball, Tract a moving object
visual, auditory, kinesthetic, or tactile draw or write Recognize a pattern
discrimination
1.4 Physical abilities (Fitness) –stamina that must be Agility, Gain strength
developed for further development such as endurance, Run a marathon
strength and agility. strength
1.5 Skilled movements – advanced learned Adapts, Using an advanced series of
movements as one would find in sports or acting. constructs, integrated movements.
creates, Perform a role in a stage
modifies play or play in a set of series
in a sports game.
1.6 Non-discursive communication – use affective Arrange, Express one’s self by using
body language such as gestures and facial compose, movements and gestures.
expressions. interpretation

3.6. Domain III: Affective (Attitude)

The affective domain refers to the way in which we deal with situation 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 behaviour.

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Char
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Internalizing
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Figure3. 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:
Organizing
Handbook II Affective omain, New York: David Mckay Co. as cited by Navarro, et.al 2017. Assessment
of Learning 1 3rd Edition)

Valuing

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

Categories/level Outcomes Verbs Learning Outcomes

Responding
2.1 Observing: Active Watch, detect, Detect non-verbal communication
mental attention to a distinguish, differentiate, cues, watch a more experienced
physical activity describe, relate, select person; observe and read directions

2.2 Imitating: attempt to Begin, explain, move, Show understanding and do sequence
copy a physical behaviour. display, proceed, react, of steps with assistance, recognize
show, state, volunteer one’s limitations
Receiving
2.3 Practising: performing a Bend, calibrate, Operate quickly and accurately,
specific activity repeatedly construct, differentiate, display competence while
dismantle, display, performing, performance is moving
fasten, fix, grasp, grind, towards becoming automatic, and
handle, measure, mix, smooth.
operate, manipulate,
mend

2.4 Adapting fine tuning the Organize, relax, shorten, Perform automatically, construct a
skill and making minor sketch, write, rearrange, new scheme/sequence, apply skill in
adjustments to attain compose, create, design, new situation, create a new routine,
perfection originate develop a new program.

Table 3. Simplified and re-organized categories or levels of learning in the

Psychomotor Domain

Categories/level Outcomes Verbs Learning Outcomes

Select, point to, sit, Listen to others with respect, try to
3.1 Receiving: being choose, describe, follow, remember profile and facts.
aware or sensitive to hold, identify, name, reply
something and willing to
listen or pay attention.

3.2 Responding: Showing Answer, assist, and Participate in discussions, gives

commitment to respond in comply, conform, discuss, expectation; now the rules, and
some measure to the idea or greet, help, perform, practice the, question concepts in
phenomenon. practice, read, recite, order to understand them well.
report, tell, write

3.3 Valuing: Showing Complete, demonstrate, Demonstrate belief in the concept

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willingness to be perceived as differentiate, explain, or process: show ability to resolve.

valuing or favouring certain follow, invite, join, justify,
ideas propose, report, share,
study, perform

3.4 Organizing: arranging Arrange, combine, Accept responsibility, recognize the

values into priorities creating complete, adhere, alter, need for balance between freedom
a unique value system by defend, explain, formulate, and responsible behaviour, explain
comparing, relating and integrate, organize, relate, how to plan to solve problem;
synthesizing values. synthesize 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, Show self-reliance when asking;
value system that control’s listen, discriminate, cooperate in group activities;
one’s behaviour, exhibiting modify, perform, revise, demonstrate objectivity in problem
behavior that is consisted, resolve, verify – solving; revise judgement in light
pervasive, predictable and of new evidences, value people for
characteristics of a person. what they are and not for how they
look

Figure 4. Categories/levels of the Affective Domain

(Source: D.R Krathwohl, B.S. Bloom, B.B, Masia (1964) Taxonomy of Educational Objectives: Handbook II
Affective Domain, (The Classification of educational Goals; 1956) as cited by Navarro, et.al 2017. Assessment of
Learning 1 3rd Edition)

3.7 Kendall’s and Marzano’s New Taxonomy

Kendall and Marzano instead of categorizing learning activities which Bloom and Anderson did,
reframed the three domains of knowledge (information, metal 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 leaner’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.

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Figure 5. Kendall’s and Marzano’s New Taxonomy

(Source: Marzano, R.J. and J.S. Kendall. The nEw Taxonomy of Education Objectives, 2 nd ed.)

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Figure 6. The new Taxonomy in Detail

Source: https://www.greatschoolspartnership.org/wp-content/uploads/2014/06/
x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf

3.8 Exercises

A. The following are examples of learning outcomes, on the second column, write the domain in which
each outcome is classified and on the third column the level/category to which the learning outcome
learning.

Domain Level/category*
1.Formulating a procedure to follow
in preparing for class demonstration.
2. Formulate new program
3.Perform repeatedly with speed and
accuracy.
4. Listen to others with respect.
5. Select the most effective among a
number of solutions.
6. Watch a more experienced
performer.
7. Know the rules and practice them.
8. Show ability to resolve
problems/conflicts
9. Apply learning principles in
studying pupil behaviour
10. Recite prices of commodities
from memory.

*For the psychomotor domains – use Harrow’s Classification to determine level.

* For the cognitive domain use Bloom’s and Anderson’s taxonomy

B. Using the indicated topic or subject matter, write the learning outcomes for each of
the 3 domains arranged from the simplest to the most complex level or category.

1. Cognitive: Topic – Investigative Project in Biological Science

1.1 Remembering
1.2 Understanding
1.3 Applying
1.4 Analyzing
1.5 Evaluating
1.6 Creating

2. Psychomotor: Topic – Table Setting

2.1 Observing
2.2 Imitating

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2.3 Practicing
1.4 Adapting

3. Affective: Topic – Developing and Nurturing

3.1 Receiving
3.2 Responding
3.3 Valuing
3.4 Organizing
3.5 Internalizing

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