Assessment of Learning 1 (by Y. Gabuyo, et. al) MR. EDWIN C.

SERINA
Week 3
LEARNING GOALS AND OBJECTIVES
General Instructions: Hello everyone! You are given with these notes that cover important points about the
topic(s) for the week. You are expected to read, study, and answer the activities given at the end of this self-learning
handout. You are also encouraged to use other learning resources about our topic. You can approach me for
some queries thru my messenger (Edwin Serina) or thru my email ad ([email protected]).
Within the week, you are expected to learn the following skills:

1. Define the following terms: goals, objectives, and educational objectives / instructional objectives, specific /
behavioral objectives, general / expressive objectives, learning outcome, learning activity, observable
outcome, unobservable outcome, cognitive domain, affective domain, psychomotor domain, and educational
taxonomy;
2. Determine specific and general objectives; measurable and observable learning outcome;
3. Identify learning outcomes and learning activities; and
4. Differentiate observable and non-observable learning outcomes.

Goals can never be accomplished without objectives and you cannot get the objectives that you want without goals.

This means that goals and objectives are both tools that you need in order that you can accomplish what you want
to achieve.

Purposes of Instructional Goal and/or Objective

1. It provides direction for the instructional process by clarifying the intended learning outcomes.
2. It conveys instructional intent to other stakeholders such as students, parents, school officials and the public.
3. It provides basis for assessing the performance of the students by describing the performance to be measured.

Goals and objectives are very important when a teacher wants to achieve something for the students in any
classroom activities. Below are the different descriptions between goals and objectives:

Goals Objectives
Broad Narrow
General intention Precise
Intangible Tangible
Abstract (less structured) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to accomplish Short term aims what you want to achieve
Hard to quantify or put in a timeline Must be given a timeline to accomplish to be more
effective

Goal – is a broad statement of very general educational outcomes that do not include specific level of performance.
Examples:
 learn problem solving skills
 develop HOTS
 appreciate the beauty of an art
 be competent in the basic skills in the area of grammar.
General Educational Program Objectives – more narrowly defined statements of educational outcomes that apply to
specific educational programs, formulated on the annual basis; developed
by program coordinators, principals, and other school administrators.
Examples:
 Annual Supervisory Plan
 Annual Implementation Plan
 Curriculum Guide
 Learning Competency Directory
Instructional Objective – specific statement of the learners’ behavior or outcomes that are expected to be exhibited
by the students after completing a unit of instruction.
 - is a clear and concise statement of skill or skills that students are expected to perform or exhibit after
m discussing a certain lesson or unit of instruction.
Examples of unit of instruction:
1. A two-week lesson on polynomials
2. One-week lesson on “parallelism after correlatives”
3. One class period on “Katangian ng Wika”

Examples of instructional objective:

1. Adds fractions with 100% accuracy.
2. Dissects the frog following the correct procedures.

Typical Problems Encountered When Writing Objectives

Problems Error Types Solutions

Too broad or complex The objective is too broad in scope Simplify or break apart (latest term
or is actually more than one in the field: unpack and
objective contextualize)*
False or missing behavior, The objective does not list the Be more specific, make sure the
condition, or degree correct behavior, condition, and/or behavior, condition, and degree are
degree, or it is missing included
False given Describes instructions, not Simplify, include ONLY ABCDs
conditions (audience, behavior, condition,
degree)
False performance No true overt, observable Describe what behavior you must
performance listed observe
*RPMS-PPST

Four Main Things that should be specified to make Good Objectives.

1. Audience (who) – who are the people the objectives are aimed at?
2. Observable Behavior (what) – should be overt (observable behavior) even if actual behavior is covert or mental in
nature.
3. Special Conditions (how) – how will learning occur?
4. Stating Criterion Level (how much) – how many of the items must the students answer correctly for the teacher to
attain his objectives.

