SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO such as: to demonstrate, to explain, to differentiate, to illustrate, etc.

Bloom’s
taxonomy of educational objectives is grouped into three:
LEARNING OUTCOMES  Cognitive, also called knowledge refers to mental skills such as remembering,
Education originated from the Latin word ‘educare' or ‘reducer’ which meant “to understanding, applying, analyzing, evaluating, synthesizing or creating.
draw out”. However, for centuries, education is believed to be a “pouring in” process  Psychomotor, also referred to as skills, includes manual or physical skills which
proceed from mental activities and range from the simplest to the complex such
wherein the teacher was the infallible giver of knowledge and the student was the passive as observing, imitating, practicing, adapting and innovating.
recipient. It followed that the focus of instruction was content and subject matter. The  Affective, also known as attitude, refers to growth in feelings or emotions from
advent of technology caused a change of perspective in education, nationally and the simplest behavior to the most complex such as receiving, responding,
valuing, organizing, and internalizing.
internationally. With knowledge explosion, students are surrounded with various sources of
3. Drafting outcomes assessment procedures: This procedure will enable the teacher
facts and information accessible through technology. The teacher has become a facilitator to determine the degree to which the students are attaining desired learning
who assists in the organization, interpretation, and validation of acquired facts and outcomes.
information. The Outcomes of Education
Outcome-Based Education: Matching Intentions with Accomplishment Outcome-based Education focuses classroom instruction on the skills and competencies that
students must demonstrate they exit. There are two types of outcomes: immediate and
The change in educational perspective called outcome-based education (OBE) has three deferred outcomes.
characteristics:
 Immediate Outcomes are competencies/skills acquired upon completion of an
1. It is student-centered, it places the students at the center of the process by focusing instruction, a subject, a grade level, a segment of the program, or the program itself.
on student learning outcomes (SLO). These referred to as instructional outcomes.
2. It is faculty-driven, it encourages faculty responsibility for teaching assessing  Ability to communicate by writing and speaking
program outcomes and motivating participation from the students.  Mathematical problem-solving skills
3. It is meaningful, it provides data to guide the teacher in making valid and  Skills in identifying objects by using different senses
continuing improvement in instruction and assessment activities.  Ability to produce artistic or literary works
 Ability to do research an write the results
To implement OBE on the subject or course level, the following procedure is recommended;
 Skills in storytelling
1. Identification of the educational objectives of the subject/course: Educational  Promotion to a higher level
objectives are the broad goals that the subject/course expects to achieve. They define  Graduation from a program
the knowledge, skills, and attitudes that the teacher will help students to attain.  Deferred Outcomes refers to the ability randomly cognitive, psychomotor, and
2. Listing of learning outcomes specified for each subject/course objective: Since affective skills/competencies in various situations many years after completion of a
subject/course objective are broadly stated, they do not provide detailed guide to b degrees program.
teachable and measurable. Learning outcome are describe as concrete active verbal
  Success in professional practice or occupation 3. Pagganyak sa mga mag- 3.1. Nakasusulat ng tula, awit o maikling kuwento
 Promotion in a job aaral upang maipamalas ang tungkol sa kahalagahan ng kapaligiran.
 Success in career planning, health and wellness malalim na pagpapahalaga sa 3.2. Nakagagawa ng “video presentation” tungkol sa
 Awards and recognition. kapaligiran (Affective wastong pagaalaga ng kapaligiran.
objective).
Institutional, Program, Course and Learning Outcomes
These are the attributes that a graduate of an institution is expected to demonstrate 3 years
after graduation. Outcomes in OBE come in different levels: DETERMINING PROGRESS TOWARDS THE ATTAINMENT
1. Institutional Outcomes are statements of what the graduates of an educational
OF LEARNING OUTCOMES
institution are supposed to be able to do beyond graduation. These institutional Measurement is the process of determining or describing the attributes or
outcomes become more specific in the level of program of degree outcomes.
characteristics of physical objects generally in terms of quantity. When we measure, we use
2. Program Outcomes are what graduates of particular educational program or degree
are able to do at the completion of a program or degree. some standardized instrument to find out how long, heavy, hot, voluminous, cold, fast or
3. Course/Subject Outcomes are what students should be able to demonstrate at the straight some things are. Such instruments may be ruler, scale, thermometer, or pressure
end of a course/subject.
gauge. When we measure, we are actually collecting quantitative information relative to
4. Learning/Instructional/Lesson Outcomes are what students should be able to do
after a lesson or instruction. some established standards. To measure is to apply a standard measuring devise to an
object, events or situations according to procedure determined by one who is skilled in the
Educational Objectives are formulated from the point of view of the teacher. While
learning outcomes are supposed to demonstrate after instruction. use of such device. Sometimes we can measure physical quantities by combining directly
measurable quantities to form derived quantities.
