Assessment in

Learning 1
(Module 1)

RAYMUNDO B. SALISI, EdD-CAR

College Instructor
 LESSON 1 (Week 1)

Shift of Educational Focus from Content to Learning Outcomes

Learning Outcomes

 Explain 3 outstanding characteristics of outcome-based education.

 Distinguish among institutional outcomes, program outcomes, course
outcomes and learning outcomes.
 Distinguish between immediate outcomes and deferred outcomes.
 Differentiate educational objectives from learning outcomes.
 Formulate learning outcomes based on a given educational objectives.

Introduction

Reduced to the barest components, the educative process happens

between the teacher and the student. Education originated from the terms
“educare” which means “to draw out”. Ironically however, for centuries we
succeeded in perpetuating the belief that education is a “pouring in” process
wherein the teacher was the infallible giver of knowledge and the student
was the passive recipient. It followed that the focus of instruction was
content and subject matter. We were used to regarding education basically
in terms of designating a set of subjects to take and when the course is
completed we pronounce the students “educated,” assuming that the
instruction and activities we provided will lead to the desired knowledge,
skills and other attributes that we think the course passers would possess.

The advent of technology caused a change of perspective in education,

nationally and internationally. The teacher ceased to be the sole source of
knowledge. With knowledge explosion, students are surrounded with
various sources of facts and information accessible through user-friendly
technology. The teacher has become a facilitator of knowledge who assists
in the organization, interpretation and validation of acquired facts and
information.

Discussion

Outcome-Based Education: Making Intentions with Accomplishment

The change in educational perspective called Outcome-Based

Education (OBE) has three (3) characteristics:

1. It is student-centered. It places the students at the center of the

process by focusing on Student Learning Outcomes (SLO).

2. It is teacher-driven. It encourages teacher responsibility for

teaching, assessing program outcomes and motivating participation
from the students.
 3. It is meaningful. It provides data to guide the teacher in making
valid and continuing improvement in instruction and assessment
activities.

To implement outcome-based education on the subject or course level,

the following procedure is recommended:

1. Identification of the educational objectives of the

subject/course. Educational objectives are the broad goals that the
subject/course expects to achieve. They define in general terms the
knowledge, skills and attitudes that the teacher will help the students
to attain. Objectives are stated from the point of view of the teacher
such as “to develop, to provide, to enhance, etc.

2. Listing of learning outcomes specified for each subject/course

objective. Since subject/course objectives are broadly stated, they do
not provide detailed guide to be teachable and measurable. Learning
outcomes are stated as concrete active verbs, such as: to demonstrate,
to explain, to differentiate, to illustrate, etc. A good source of learning
outcomes is the taxonomy of Benjamin Bloom. Bloom’s taxonomy of
educational objectives is grouped into three:

 Cognitive, also called knowledge, refers to mental skills

such ad remembering, understanding, applying, analyzing,
evaluating, synthesizing/creating.

 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 as observing,
imitating, practicing, adapting, and innovating.

 Affective, also known as attitude, refers to growth in feelings

or emotions from the simplest behavior to the most complex
such as receiving, responding, valuing, organizing and
internalizing.

3. Drafting outcomes assessment procedure. This procedure will

enable the teacher to determine the degree to which students are
attaining the desired learning outcomes. It identifies for every
outcome the data that will be gathered which will guide the selection
of the assessment tools to be used and at what point assessment will
be done.

The Outcomes of Education

Outcome-based education focuses classroom instruction on the skills

and competencies that students must demonstrate when they exit. There
are two (2) types of outcome: immediate and deferred outcomes.

Immediate outcomes are competencies/skills acquired upon completion of

an instruction, a subject, a grade level, a segment of the program, or of the
program itself. This are referred to as instructional outcomes.
 Examples:

 Ability to communicate by writing and speaking

 Mathematical problem-solving skill
 Skill in identifying objects by using the different senses
 Ability to produce artistic or literary works
 Ability to do research and write the results
 Ability to present an investigative science project
 Skill in story telling
 Promotion to a higher grade level
 Graduation from a program
 Passing a required licensure examination
 Initial job placement.

Deferred outcomes refer to the ability to apply cognitive, psychomotor and

affective skills competencies in various situations many years after
completion of a degree program.

Examples:

 Success in professional practice or occupation

 Promotion in a job
 Success in career planning, health and wellness
 Awards and recognition

Institutional, Program, Course and Learning Outcomes

These are the attributes that a graduate of an institution is expected

to demonstrate 3 or more than 3 years after graduation.

