Lesson1.

2: Assessment Purposes, Learning Targets and

Appropriate Methods

Purpose of Classroom Assessment

➢ “Assessment for learning” is a “type of formative assessment, utilized by teachers in

order to gain an understanding of their students’ knowledge and skills in order to guide
instruction.”
➢ Assessment as learning” is also a formative assessment which focuses on teaching
students the metacognitive processes to evaluate their own learning and make
adjustment.
➢ Assessment of learning” is a summative assessment used primarily to compare
students and report progress.”

The Chart Content

This chart compares these three forms of assessment under the following categories:

Categories Assessment For Assessment As learning Assessment Of

learning Learning
Why Assess? • To enable teachers • To guide and provide • To certify or
to determine opportunities for inform…. Others of
next steps each student to student’s proficiency
in advancing monitor and critically in relation to
student learning. reflect on their curriculum learning
learning and identify outcomes.
next steps.
Assess what? • Each student’s • Each student’s • The extent to which
progress and thinking about their students can apply
learning needs learning the key concepts,
in relation to • What strategies they knowledge, skills,
curricular use to support or and attitudes related
outcomes. challenge that to the curriculum
outcomes.
learning.
• The mechanism they
use to adjust their
own learning.
What Methods? • A range of • A range of methods in • A range of methods
methods in different modes that assess both
different modes that elicit students product and process
that makes learning and assessment
students skills metacognitive
and processes.
understanding
visible.
Ensuring Quality • Accuracy and • Accuracy and • Accuracy,
consistency of consistency of consistency and
observation and student’ self- fairness of
interpretation of reflection, judgements based
student learning selfmonitoring on high
• Clear and selfadjustment. quality
detailed • Engagement of the • information.
expectation student in Clear detailed
• Accurate detailed considering and learning
notes for challenging their • expectations.
descriptive thinking. Fair and accurate
feedback to each • Students record their summative reporting.
student. own learning.

Using the • Provide each • Provide each student • Indicate each

Information student with with accurate, student’s level of
accurate descriptive feedback understanding
descriptive that will help them • Provide the
feedback to develop independent foundation for
further their learning habits. discussion on
learning. • Have each student placement or
• Differentiate focus on the task and promotion
instruction by their learning(not Report fair, accurate
•
continually getting the right and detailed
checking where answer) information that can
each students is Provide each student be used to decide
in relation to the • with ideas for the next steps in the
curricular adjusting, rethinking student’s learning.
outcomes.
and articulating their
learning. Provide the
conditions for the
•
teacher and student
to discuss
alternatives.
Students report about
their learning
•
 1)
Function of Assessment Measures
Students’

Achievements

By giving test to students and assessing the test results, students achievements can be
determined whether they have reached the goals of the learning tasks or not.

2) Evaluates Instruction and Teaching Strategies

For instance , the teacher uses unstructured approach and gives achievement test after
presenting the lesson. If the result of the test is high, this means unstructured approach is
appropriate, if low, then it is inappropriate. The results of the test determine whether
instruction and teaching strategies are effective or ineffective.

3) Assesses Lessons to be Re-taught

If teaching is ineffective as evidenced by the poor test results, item analysis comes in.

4) Evaluates School’s Programs

Assessment evaluates school’s programs if they are relevant, realistic and responsive to the
needs of the society. For instance, graduates of teacher education program passed the LET
and they are employed as teachers. Hence, teacher education program is relevant, realistic
and responsive to the needs of the society. On the other hand, if graduates other school’s
program are underemployed or unemployed, thus the program is not relevant nor responsive
to the needs of the society and needs revision.

5) Motivate Learning

Upon knowing the results of achievement test, the student’s enthusiasm is aroused if he gets
high scores. Otherwise, if his score is low, he strives hard to get higher score in the next
examination.