EDUCATIONAL LEARNING OUTCOMES
OBJECTIVES In the field of education, the quantities and qualities of interest are abstract, unseen
Pagbibigay sa mga mag-aaral 1.1. Nailalarawan ang sariling buhay simula sa pagsilang
ng kaalaman at pang-unawa hanggang sa kasalukuyang edad. and cannot be touched and so the measurement process becomes difficult; hence, the need
tungkol sa tao, kapaligiran at
1.2. Nasasabi at naipapaliwanag ang mga alituntunin sa to specify the learning outcomes to be measured. Measurement refers to the process by
lipunan (Cognitive objective).
silid-aralan at sa paaralan.
1.3. Naiisa-isa ang mga tungkulin ng which the attributes or dimension of some objects or subjects of study are determined.
isang mabuting mamamayan sa
pangangalaga ng kapaligiran.  For instance, testing is when knowledge of the subject matter is often measured
Paglinang ng kakayahan na 2.1. Nakakasulat ng sanaysay na naglalarawan ng mga through standardized test results.
magsagawa ng proyektong taong bumubuo ng sariling pamilya.  We can ask a group of experts to rate a student’s (or a teacher’s) knowledge of the
pangtahanan at pampamayanan 2.2. Nakapagsasagawa ng panayam sailang subject matter in a scale of 1 to 5 with 1 is being the lowest and 5 is the highest. In
(Psychomotor objective). mahahalagang pinuno ng sariling baranggay at this procedure, knowledge of the subject matter is measured through perceptions.
naisusulat ang mga nakalap
Types of Measurement
 Measurements can therefore be objective (as in testing) or subjective (as in time to determine learning and mastery of skills. Such evidence of learning can take the
perceptions). Testing produces objective measurement while expert ratings provide forms of dialogue record, journals, written works, portfolios, tests and other leaning tasks.
subjective measurements. Objective measurements are more stable than subjective Assessment requires review of journal entries, written work, presentation, research papers,
measurements in the sense that repeated measurements of the same quantity or quality of essays, story written, test results, etc.
interest will produce more or less the same outcome. However, there are certain facets of
 Assessment is a process of selecting, receiving and using data for the purpose of
the quantity or quality of interest that cannot be successfully captured by objective improvement in the current performance.
procedures but which can be done by subjective methods e.g., aesthetic appeal of a product  Assessment is the process of objectively understanding the state or condition of a
thing by observation and measurement.
or project of a student, etc. The formula for subjective measurement is (Measurement of
 Assessment is a process by which information is obtained relative to some known
Quantity or Quality of Interested = True values plus random error). Each measurement of objective or goal. A test is a special form of assessment.
the quantity of interest has two components: a true value of the quantity and a random error  Assessment is the processor documenting knowledge, skills, attitudes, and beliefs
component. usually in measurable terms. The goal of assessment is to make improvement, as
opposed to simply being judged.
Objective measurements are measurements that do not depend on the person or The overall goal of assessment is to improve student learning and provide students,
individual taking the measurements. Regardless of who is taking the measurement, the same parents and teachers with reliable information regarding student progress and extent of
measurement values should be obtained when using an objective assessment procedure. attainment of the expected learning outcomes. Its result shows the more permanent learning
While subjective measurements often differ from one assessor to the next even if the same and clearer picture of the student’s ability. Assessment of skill attainment is relatively easier
quantity or quality is being measured. than assessment in understanding and other mental ability. Skills can be practiced and
 Variable (denoted by an English alphabet like X) is a measurable characteristics of a readily demonstrable.
student. A group of indicators constitute a variable. The variables which form a
factor correlate highly with each other but have low correlations with variablesvin Evaluation
another group.
 Indicator denotes the presence or absence of a measured characteristics. They are Evaluation originates from the root word “value” and so when we evaluate, we
building blocks of educational measurement upon which all other forms of
measurement are built. expect our process to give information regarding the worth, appropriateness, goodness,
 Factor or Construct are group of variables. validity or legality of something for which a reliable measurement has been made.
