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Module 3 Week 5 6

The document discusses learning outcomes and taxonomies in three domains: 1) Cognitive domain for a biological sciences project - Outcomes range from remembering terminology to evaluating sustainability factors. 2) Psychomotor domain for table setting - Outcomes progress from observing techniques to adapting an inspiring setting. 3) Affective domain for developing honesty - Outcomes span from receiving ways to internalizing influences of honesty. It also outlines Kendall and Marzano's new taxonomy of processing levels from retrieval to self-system interactions.

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Adrian Onilongo
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34 views

Module 3 Week 5 6

The document discusses learning outcomes and taxonomies in three domains: 1) Cognitive domain for a biological sciences project - Outcomes range from remembering terminology to evaluating sustainability factors. 2) Psychomotor domain for table setting - Outcomes progress from observing techniques to adapting an inspiring setting. 3) Affective domain for developing honesty - Outcomes span from receiving ways to internalizing influences of honesty. It also outlines Kendall and Marzano's new taxonomy of processing levels from retrieval to self-system interactions.

Uploaded by

Adrian Onilongo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Prof Ed 6: Assessment of Learning 1

Chapter 3 : Program Outcomes and Learning Outcomes


Module 3 Week 5-6
San Jose Community College
Name: ADRIAN P ONILONGO. Course&Year: BSED MATH 3 A
A.Using the indicated topic or subject matter, right the lending outcomes for each of the three
domains arranged from the simplest to the complex level or category.
1. Cognitive: Topic-Investigative Project in Biological Science

Create a research
proposal about CREATING
Check the aspects of
biological sciences
sustainability,
including economic,
societal, and
EVALUATING environmental
factors, especially
In biological sciences,
concerning
distinguish between a
biological systems.
theory and a ANALYZING
hypothesis, and
between fact and
Work with chemicals, germs,
opinion.
bodily fluids, and dissection
APPLYING according to laboratory
Discuss how to focus and adjust safety protocols.
the lighting on microscope slides,
to locate and identify biological
UNDERSTANDING
organisms and their parts.

Define and correctly use


REMEMBERING scientific terminology in
regard to biological
organisms and processes.
2. Psychomotor: topic-table setting
 Observing
 Imitating
 Practicing
 Adapting

Categories/Levels Learning Outcomes Statements

Observing: active mental attention to a physical Watch a qualified and trained person doing the
activity table setting.

Imitating: attempt to copy a physical behavior Volunteer to perform the whole sequence of
table setting with support.

Practicing: performing a specific activity Demonstrate the entire sequence of table setting
repeatedly repeatedly.

Adapting: fine tuning the skill and making Design an inspiring table setting.
minor adjustments to attain perfection
3. Affective: Topic-Developing and Nurturing Honestly
 Receiving
 Responding
 Valuing
 Organizing
 Internalizing

Characterization
Influence others to
INTERNALIZING admit when they are
wrong.

Adapt all rules and practices that


ORGANIZING
promote honesty
Share and justify the
significance of telling the
VALUING truth.

Report willingly the five ways to


RESPONDING
develop and nurture honesty.

RECEIVING

Identify five ways to develop


and nurture honesty.
B. Based on Kendall’s and Marzano’s new taxonomy, this is from the key total curriculum guide
to illustrate the levels of difficulty found in the new taxonomy of Kendall and Marzano’s new
taxonomy in figure 5

Level of Processing
1. Retrieval Recall stories that they have
listened during students
childhood
2. Comprehension Identify the problem and
solution
3. Analysis Gather important details of
poem
4. Knowledge Decide on the cause and
.
Utilization effect of the events
5. Metacognitive System Students asked questions to
clarify certain things
6. Self-system Students do the role playing

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