6) Predicts Success or Failure

Success or failure of students is predicted through assessment of their learning. For

instance, if a student always gets high score in all examinations in all subjects, high score
means passing and passing means success. Likewise , if they always get low scores in all
examinations in all subjects, low scores means a flailing mark and failure on the part of the
students.
7) Diagnosis the Nature of Difficulties

The weaknesses of the students can be detected through assessment of their learning. For
example, the teacher administers diagnostic test to his students. The result of diagnostic test
determines what part of the subject the student is weak or having difficulties, so that the
teacher can identify what remedial instruction should be given.
8) Evaluates Teachers’ performance The performance of the teachers are determined
through assessment of students’ learning. For instance, NAT (national Achievement Test) is
administered to 4th year students and Grade
VI pupils. If the NAT results is within the mean, it means that the teachers’ performance are
satisfactory; if above the mean, very satisfactory; and below the mean, below satisfactory
performance.

9) Evaluates School’s facilities and Resources

Adequacy and inadequacy of school’s facilities and resources are determined through
assessment of students’ learning. If students passed the licensure examinations higher than
the national passing percentage, it means that the institution has adequate facilities and
resources. Included in the resources is the marketing, which means that the graduates are
employed right after passing the licensure examination. Likewise when the school applies for
accreditation and it passed, it means facilities and resources are adequate, if it failed it
means that the facilities and resources are not in the accreditation standard, thus
inadequate.

10) Evaluates School manager’s Performance

These managers are the top and middle managers like the president as head of the
institution, vice presidents and deans. The result of the accreditation lies on the performance
of school managers.

Learning Targets

GOALS AND OBJECTIVES

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 what to Short term aims what you want to achieve
accomplish
 Hard to quantify or put in a timeline Must be given a timeline to accomplish to be
more effective

Educational Goal, Standards and Objectives

Goals. Goals are general statements about desired learner outcomes in a given year or
during the duration of a program (e.g. senior high school)
Standards. Standards are specific statements about what learners should know and are
capable of doing at a particular grade level, subject, or course. McMillan (2014,p.31)
described four different types of educational standards: (1) Content (desired outcomes in a
content area), (2) performance ( what students do to demonstrate competence),
(3)Developmental (sequence of growth and change over time) and (4)grade-level
(outcomes for a specific grade)

Educational Objectives. Educational objectives are specific statement of the learners

performance at the end of an instructional unit. These are sometimes referred to as
behavioral objectives and are typically stated with the use of verbs. The most popular
taxonomy of educational objectives is Bloom’s Taxonomy of Educational Objectives.

Typical Problems Encountered When Writing Objectives

Problems Error Types Solutions
Too broad or complex The Objective is too broad Simplify or break apart
in scope or is actually more
than one objective
False or missing behavior, The objective does not list Be more specific, make sure
condition or degree the correct the behavior, condition and
behavior condition, degree are included.
and/or degree, or it is
missing
False given Describes instruction, not Simplify, include
conditions ONLY ABCDs
False performance No true overt, observable Describe what behavior you
performance listed. must observe
Four Main Things that Objectives should specify

1. Audience Who?

2. Observable Behavior
What?

3. Special Conditions How?

4. Stating Criterion Level

How much?

Types of Educational Objectives

 Educational objective is also known as instructional objective. There are two types
of educational objectives: Specific or Behavioral Objectives and General or
expressive Objectives (Kubiszyn and Borich 2007)

1. Specific or Behavioral Objectives. Precise statement of behavior to be exhibited

by the students; the criterion by which mastery of the objectives will be judged; the
statement of the conditions under which behavior must be demonstrated. Examples
of behavioral objectives:
➢ Multiply three-digit numbers with 95% accuracy
➢ List the months of the year in proper order from memory with 100% accuracy
➢ Encode 30 words per minute with at most three (3) errors using computer.
These activities specify specific educational outcomes.

2. General or Expressive Objectives. Statement wherein the behavior is not usually

specified and the criterion of the performance level is not stated. It only describes
the experience or educational activity to be done. The outcome of the activity is not
expressed in specific terms but in general terms such as understand, interpret or
analyze.
Examples of expressive objectives:
➢ Interpret the novel the Lion, the Witch and the Wardrobe; ➢ Visit Manila Zoo
and discuss what was of interest ➢ Understand the concept of normal
distribution.
These examples specify only the activity or experience and broad educational
outcome.