Assessment Evaluation is a process designed to provide information that will help us to make a
judgment about a particular situation. The end result of evaluation is to adopt, reject, or
The term assessment is derived the Latin assidere which means “to sit beside”.
revise what has been evaluated.
Assessment is the process of gathering evidence of students’ performance over a period of
  Evaluation is an act of passing judgment on the basis of a set of standards. The preposition “for” in assessment FOR learning implies that assessment is done to
 Evaluation is the process of observing and measuring a thing for the purpose of improve and ensure learning. This is referred to as Formative assessment that is given while
judging it.
the teacher is in the process of student formation (learning). It ensures that learning is going
 Evaluation is the of making judgment based on criteria and evidence.
 Evaluation is a process designed to provide information to help one make a on while teacher is in the process of teaching. Formative assessment includes the pre-test
judgment about a given situation. and post-test that a teacher gives to insure learning. This is also termed pre-assessment.
Objects of evaluation include instructional programs, school projects, teachers,
 Pretest is to find out where the students are or determined their entry knowledge or
students, and educational goals. Evaluation involves data collection and analysis and skills so teachers know how to adjust instruction.
quantitative and qualitative methods. Evaluation can help educators determine the success  Postest is to to find out if the intended learning outcomes has been attained after the
teaching-learning process.
of their academic programs and signal efforts to improve student achievement. It can also
Assessment OF learning is usually given at the end of a unit, grading period or a
help identify the success factors of programs and projects. Evaluation is often divided into
term like a semester. It is meant to assess learning for grading purposes. It is summative
two broad categories: formative and summative
assessment and done at the end of a unit, task, process or period. Its purpose is to provide
 Formative evaluation is a method of judging the worth of a program while the evidence of a student’s level of achievement in relation to curricular outcomes. It provides
program activities are in progress. This type of evaluation focuses on the process.
the foundation for decision on student’s placement and promotion.
The results of formative evaluation give information to the proponents, learners and
teachers on how well the objectives of the program are being attained while the Assessment AS Learning is associated with self-assessment. Assessment by itself is
program is in progress. Its main objectives are to determine deficiencies so that the
already a form of learning for the students. It employs tasks or activities that provide
appropriate interventions can be done.
 Summative evaluation is a method of judging the worth of a program at the end of students with an opportunity to monitor and further their own learning – to think about their
the program activities. The focus is on the result. The instruments used to collect personal learning habits and how they can adjust their learning strategies to achieve their
data for summative evaluation are questionnaire, survey forms,
goals.
interviews/observation guide and tests. Summative evaluation is designed to
determine the effectiveness of a program or activity based on its purposes.
To summarize, we measure height, distance, weight knowledge of subject matter through
PROGRAM OUTCOMES AND STUDENT LEARNING
testing, we assess learning outcome, we evaluate results in terms of some criteria or
objectives. OUTCOMES
Assessment FOR, OF and AS Learning The shift of focus in education from content to students learning outcomes has changed
teachers, instructional perspective. In short, teachers were more content-centered than
outcomes-centered. The new education perspective requires teachers to visualize the ideal In addition to the program outcomes of teacher education as discipline, there are program
graduates three or more years after graduation and right after completion of the program, outcomes specific to the following:
i.e., graduation time (as stated in institutional outcomes and program outcomes). The
 Bachelor of Elementary Education (CMO No. 74, S.2017)
Commission on Higher Education, the body that regulates higher education in the  Bachelor of Secondary Education Major in English, Filipino, Mathematics, Science,
Philippines, in its Memorandum Order #20, s. 2014 requires the following program Social Studies (CMO No. 75, S.2017)
outcomes for all higher education institutions the ability to:  Bachelor of Early Childhood Education (CMO No. 76, S.2017)
 Bachelor of Special Needs Education (CMO No. 77, S.2017)
a) Articulate and discuss the latest developments in the specific field of practice  Bachelor of Technology and Livelihood Education (CMO No. 78, S.2017)
b) Effectively communicate orally and in writing using both English and Filipino  Bachelor of Technical-Vocational Teacher Education (CMO No. 79, S.2017)
c) Work effectively and independently in multi- disciplinary and multi-cultural teams  Bachelor of Physical Education (CMO No. 80, S.2017)
d) Act in recognitions of professionals, social and ethical responsibility  Bachelor of Vulture and Arts Education (CMO No. 82, S. 2017)
e) Preserve and promote “Filipino historical and cultural heritage.”