Types of Educational Objective

Educational objective → is also known as instructional objective.
1. Specific or Behavioral Objective – precise statement of behavior to be exhibited by the students.
- include activities or action verbs that specify learning outcomes.
Examples: 1. Multiply three-digit numbers with 95% accuracy.
2. List the months of the year in proper order from memory.
3. Encode 30 words per minute with at most three (3) errors using computer.
2. General or Expressive Objective – behaviors are not usually specified and the criterion of the performance level is
not stated.
- specify only the experience or educational activity to be done.
Examples: 1. Interpret the novel the Lion and the Witch and the Wardrobe.
2. Visit Manila Zoo and discuss what was of interest.
3. Understand the concept of normal distribution.

Learning Activity – using instructional objectives as a means or processes of attaining the end product.
- an activity by which end product is not stated.
Learning Outcome – an activity implying a certain product or end result of instructional objectives.
- the end product is clearly stated.
Examples:
Learning Activities Learning Outcomes
study identify
read write
 watch recall
listen list

Types of Learning Outcomes

1. Measurable or Observable Behavior/Outcomes (SMART ) – they are well-developed learning outcomes that are
student/participant oriented.
Some appropriate verbs to use are draw, build, list, recite, add, encircle… etc.
SMART – Specific, Measurable, Attainable, Realistic, Time-bounded

Examples of measurable learning outcomes:

 Recite the names of characters in the story MISERY BY Anton Chechov.
 Add two-digit numbers with 100% accuracy.
 Circle the initial sounds of words.
 Change the battery of an engine.
 List the steps of hypothesis testing in order.

2. Non-measurable and Non-observable Behavior/Outcomes - are wastage of time and non-beneficial consist of non-
action verbs.
Example of non-action verbs are understand, appreciate, value, know, be familiar, enjoy, learn, observe,
read, study, consider
Examples of non-measurable learning outcomes:
 Be familiar with the constitutional provisions relevant to agrarian reforms.
 Understand the process of evaporation.
 Enjoy speaking Spanish.
 Appreciate the beauty of an art.
 Know the concept of normal distribution.

SUGGESTED VERBS TO USE IN EACH LEVEL OF THINKING SKILLS

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

count, define, associate, add, apply, analyze, categorize, appraise,
describe, compute, calculate, change, arrange, combine, compile, assess,
draw, identify, convert, defend, classify, complete, breakdown, compose, create, compare,
labels, list, discuss, compute, combine, derive, design, conclude,
match, name, distinguish, demonstrate, design, detect, devise, explain, contrast,
outlines, estimate, explain, discover, divide, develop, generate, group, criticize,
point, quote, extend, examine, graph, diagram, integrate, modify, critique,
read, recall, extrapolate, interpolate, differentiate, order, organize, determine,
recite, generalize, give interpret, discriminate, plan, prescribe, grade,
recognize, examples, infer, manipulate, illustrate, infer, propose, interpret,
record, repeat, paraphrase, modify, operate, outline, point rearrange, judge,
reproduces, predict, rewrite, prepare, produce, out, relate, reconstruct, relate, justify,
selects, state, summarize show, solve, select, separate, reorganize, revise, measure,
write subtract, translate, subdivide, rewrite, rank, rate,
use utilize summarize, support,
transform, specify test
https://nbaslh.memberclicks.net/assets/docs/learner-outcome-guidelines.pdf

Taxonomy of Educational Objectives is a useful guide for developing a comprehensive list of instructional
objectives and types of learning outcomes for classroom instruction.

Benjamin S. Bloom – introduced the Bloom’s Taxonomy in 1956.

- a well-known psychologist and educator who took the initiative to lead in formulating and
classifying the goals and objectives of the educational processes and determined the domains of
educational activities.

Three Domains of Educational Activities

1. Cognitive Domain (mental skills) – called for outcomes of mental activity such as memorizing, reading, problem
solving, analyzing, synthesizing, and drawing conclusions.
2. Affective Domain (attitude or emotional skills) – describes learning objectives that emphasize a feeling tone, an
 emotion, or degree of acceptance or rejection. It includes objectives pertaining to students’ interests, attitudes,
appreciations, values and emotions.
3. Psychomotor Domain (Physical skills) – characterized by the progressive levels of behaviors from observation to
mastery of physical and kinesthetic skills of the learners. This includes physical movement, coordination, and use
of motor-skill areas.