Instructional objective is a clear and concise statement of skill or skills that students
are expected to perform or exhibit after discussing a certain lesson or unit of
instruction. The components of instructional objectives are observable behaviors,
special conditions which the behavior must be exhibited and performance level
considered sufficient to demonstrate mastery.

When a teacher developed instructional objectives, he must include an action verb

that specifies learning outcomes. Some educators and education students are often
confused with learning outcome and learning activity. An activity that implies a certain
product or end result of instructional objectives is called learning outcome. If you
write instructional objectives as a means or processes of attaining the end product,
then it is considered as learning activity. Hence, revise it so that the product of the
activity is stated.

Examples:
Learning Activities Learning Outcome
Study identify
Read Write
Watch Recall
listen List
 Taxonomy of Educational Objectives
Taxonomy of Educational Objectives is a useful guide for developing a
comprehensive list of instructional objectives. A taxonomy is primarily useful in
identifying the types of learning outcomes that should be considered when
developing a comprehensive list of objectives for classroom instruction.

Benjamin S. Bloom (1948, as cited by Gabuyo, 2011), a well known

psychologist and educator, took the initiative to lead in formulating and classifying the
goals and objectives of the educational processes. The three domains of educational
activities were determined: the cognitive domain, affective domain and the
psychomotor domain.

1. Cognitive Domain called for outcomes of mental activity such as memorizing,

reading problem solving, analyzing, synthesizing and drawing conclusions.

2. Affective Domain describes learning objectives that emphasize a feeling tone, an

emotion or a degree of acceptance or rejection. Affective objectives vary from simple
attention to selected phenomena to complex but internally consistent qualities of
character and conscience. We found a large number of such objectives in the
literature expressed as interests, attitudes, appreciations, values and emotional sets
or biases (Krathwohl et.al., 1964) as cited by Esmane, 2011). It refers to the persons’
awareness and internalization of objects and simulations, it focuses on the emotions
of the learners.
3. Psychomotor Domain is characterized by the progressive levels of behaviors from
observation to mastery of physical skills (Simpson, 1972 as cited by Esmane, 2011).
This includes physical movement, coordination and use of the motor-skill areas.
Development of theses skills requires practice and is measured in terms of speed,
precision, distance procedures or techniques in execution. It focused on the physical
and kinesthetic skills of the learner. This domain is characterized by the progressive
levels of behaviors from observation to mastery of physical skills.

Bloom and other educators work on cognitive domain, established and

completed the hierarchy of educational objectives in 1956, it was called as the
Bloom’s Taxonomy of the cognitive domain. The affective and psychomotor
domains were also developed by other group of educators.

CRITERIA FOR SELECTING APPROPRIATE OBJECTIVES

1. The objectives should include all important outcomes of the course or subject matter.
2. The objectives should be in harmony with the content standards of the statee and
with the general goals of the school.
3. The objectives should be in harmony with the sound principles of learning
4. The objectives should be realistic in terms of the abilities of the students time and
available facilities.
 CLEAR STATEMENT OF INSTRUCTIONAL OBJECTIVES

Steps

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.

This procedure should result in the statement of general objectives and specific
learning outcomes such as the given example below.
Understand the scientific principles
• Describes the principle in their own words
• Identifies examples of the principle
• States reasonable hypotheses based on the principle
• Uses the principle in solving problem
• Distinguishes between two given principles
• Explains the relationships between the given principles

Bloom’s Revised Taxonomy

Lorin Anderson a former student of Bloom together with Krathwolh, revised the
Bloom’s Taxonomy of cognitive domain in the mid-90s in order to fit the more
outcomefocused modern education objectives. There are two major changes:

1) The names in the six categories from noun to active verb; and
2) The arrangement of the order of the last two highest levels as shown in the
given figure below.
This new taxonomy reflects a more active form of thinking and is perhaps
more accurate.