Program Outcomes for Teacher Education

The Three Types of Learning
The program outcomes specific to degrees are programs spelled out in the specific Policies,
Believing that there were more than one (1) type of learning Benjamin Bloom and a
Standards and Guidelines (PSG) per program or degree issued by the same Commission.
committee of colleagues in 1956, identified three domains of educational activities; the
a) Articulate the rootedness of education in philosophical, social-cultural, historical, cognitive, referring to mental skills; affective referring to growth in feeling or emotion,
physiological, and political context. and psychomotor, referring to manual or physical skills. These terms were regarded as too
b) Demonstrate mastery of subject matter/discipline
technical by practicing teachers and so the domains were translated to simpler terms
c) Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments. commonly us d by teachers: knowledge, skills and attitudes (KSA).
d) Develop innovative curricula, instructional plans, teaching approaches and resources
for diverse learners. BLOOM'S TAXONOMY 1956 ANDERSON'S AND KRATHWOHL'S
e) Apply skills in the development and utilization of ICT to promote quality, relevant, (Noun) TQXONOMY 2001
and sustainable educational practices. (Verb)
f) Demonstrate a variety of thinking skills in planning, monitoring, assessing and Knowledge: Remembering or retrieving Remembering: Means recognizing or
reporting learning processes and outcomes. previously learned materials. Examples of recalling knowledge from memory.
g) Practice professional and ethical teaching standards sensitive to the local, national verbs that relate to this function are know, Remembering is when memory is used to
and global realities. identity, relate list, define, recall, memorize, produce or retrieve definitions, facts, or lists,
h) Pursue lifelong learning for personal and professional growth through varies repeat, record name, recognize and acquire. or to recite previously learned information.
experiential and field-based opportunities. Comprehension: The ability to grasp or Understanding: Constructing meaning from
construct meaning from material. Examples different types of functions be they written or originate, derive, write, and propose. behavior before one creates something.
of verbs that relate to this function are graphic messages or activities like
Evaluation: The ability to judge, check, and Creating: Putting elements together to form
restate, locate, report, recognize, explain, interpreting, exemplifying, classifying,
even critique the value of material for a a coherent or functional whole; reorganizing
express, identify, discuss, describe, review, summarizing, interfering, comparing or
given purpose. Examples of verbs that relate elements into a new pattern or structure
infer, illustrate, interpret, draw, represent, explaining.
to this function are judge, assess, compare, through generating, planning, or producing.
differentiate, and conclude.
evaluate, conclude, measure, deduce, argue, Creating requires users to put parts together
Application: The ability to use learned Applying: Carrying out or using a procedure
decide, choose, rate, select, estimate, in a new way, or synthesize parts into
material or to implement material in new and through executing or implementing.
validate, consider, appraise, value, criticize, something new and different creating a new
concrete situations. Examples of verbs are Applying relates to or refers to situations
and infer. form or product. This process is the most
apply, relate, develop, translate, use, operate, where learned material is used through
difficult mental function in the new
organize, employ, restructure, interpret, products like models, presentations,
taxonomy.
demonstrate, illustrate, practice, calculate, interviews or simulations.
show, exhibit, and dramatize.
Analysis: The ability to break down or Analyzing: Breaking materials or concepts
distinguish the parts of material into its into parts, determining how the parts relate Benjamin Bloom critically examined his own cognitive taxonomy and noted that there is a
components so that its organizational to one another or how they interrelate, or fundamental difference between the knowledge category (first level in his taxonomy) and
structure may be better understood. how the parts relate to an overall structure or
the mental operation (higher five level - comprehension, application, analysis, synthesis,
Examples of verbs that relate to this function purpose. Mental actions included in this
are analyze, compare, probe, inquire, function are differentiating, organizing, and and evaluation) performed on that knowledge or with that knowledge. Mere recall of
examine, contrast, categorize, differentiate, attributing, as well as being able to knowledge is different from comprehension, application, analysis, synthesis and evaluation
contrast, investigate, detect, survey, classify, distinguish between the components or parts. of that knowledge. He identified specific types if knowledge as: terminology, specific facts,
deduce, experiment, scrutinize, discover, When one is analyzing, he/she can illustrate
inspect, dissect, discriminate, and separate. this mental function by creating conventions, trends and sequences, classifications and categories, criteria, methodology,
spreadsheets, surveys, charts, or diagrams, or principles and generalization, and theories and structures.
graphic representations.