Bloom’s Taxonomy of cognitive domain – the established and completed hierarchy of educational objectives in 1956
worked by Bloom and other educators.
Further development of affective and psychomotor domains was done by other group of educators.

Criteria for selecting Appropriate Objectives.

1. Include all important outcomes of the course or subject matter.
2. In harmony with the content standards and the general goals of the school.
3. In harmony with the sound principles of learning.
4. Realistic in terms of the abilities of the students, time and the available facilities.

Steps in Having Clear Statement of Instructional Objectives

1. State the general objectives of instruction as intended learning outcomes.
2. List under each objective a sample of the specific types of performance that the students should be able to
demonstrate when they have achieved the objective.
Example:
General: Understands the scientific principles.
Specific:1. Describes the principle on their own words. 4. Uses the principle in solving problem.
2. Identifies examples of the principle. 5. Distinguishes between two given principles.
3. Uses the principle in solving problems. 6. Explains the relationships between the given principles.
The example shows that the expected learning outcome is concerned with the understanding of the students
regarding scientific principles. The verb “understands” is expressed as a general objective. It is very important to start
immediately with the verb so that it will focus only on the intended outcomes. NO NEED to add phrase such as “the
students should be able to demonstrate that they understand …” and the like. The six specific learning outcomes also
start immediately the verbs that specific, definite, and observable responses and performance.

Note: Only specific learning outcomes are admissible in writing learning objectives in lesson planning.

Matching Test Items to Instructional Objectives

When constructing test items, always remember that they should match the instructional objectives. Learning
outcomes specified in test items should match to the learning outcomes stated in the objectives. No tricky questions to
ensure content validity of the test and students demonstrate mastery of skills specified in the instructional objectives.

See examples of matched/unmatched test items to instructional objectives:

Objective vs. Test Item Match?
Yes No
1. Objective: Discriminate fact from opinion from Pres. Benigno C. Aquino’s first SONA.
Test Item: From the SONA speech of President Aquino, give (five) 5 examples of facts
/
and five (5) examples of opinions.
2. Objective: Recall the names and capitals of all the different provinces of Regions I and II
in the Philippines. /
Test Item: List the names and capitals of two provinces in Region I and three provinces in
Region II.
3. Objective: Circle the nouns and pronouns from the given list of words.
/
Test Item: Give five examples of pronouns and five examples of verbs.
4. Objective: List the main event in chronological order, after reading the short story A
VENDETTA by Guy de Maupassant.
/
Test Item: From the short story A VENDETTA by Guy de Maupassant, list the main event
in chronological order.
5. Objective: Make a freehand drawing about Region II using your map as a guide.
/
Test Item: Without using your map, draw the map of Region II
-end-
 Activity for Week 3
1. Define the terms: 1.1. instructional objectives
1.2. Bloom’s Taxonomy

2. Compare and contrast the following: 2.1. Specific objective and general objective
2.2. Observable outcome and unobservable outcome
2.3. Cognitive domain and affective domain

3. Write (2) specific and measurable objectives/learning outcomes in your area of interest.

4. Write one test item that matches to each learning outcome in number 3.

5. Identify the following as learning activity or learning outcomes.

5.1. Fixing a motorcycle.
5.2. Drawing the map of Leyte correctly.
5.3. Adding fractions correctly.
5.4. Understanding the process of condensation.
5.5. Practicing a guitar.

6. Give one (1) observable learning outcome in English as learning area/subject.

7. Give two (2) non-observable learning outcomes in Filipino as learning area/subject.

8. Write your understanding on the following:

“Behavior is an action that is observable and measurable. Behavior is not what a student is feeling,
but rather how the student expresses the feeling”.