Changes to Bloom’s Taxonomy

Bloom’s Taxonomy in 1956 Anderson/Krathwolh’s Revision in 2001
1. Knowledge: Remembering or 1. Remembering: Objectives written on the
 retrieving previously learned remembering level (lowest cognitive level):
material. Retrieving, recalling, or recognizing
Examples of verbs that relate to knowledge from memory. Remembering is
this function are: identify, relate, when memory is used to produce definitions,
list, define, recall, memorize, facts, or lists; to recite or retrieve material.
repeat, record, name, recognize,
acquire

Sample verb appropriate for objectives

written at the remembering level: state,
tell, underline, locate, match, state, spell, fill
in the blank, identify, relate, list define, recall,
memorize, repeat, record, name, recognize,
acquire.
2. Comprehension: The ability to 2.Understanding: Objectives written on the
grasp or construct meaning from understanding level (higher level of mental
material. ability than remembering, requires the
Examples of verbs that relate to this lowest level of understanding from the
function are: restate, locate, report, student): Constructing meaning from
recognize, explain, express, identify, different types of functions be they written
discuss, describe, review, infer, or graphic message activities like
conclude, illustrate, interpret, draw, interpreting, exemplifying, classifying,
represent, differentiate summarizing, inferring, comparing, and
explaining.

Sample verbs appropriate for objectives

written at the understanding level:
restate, locate, report, recognize, explain,
express, identify, discuss, describe, review,
infer, conclude, illustrate, interpret, draw,
represent, differentiate
3. Application: The ability to use 3.Applying: Objectives written on the
learned material or to implement applying level require the learner to
material in new and concrete implement (use) the information: carrying
situations. out or using a procedure through executing
Examples of verbs that relate to this or implementing. Applying relates and refers
function are: apply, relate, develop, to situations where learned material is used
translate, use, operate organize, through products like models,
employ, restructure, interpret, presentations, interviews or simulations.
demonstrate, illustrate, practice,
calculate, show, exhibit, dramatize Sample verbs appropriate for objectives
written at the applying level: apply, relate,
develop, translate, use, operate, organize,
employ, restructure, interpret, demonstrate,
illustrate, practice, calculate, show, exhibit,
dramatize
4. Analysis: The ability to break down 4.Analyzing: Objectives written on the
or distinguish the parts of the analyzing level require the learner to
materials into their components so break the information into component
that their organizational structure parts and describe the relationship.
may be better understood. Breaking material or concepts into parts,
determining how the parts relate or
Examples of verbs that relate to this interrelate to one another or to an overall
function are: analyze, compare, structure or purpose. Mental actions
probe, inquire, examine, contrast,
included in this functions are differentiating,
categorize, differentiate, investigate,
organizing and attributing as well as being
detect, survey, classify, deduce,
able to distinguish between the components
or parts. When one is analyzing, he/she can
experiment, scrutinize, discover, illustrate this mental function by creating
inspect, dissect, discriminate, spreadsheets, surveys, chart or diagrams,
separate or graphic representations.

Sample verbs appropriate for objectives

written at the analyzing level: analyze,
compare, probe, inquire, examine, contrast,
categorize, differentiate, contrast,
categorize, differentiate, investigate, detect,
survey, classify, deduce, experiment,
scrutinize, discover, inspect, dissect,,
discriminate, separate.
5.Synthesis: The ability to put parts 5.Evaluating: Objectives written on the
together to form a coherent or evaluating level require the student to
unique new whole. make a judgment about materials or
methods. Making judgments based on
Example of verbs that relate to this criteria and standards through checking and
function are: compose, produce, critiquing. Critiques, recommendations and
design, assemble, create, prepare, reports are some of the products that can be
predict, modify, plan, invent, created to demonstrate the processes of
formulate, collect, set up, generalize, evaluation. In the newer taxonomy,
document, combine, propose, evaluation comes before creating as it is
often a necessary part of the precursory
develop, arrange, construct,
behavior before creating something.
organize, originate, derive, write.
Remember this part has now changed
places with the last one on the old taxonomy.