In the revised cognitive taxonomy, Anderson and Krathwohl identified four levels of
Synthesis: The ability to put parts together Evaluating: Making judgments based on
knowledge: factual, conceptual, procedural and metacognitive knowledge. Bloom cited the
to form a coherent or unique new whole. criteria and standards through checking and
Examples of verbs that relate to this function critiquing. Critiques, recommendations, and three categories- factual, conceptual and procedural knowledge.
are compose, produce, design, assemble, reports are some of the products that can be
Factual Knowledge This refers to essential facts, terminology, details, or elements
create, prepare, predict, modify, tell, plan, created to demonstrate the processes of
students must know or be familiar with in order to understand a
invent, formulate, collect, set up, generalize, evaluation. In the newer taxonomy,
discipline or solve a problem in it.
document, combine, relate, propose, evaluating comes before creating as it is
develop, arrange, construct, organize, often a necessary part of the precursory Conceptual Knowledge This refers to the interrelationship of facts. It is facts put together
 within a larger structure that enable them to function together. It mathematical problem-solving methods.
is knowledge of classifications, principles, generalizations,  Knowledge of criteria for determining when to use
theories, models or structures pertinent to a particular disciplinary appropriate procedures: methods appropriate for
area. different kinds of experiment, statistical analysis
procedures used for different situations, and syllabus
Procedural Knowledge This is knowing how to do something. It refers to information or
guidelines for different genes of writing.
knowledge that helps students to do something specific to a
discipline, subject, or area of study. It includes knowledge of Metacognitive  Strategic knowledge: ways of memorizing facts, reading
methods inquiry, criteria for using skills, algorithms, techniques, Knowledge: knowledge comprehension strategies, and methods of planning a
and methods. of thinking in general website
and your thinking in  Knowledge about cognitive tasks, including
Metacognitive This is knowing that you know. This is thinking about your own particular appropriate contextual and conditional knowledge:
Knowledge thinking in a purposeful way. It is awareness and knowledge of different reading demands of textbooks and novels,
ones' own cognition. It is a reflective knowledge about how to go thinking ahead when using an electronic database, and
about solving problems and cognitive task. It includes contextual differences between writing emails and writing business
and conditional knowledge and knowledge of self
letters.
 Self-knowledge: need for a diagram or chat to understand
complex processes, better comprehension in quiet
 Knowledge of Terminology: vocabulary terms,
environments, need to discuss ideas with someone better
Factual Knowledge: mathematical symbols, musical notation and alphabet.
writing an essay.
basic information  Knowledge of specific details and elements: components
of the food pyramid, names of congressional Example of Cognitive Activities
representatives, major battles of WWII Cognitive Processes Examples
Conceptual Knowledge:  Knowledge of classifications and categories: species of
Remembering: Produce the Recognizing
the relationship among animals, different kinds of arguments and geological era.  Identify frogs in a diagram of different kinds of amphibian.
right information from
pieces of a larger  Knowledge of principles and generalization: types of  Find an isosceles triangle in your neighborhood.
memory
structure that make them conflicts in literature, Newton's Laws of Motion and  Answer any true-false or multiple choice
function together. principle of democracy. questions.
 Knowledge of theories, models, and structures: theory Recalling
of evolution, economic theories, and DNA models.  Name three 19th century women English authors.
 Write the multiplication facts
Procedural Knowledge:  Knowledge of subject-specific skills and algorithms:  Reproduce the chemical formula for carbon tetrachloride.
how to do something procedure for solving quadratic equations, mixing colors Understanding: Make Interpreting
for oil paintings and serving a volleyball. meaning from educational  Translate a story problem into an algebraic equation.
 Knowledge of subject-specific techniques and methods: materials or experiences  Draw a diagram of the digestive system
literary criticism, analysis of historical documents, and  Paraphrase Jawaharlal Nehru's tryst with destiny speech
 Exemplifying  Place the books in the classroom library into categories.
 Draw a parallelogram  Make a chart often using figurative devices and explain
 Find an example of stream of consciousness style of their effect.
writing  Make a diagram showing the ways plants and animals
 Naming a mammal that lives in the area interact with each other.