Sample verbs appropriate for objectives

written at the evaluating level: appraise,
choose, compare, conclude, decide, defend,
evaluate give your opinion, judge, justify,
prioritize, rank, rate, select, rate, support,
value.
6.Evaluation: The ability to judge, 6.Creating: Objectives written on the
check and even critique the value of creating level require the student to
material for a given purpose. generate new ideas, products and ways
of viewing things. Putting elements
Examples of verbs that relate to this together to form a coherent or functional
function are: judge, assess, whole; reorganizing element
compare, evaluate, conclude,
measure, deduce,, argue, decide,
choose, rate, select, estimate,
validate, consider, appraise, value,
criticize, infer
*Adapted with written permission from Leslie Owen Wilson’s curriculum Pages Beyond Bloom-
A New Version of the Cognitive Taxonomy

Cognitive Domain

Bloom’s Taxonomy of cognitive domain is arranged according to the lowest level to

the highest level. Knowledge as the lowest level followed by comprehension,
analysis, application, synthesis and evaluation as the highest level.

1. Knowledge recognizes students’ ability to use rote memorization and recall certain
facts. Test questions focus on identification and recall information Sample verbs of
stating specific learning outcomes:
Cite, define, identify, label, list, match, name, recognize, reproduce, select, state

Instructional objectives
At the end of the topic, the students should be able to identify the different steps in
testing hypothesis.

Test Item:
What are the different steps in testing hypothesis?

2. Comprehension involves students’ ability to read course content, interpret important

information and put other’s ideas into words. Test questions should focus on the use
of facts, rules and principles.

Sample verbs of stating specific learning outcomes:

Classify, convert, describe, distinguish between, give examples, interpret, summarize

Instructional Objective:
At the end of the lesson, the students should be able to summarize the main events
of the story INVICTUS in grammatically correct English.

Test item:
Summarize the main events in the story INVICTUS in grammatically correct English
3. Application students take new concepts and apply them to new situation. Test
questions focus on applying facts and principles.

Sample verbs of stating specific learning outcomes:

Apply, arrange, compute, construct, demonstrate, discover, extend, operate, predict,
relate, show, solve, use

Instructional Objective:
At the end of the lesson, the students should be able to write a short poem in iambic
pentameter.

Test Item:
Write a short poem in iambic pentameter.

4. Analysis students have the ability to take new information and break it down into
parts and differentiate between them. The test questions focus on separation of a
whole into component parts.

Sample verbs of stating specific learning outcomes:

Analyze, associate, determine, diagram, differentiate, discriminate, distinguish,
estimate, point out, infer, outline, separate

Instructional objectives:
At the end of the lesson, the students should be able to describe the
statistical tools needed in testing the difference between two means.

Test item:
What kind of statistical test would you run to see if there is a significant difference
between pretest and post-test?

5. Synthesis students are able to take various pieces of information and form a whole
creating pattern where one did not previously exist. Test question focuses on
combining new ideas to form a new whole.

Sample verbs of stating specific learning outcomes:

Combine, compile, compose, construct, create, design, develop, devise, formulate,
integrate, modify, revise, rewrite, tell, write

Instructional objectives:
At the end of the lesson, the students should be able to compare and contrast the
two types of error.

Test item:
What is the difference between type I and Type II error?

6. Evaluation involves students’ ability to look at someone else ideas or principles and
the worth of the work and the value of the conclusion.
 Sample verbs of stating specific learning outcome:
Appraise, assess, compare, conclude, contrast, criticize, evaluate, judge, justify,
support

Instructional objectives:
At the end of the lesson, the students should be able to conclude the relationship
between two means.

Test Item:
What should the researcher conclude about the relationship in the population?

Affective Domain

Affective Domain describes learning objectives that emphasize a feeling tone, an

emotion, or a degree of acceptance or rejection. Affective objectives vary from simple
attention to selected phenomena to complex but internally consistent qualities of
character and conscience. We found a large number of such objectives in the
literature expressed as interests, attitudes, appreciations, values, and emotional sets
or biases (Krathwohl et.al., 1964 as cited by Esmane, 2011). The affective domain
includes objectives pertaining to attitudes, appreciations, values and emotions.
Krathwohl’s affective domain is perhaps the best known of any of the affective
domain. “The taxonomy is ordered according to the principle of internalization.”
Internalization refers to the process whereby a person’s affect toward an object
passes from a general awareness level to a point where the affect is internalized and
consistently guides or controls the person’s behavior. The arrangement of the
affective domain from lowest level to the highest level as articulated by Esmane
(2011)

LEVELS OF AFFECTIVE DOMAIN

Level Definition Sample Verbs
1.Receiving Refers to being aware of or Example:
sensitive to the existence of Listen to the ideas of others with
certain ideas, materials, or respect.
phenomena and being able to Sample verbs appropriate for
tolerate them. The learners are objectives written at the
willing to listen. receiving level: masks,
chooses, describes, follows,
gives, holds, identifies, locates,
names, points to, selects, sits,
erects, replies, uses.
2.Responding Refers to the commitment in Example:
some measure to the ideas, Participates in class discussion
materials or phenomena involved actively.
by actively responding to them. It Sample verbs appropriate for
answers question about ideas. objectives written at the
The learning outcomes responding level: answers,
emphasize compliance in assists, aids, complies, conforms,
responding, willingness to discusses, greets, helps, labels,
respond or satisfaction in performs, practices, presents,
responding. The learners are reads, recites, reports, selects,
tells, writes
willing to
participate
3.Valuing Refers to the willingness to be Examples:
perceived by others as valuing Demonstrate belief in the
certain ideas, materials, democratic process/
phenomenon or behavior. It is Shows the ability to solve
based on the internalization of a problems.
set of specified values while
clues to these values are Sample verbs appropriate for
expressed in the learner’s overt objectives written at the
behavior and are often valuing level.
identifiable. This ranges from Completes, demonstrates,
simple acceptance the more differentiates, explains, follows,
complex state of commitment. forms, initiates, invites, joins,
The learners are willing to be justifies, proposes, reads,
involved.
reports, selects, shares, studies,
works

4.Organization Refers to the ability to related Examples:

the value to those already held Explains the role of systematic
and bring it into a harmonious planning in solving problems.
and internally consistent
philosophy. Commits to using Prioritizes time effectively to
ideas and incorporate them to meet the needs of the
different activities. It emphasizes organization, family and self.
on comparing relating and
synthesizing values. The
Sample verbs appropriate for
learners are willing to be an
objectives written at the
advocate.
organizing level: adheres,
alters, arranges, combines,
compares, completes, defends,
explains, formulates,
generalizes, identifies,
integrates, modifies, orders,
organizes, prepares, relates,
synthesizes.
 5. Characterization by Incorporate ideas completely Examples:
value or value set into practice, recognized by the Shows self-reliance
use of them. The value system when working
that controls their behavior. independently.
Instructional objectives are
concerned with the student’s Values people for what they are
general patterns of adjustment
not how they look.
such as personal, social and
Sample verbs appropriate for
emotional. The learners are
objectives written at the
willing to change one’s
characterizing level: acts,
behavior, lifestyle or way of
discriminates, displays,
life.
influences, listens, modifies,
performs, practices, proposes,
qualifies, questions, revises,
serves, solves, verifies.

Psychomotor Domain

Psychomotor Domain is characterized by the progressive levels of behavior

from observation to mastery of physical skills. Esmane (2011) includes physical
movement, coordination and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance, procedures
or techniques in execution. The seven major categories are listed from the simplest
behavior to the most complex. The Psychomotor Domain includes objectives that
require basic motor skills and/or physical movement such as construct, kick or ski.