Classifying Attributing
 Label odd or even numbers  Read letter to the editors to determine the author's point of
view about local issue.
 List the events of the Sepoy Mutiny of 1857
 Determine a character's motivation in a novel
 Group native animals into their species
Interfering  Look at brochures of political candidates and hypothesize
about their perspectives on issues.
 Read a passage of dialogue between characters and make
conclusion about their past relationship Evaluating: Make judgments Checking
 Figure out the meaning of unfamiliar term based on criteria and syllabus  Participate in the writing group, giving feedback on
 Look at the series of numbers and predict what will be guidelines. organization and logic arguments.
next.  Listen to political speech and make a list of any
Comparing contradictions within the speech.
 Explain how the heart is like a pump  Review a project plan to see if all necessary step is needed
 Compare Mahatma Gandhi to a present day leader. Critiquing
 Use a Venn diagram to demonstrate how two books by
Charles Dickens are similar and different.  Judge how well a project meets the criteria of a
Explaining rubric
 Draw a diagram explaining how air pressure affects the  Chose the best method for solving a complex
weather. math
 Provide details that justify why French Revolution  Judge the validity of arguments.
happened.
Creating: Put pieces together Generating
 Describe now interest rates affect the economy.
 Given a list of criteria, options in the school
to form something new or
Applying: Use a procedure. Executing  Generate several scientific hypothesis
recognize components of a
 Add a column of two digit numbers  Propose a set of alternatives for reducing dependence on
 Orally read a passage in a foreign language. new structure. fossils
 Have a student open house discussion Planning
Implementing  Make a storyboard for multimedia presentation.
 Design an experiment to see how plants grow in different  Outline a research paper
kind of soil.  Design a scientific study
 Proofread a piece of writing Producing
 Create a budget  Write a journal
Analyzing: Break a concept Differentiating  Build a habitat for pigeons
down into its parts and  List the important information in a mathematical word  Put on a play based on a chapter from a novel.
problem and cross out the unimportant information.
describe how the parts relate
 Draw a diagram showing the major and minor characters in
to the whole. a novel. DOMAIN 1: Cognitive (Knowledge)
Organizing
 Categories/Level Learning Outcomes Statements In the early seventies, E Simpson, Dave and A.S. Harrow recommended
Remembering: recall of previously learned  Recite the multiplication tables categories for psychomotor domain which included physical condition,
information (define, describe, identify,  Match the word with the parts of the movements and use of the motor skills body parts. The development of these
label, match, list, name, outline, recall, picture of a seeing machine.
skills requires constant practice in accuracy and speed. Simpson contributed 7
recognize, reproduce, select and state)
Understanding: comprehending the  Explain in ones own words the stages in categories, Dave 5 categories and Harrow 6 categories.
meaning, translation, and interpretation of life cycle of butterfly Category Example
instructions; state a problem in our own  Distinguish among the different Simpson
word (distinguish, estimate, explain, give geometric figures.
Perception (awareness): The ability to use  Detectors nonverbal communication
example, interpret, paraphrase, and
sensory cues to guide motor activity cues.
summarize).
(chooses, describe, detects, differentiates,  Estimate where a ball will land after it
Applying: using what was learned in the  Use a mathematical formula to solve an is thrown and then moving to the
distinguishes identifies, isolates, relates and
classroom in similar new situations (apply, algebra problem. correct location to catch the ball.
selects).
change, compute, construct, demonstrate,  Prepare daily menus for one week for a  Adjust heat of stove to correct
discover, modify, prepare, produce, show family of six. temperature by smell and taste of food.
solve and use).  Adjust the height of the forks on a
forklift by comparing where the forks
Analyzing: separating materials or concept  Observe a classroom and list down the
are in relation to the pallet.
into component parts to understand the things to be improved
Set: Readiness to act. It includes mental,  Knows and acts upon a sequence of
whole (analyze, compare, contrast,  Differentiate the parts of a tree
physical and motional sets. These three are steps in a manufacturing process.
diagram, differentiate, distinguish,
the disposition that predetermined a  Recognize ones abilities and limitations.
illustrate, outline and select).
person's response to different situations  Shows desire to learn a new process
Evaluating: judging the value of an idea,  Defend a research proposal (also called mindset). (Begins, display, (motivation).