Levels of Psychomotor Domain

Level Definition Sample Verbs
1. Perception The ability to use sensory cues to Example:
guide motor activity. This ranges from Detects nonverbal
sensory stimulation, through cue communication cues.
selection to translation
Estimate where a ball will
land after it is thrown and
then moving to the correct
location to catch the ball.
Sample verbs appropriate
for objectives written at the
perception level: chooses,
describes, detects,
differentiates, distinguishes,
identifies, isolates, relates,
selects
2. Set Readiness to act. It includes mental, Example:
physical and emotional sets. These Recognizes one’s abilities
three sets are dispositions that and limitations. Shows desire
predetermine a person’s response to to learn a new process
different situations (sometimes called (motivation)
mindsets).
Note: This subdivision of
Psychomotor domain is
closely related to the
“responding to phenomena”
subdivision of the affective
domain.
Sample verbs appropriate
for objectives written at
the set level: begins,
displays, explains, moves,
proceeds, reacts, shows,
states, volunteers.

3. Guided The early stages in learning a complex Examples:

Response skill that includes imitation and trial Performs a mathematical
and error. Adequacy of performance is equation as demonstrated.
achieved by practicing.
Follows instructions to build a
model.

Sample verbs appropriate

for objectives written at
the guided response level:
copies, traces, follows,
reacts, reproduces, responds
4. Mechanism This is the intermediate stage in Examples:
learning a complex skill. Learned Uses a personal Computer.
responses have become habitual and
the movements can be performed with Repairs a leaking faucet.
some confidence and proficiency
Drives a car.

Sample verbs appropriate

for objectives written at the
mechanism level:
assembles, calibrates,
construct, dismantles,
displays, fastens, fixes,
grinds, heats, manipulates,
measures, mends, mixes,
organizes, sketches

5. Complex Overt The skillful performance of motor acts Examples:

Response that involves complex movement Operates a computer quickly
patterns. Proficiency is indicated by a and accurately.
quick, accurate, and highly
coordinated performance, requiring a Displays competence while
minimum of energy. This category playing the piano.
includes performing without hesitation
and automatic performance. For
Sample verbs appropriate
example, players often utter sounds of
for objectives written at the
satisfaction or expletives as soon as
complex overt response
they hit a tennis ball or throw a
football, because they can tell by the level: assembles, builds,
feel of the act what the result will calibrates, constructs,
produce. dismantles, displays, fasten,
fixes, grinds, heats,
manipulates, measures,
mends, mixes, organizes,
sketches.

Note: The key words are the

same as mechanism, but will
have adverbs or adjectives
that indicate that the
performance is quicker,
better, more accurate, etc.
6. Adaptation Skills are well developed and the Examples:
individual can modify movement Responds effectively to
patterns to fit special requirements. unexpected experiences.

Modifies instructions to meet

the needs of the learners.
 Sample verbs appropriate
for objectives written at
the adaptation level:
adapts, alters, changes,
rearranges, reorganizes,
revises, varies
7. Origination Creating new movement patterns to fit Examples:
a particular situation or specific Creates a new gymnastic
problem. Learning outcomes routine.
emphasize creativity based upon
highly developed skills. Sample verbs appropriate
for objectives written at
the origination level:
arranges, builds, combines,
composes, constructs,
creates, designs, initiates,
makes, originates

Other Psychomotor Domains

Aside from the discussion of Simpson (1972) about the psychomotor domain,
there are two other popular version commonly used by educators. The works of
Dave, R.H (1975) and Harrow, Anita (1972) and Kubiszyn and Borich (2007) were
discussed below.

Dave’s (1975)
Level Definition Example
Imitation Observing and patterning behavior Copying a work of art.
after someone else. Performance
may be of low quality

Manipulation Being able to perform certain ‘creating work o one’s own,

actions by following instructions after taking lessons, or
and practicing. reading about it