object or material (compare, conclude,  Select the most effective solution explains, moves, proceeds, reacts, shows, Note: This subdivision of Psychomotor
criticize, critique, defend, evaluate, relate,  Critique a class demonstration states, and volunteers) is closely related with the responding to
support and justify). phenomena (subdivision of the affective
Creating: building a structure or pattern;  Compile personal records and domain).
putting parts together (categorize, combine, documents into a portfolio Guided Response: The early stages in  Performs a mathematical equation as
compile, compose, devise, design, plan,  Write a syllabus for a school subject learning a complex miles that includes demonstrated
organize, revise, rearrange, generate and imitation and trial and error. Adequacy of  Follows instructions to build a model
modify. performance is achieved by practicing  Responds hand-signals of instructor
(copies, traces, follows, react, reproduce, while learning to operate a forklift.
DOMAIN II: Psychomotor (Skills) and responds).
Mechanism (Basic Proficiency): This is  Use a personal computer.
the intermediate stage in learning a  Repair a leaking faucet emphasize creativity based upon highly training programming
complex skill. Learned responses have  Drive a car developed skills (arrange, builds, combines,  Creates a new gymnastic routine
become habitual and the movements can be composes, constructs, creates, designs,
performed with some confident and initiate, makes, and originates).
proficiency (assembles, calibrates, Dave (1975)
constructs, dismantles, displays, gardens,
Imitation: Observing and patterning  Copying a work of art
fixes, g ones, heats, manipulates, measures,
behavior after someone else. Performance  Performing a skill while observing a
mends, mixes, organized and sketches).
may be of low quality (copy, follow, mimic, demonstrate
Complex Overt Response (expert): The  Maneuvers a car into a right parallel
repeat, replicate, reproduce and trace).
skillfully performance of motor acts that parking spot
Manipulation: Being able to perform more  Being able to perform a skill on one's
involve complex movement patterns.  Operates a computer quickly and
certain actions by memory or following own after taking a lessons or reading
Proficiency is indicated by a quick, accurately
instructions (act, build, execute and about it.
accurate, and highly coordinated  Displays competence while playing the
perform).  Follows instructions to build a model
performance, requiring a minimum of piano
energy. This category includes performing Note: The key word are the same as Precision: Refining, becoming more exact.  Working and reworking something, so it
without hesitation and automatic mechanism but will have adverbs or Performing a skill within a high degree of will be just right.
performance. For example, players often adjectives that indicate that the precision (calibrate, demonstrate, master,  Demonstrate a task to a beginner.
utter sounds of satisfaction or expletives as performance is quicker, better, more and perfectionism).
soon as they hit a tennis call or throw a accurate , etc. Articulation: Coordinating and adapting a  Combining a series of skills to produce
football because they can tell by the feel of series of actions to achieve harmony and a video
the act what the result will produce internal consistency (adapt, constructs,  Combining a series of skill or activities
(assembles, builds, calibrated, construction, combine, creates, customize, modifies, and to meet a novel requirement.
dismantles, displays, fastens, fixes, grinds, formulate).
heats, manipulates, measures, mends, Naturalization: Mastering a high-level  Maneuvers a car into a tight parallel
mixes, organizes and sketches). performance until it becomes second nature parking spot
Adaptation: Skills are well developed and  Responds effectively to unexpected or natural, without needing much about it  Operates a computer quickly and
the individual can modify movement experiences. (create, design, develop, invent, manage, accurately
 Modifies instruction to meet the needs
patterns to fit special requirements (adapts, and naturally).  Displays competence while playing the
alters, changed, rearranges, reorganizes, of the learners piano
revises and varies).  Perform a task with a machine that it Harrow (1972)
was not originally intended to do Reflex Movements - reactions that are not  Instinctive response
Origination: Creating new movement  Constructs a new theory learned such as involuntary reaction (react
patterns to fit a particular situation or  Develops a new and comprehensive and respond).
specific problem. Learning outcomes Fundamental Movements - basic  Perform a simple task
 movements such as walking or grasping  Operates quickly and accurately; display competence while performing;
(grasp an object, throw a ball and walk) performance is moving towards becoming automatic and smooth
Perceptual Abilities – response to stimuli  Track a moving object 4. Adapting: fine tuning the skill and making minor adjustments to attain perfection
such as visual, auditory, kinesthetic, or  Recognize a pattern (organize, relax, shorten, sketch, write, rearrange, compose, create, design, originate).
tactile discrimination (catch a ball, draw or  Perform automatically; construct a new scheme or sequence; apply skill in new
write). situation; create a new routine, develop a new program)
Physical Abilities – stamina must be  Gain strength
developed for further development such as  Run a marathon
strength and agility (agility, endurance and DOMAIN III: Affective (Attitude)
strength).