Precision Refining, becoming more exact. Working and reworking

Few errors are apparent. something, so it will be “just
right”
Articulation Coordinating a series of actions, Producing a video that
achieving harmony and internal involves music, drama, color,
consistency sound, etc.
Naturalization Having high level performance Michael Jordan playing
become natural, without needing basketball, Nancy Lopez
to think much about it. hitting a golf ball, etc.
Harrow’s (1972), Kubiszyn and Borich (2007)
Level Definition Example
 Reflex movements Reactions that are not learned Flexion, extension,, stretch,
postural adjustment
Fundamental Inherent movement patterns which Basic movement such as
movements are formed by combinations of walking, grasping, twisting
reflex movements, the basis for manipulating
complex skilled movements
Perception Response to stimuli such as Coordinated movements
visual, auditory, kinesthetic, or such as jumping rope,
tactile discrimination punting, catching
Physical abilities Stamina that must be developed Muscular exertion, quick
for further development such as precise movement
strength and agility
Skilled movements Advanced learned movements as Skilled activities in sports
one would find in sports or acting recreation and dance
No discursive Effective body language such as Body postures, gestures
communication gestures and facial expressions. facial expressions efficiently
executed in skilled dance
movement and
choreographies
Types of Learning Target

1. Knowledge Targets. It refers to factual conceptual and procedural information

that learners must learn in a subject or content area
Example: I can explain the role of conceptual framework in a research

2. Reasoning Targets. Knowledge-based thought processes that learners must

learn. It involves application of knowledge in problem-solving, decision making
and other tasks that require mental skills.
Example: I can justify my research problem with a theory

3. Skills Targets. Use of knowledge and/or reasoning to perform or demonstrate

physical skills
Example: I can facilitate a focus group discussion (FGD) with research
participants.

4. Product Targets. Use of knowledge, reasoning and skills in creating a

concrete or tangible product.
Example. I can write a thesis proposal

Types of Learning Outcome

After developing learning outcomes, the next steps, the teacher must consider is to
identify whether the learning outcome is stated as measurable and observable
behavior or non-measurable and non-observable behavior. If learning outcome is
measurable then it is observable, therefore, always state the learning outcomes in
observable behavior. Teachers should always develop instructional objectives that
are specific, measurable statement of outcomes of instruction that indicates whether
instructional intents have been achieved (Kubiszyn, 2007). The following are
examples of verbs in terms of observable learning outcomes and unobservable
learning outcomes.
Observable Learning Non-Observable Learning
Outcomes Outcome
Draw Understand
Build Appreciate
List Value
Recite Know
add Be familiar
Examples of observable learning outcomes:

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

Examples of non-observable learning outcomes:

1. Be familiar with the constitutional provisions relevant to agrarian reforms.

2. Understand the process of evaporation
3. Enjoy speaking English
4. Appreciate the beauty of an art
5. Know the concept of normal distribution

Types of Learning Outcomes to Consider

Below are the lists of learning outcomes classified as a learning objective. The more
specific outcome should not be regarded as exclusive; there are merely suggestive
as categories to be considered (Gronlund, Linn and Miller 2009)

1. Knowledge
1.1 Terminology
1.2 Specific facts
1.3 Concept and principles
1.4 Methods and procedures
2. Understanding
2.1 Concepts and principles
2.2 Methods and procedures
2.3 Written materials, graphs, maps and numerical data
2.4 Problem situations
3. Application
3.1 Factual information
3.2 Concepts and principles
 3.3 Methods and procedures
3.4 Problem solving skills
4. Thinking skills
4.1 critical thinking
4.2 Scientific thinking
5. General skills
5.1 Laboratory skills
5.2 Performance skills
5.3 Communication Skills
5.4 Computational skills
5.5 Social skills
6. Attitudes
6.1 Social attitudes
6.2 Scientific attitudes

7. Interests
7.1 Personal interests
7.2 Educational interests
7.3 Vocational interests

8. Appreciations
8.1 Literature, art and music
8.2 Social and scientific achievements

9. Adjustments
9.1 Social adjustments
9.2 Emotional adjustments

Appropriate Methods of Assessment

Table 1. Matching Learning Targets with Paper-and-Pencil Type of Assessment

Learning Selected Response Constructed Response
Targets Multiple True or Matching Short Problem Essay
Choice False Type Answer Solving
Knowledge      
Reasoning      
Skills      
Product      
Note: More checks mean better matches

Table 2. Matching Learning Targets with other Types of Assessment

Learning Targets Project based Portfolio Recitation Observation
Knowledge    
Reasoning    
Skills    
 Product    
Note: More checks mean better matches