The affective domain refers to the way in which we deal with situations emotionally
Skilled Movements – advanced learned  Using an advanced series of integrated
such as feelings, appreciation, enthusiasm, motivation, values, and attitudes. That taxonomy
movements as one would find in sports or movements
is ordered into 5 levels as the person progresses towards internalizations in which the
acting (adapt, constructs, creates and  Perform a rile in a stage okay or play in
attitude or feeling consistently guides or controls q person’s behaviors. (From lowest to
modifies). a sport game
highest: receiving, responding, valuing, organizing, internalizing, and characterization).
Nondiscursive Communication – use  Express one's self by using movements
effective body language such as gestures and gestures 1. Receiving is being aware or sensitive to something and being willing to listen or pay
and facial expressions (arrange, compose attention (select, point to, sit, choose, describe, follow, identify, name, reply). Learning
and interpretation) outcomes are:
 Listen to others with respect, try to remember profile and facts.
2. Responding is showing commitment to respond in some measure to the idea or
The Simplified and Organized Categories or Levels of Learning in the phenomenon (answer, assist, comply, conform, discuss, greet, help, perform, practice,
Psychomotor Domain read, recite, report, tell, write).
 Participate in discussion, gives expectation; knows the rules and practice them;
1. Observing: active mental attention to a physical activity (watch, detect, distinguish,
question concepts in order to understand them well.
differentiate, describe, relate, select).
3. Valuing is showing commitment to be perceived as valuing or favoring certain ideas
 Detect non-verbal communication cues; watch a more experienced person; observe
and read directions. (complete, demonstrate, differentiate, explain, follow, invite, join, justify, organize,
2. Imitating: attempt to copy a physical behavior (begin, explain, move, display, proceed, relate, synthesize).
react, show, state, volunteer)  Demonstrate belief in the concept or process; show ability to resolve
 Show understanding an a sequence of steps with assistance; recognize one's 4. Organizing is arranging values into priorities, creating a unique value system by
limitation comparing, relating and synthesizing values (arrange, combine, complete, adhere, alter,
3. Practising: performing a specific activity repeatedly (bend, calibrate, construct, defend, explain, formulate, integrate, organize, relate, synthesize).
differentiate, dismantle, display, fasten, fix, traps, grind, handle, measure, mix, operate,  Accept responsibility, recognize the balance between freedom and responsible
manipulate, mend). behavior, explain how to plan to solve problem, prioritize time effectively for
 family, work and personal life problem/conflicts propose plan for improvement,
inform management/species on matters that need attention).
5. Internalizing is practicing value system that controls one's behavior, exhibiting
behavior the is consider pervasive, predictable and characteristics or the person. In some
source, internalizing is square to characterization (act, display, influence, listen,
discriminate, listen, modify, perform, revise, solve, and verify).
 Show self-reliance when asking; cooperate in group activities; demonstrate
objectivity in problem-solving; revise judgment in light of new evidences, value
people what they are and not for how they look.

Kendall's and Marzano's New Taxonomy

Instead of categorizing learning activities which Bloom and Anderson did, they
reframed the three domains of knowledge (information, mental procedure, and
psychomotor procedures) by describing sex levels of processing knowledge. The first four
levels are cognitive, beginning with the lowest (retrieval) them moving upward with
increasing cognitive complexity (comprehension, analysis, and knowledge utilization). The
fifth kevel of processing, the metacognitive system involves the learners specification of
learning gals, monitoring of the learners own learning process, clarity and accuracy of the
learners learning. The highest level of knowledge processing self-system involves the
learners examination of the importance of learning task and self-efficacy. It also involves
the learners examining his/her emotional response and motivation of learning.
Level 1: Retrieval (cognitive system)
Level 2: Comprehension (cognitive system)
Level 3: Analysis (cognitive system)
Level 4: Knowledge Utilization (cognitive system)
Level 5: Metacognitive System
Level 6: Self-system