Outcomes in Outcome-based Education (OBE) come in different levels:

1. Institutional
2. Program
3. Course
4. Learning/instructional/lesson outcomes

Institutional outcomes are statements of what the graduates of and

educational institution are supposed to be able to do beyond graduation.
Program outcomes are what graduates of particular educational programs or
degrees are able to do at the completion of the degree or program. Course or
subject outcomes are what students should be able to demonstrate at the
end of the course or a subject. Learning or instructional outcomes are what
students should be able to do after the lesson or instruction.

Institutional outcomes are broad. These institutional outcomes

become more specific in the level of program or course or subject outcomes
and most specific in the level of learning or instructional outcomes.
Samples of Educational Objectives and Learning Outcomes in Araling
Panlipunan (K to 12 Curriculum)

Educational Objectives Learning Outcomes

1. Pagbibigay sa mga mag-aaral ng 1.1. Nailalarawan ang sariling buhay
kaalaman at pag-unawa tungkol sa simula sa pagsilang hanggang sa
tao, kapaligiran at lipunan kasalukuyang edad.
(Cognitive Objective)
1.2. Nasasabi at naipapaliwanag ang
mga alituntunin sa silid-aralan at sa
paaralan.

1.3. Naiisa-isa ang mga tungkulin ng

isang mabuting mamamayan sa
pangangalaga ng kapaligiran.
2. Paglinang ng kakayahan na 2.1. Nakakasulat ng sanaysay na
magsagawa ng proyektong naglalarawan ng mga taong
pangtahanan at pampamayanan bumubuo ng sariling pamilya.
(Psychomotor Objective)
2.2. Nakapagsasagawa ng panayam
sa ilang mahahalagang pinuno sa
sariling barangay at naisusulat ang
mga nakalap na kaalaman.
3. Pagganyak sa mgamag-aaral 3.1. Nakasusulat ng tula, awit o
upang maipamalas ang malalim na maikling kuwento tungkol sa
pagpapahalaga sa kapaligiran kahalagahan ng kapaligiran
(Affective Domain)
3.2. Nakagagawa ng “video
presentation” tungkol sa wastong
pag-aalaga ng kapaligiran.

Application

1. Give and explain the 3 characteristics of OBE.

2. Distinguish among institutional, program, course and learning outcomes.

3. Explain the concept of “shift of educational focus from learning content to

learning outcomes.”
 LESSON 2 (Week 2)

Determining the Progress Towards the

Attainment of Learning Outcomes

Learning Outcomes

 Distinguish among measurement, assessment and evaluation

 Explain the various approaches to assessment: assessment For, Of
and As learning.

Introduction

With the change of focus in instruction from content to learning

outcomes came the need to redefine and clarify the terms used to determine
the progress of the students towards attainment of the desired learning
outcomes. These are measurement, evaluation and assessment.

Discussion

What is measurement?

Measurement is the process of determining or describing the

attributes or characteristics of physical objects generally in terms of quantity.
When we measure, we use some standard instrument to find out how long,
heavy, hot, voluminous, cold, fast or straight some things are. Such
instrument may be ruler, scale, thermometer or pressure gauge. When we
measure, we are actually collecting quantitative information or relative to
some established standards. To measure is to apply standard measuring
device to an object, group of objects, events or situations according to
procedure determined by one who is skilled in the use of each device.

Sometimes we can measure physical quantities by combining directly

measurable quantities to form derived quantities. In the field of education,
however, the quantities and qualities of interest are abstract, unseen and
cannot be touched and so the measurement process becomes difficult; hence.
the need to specify the learning outcomes to be measured.

For example, knowledge of the subject matter is often measured

through standardized test results. In this case, the measurement procedure
is testing. The same concept can be measured in another way. We can ask
a group of experts to rate a student’s knowledge of the subject matter in a
scale of 1 to 5 with 1 being the lowest and 5 the highest. In this procedure,
knowledge of he subject matter is measured through perceptions.

Measurement can therefore be objective (as in testing) or subjective

(as in perceptions). In the example cited, testing produces objective
measurements. Objective measurements are more stable than subjective
measurements in the sense that repeated measurements of the same
quantity or quality of interest will produce more or less the same outcome.
For this reason, many people prefer objective measurements over subjective
measurements whenever they are available. However, there are certain
facets of the quantity or quality of interest that cannot be successfully
captured by objective procedures but which can be done by subjective
methods e.g. aesthetic appeal of a product, or project of a student, student’s
performance in a drama, etc.

Objective measurements are measurements that do not depend on the

person or individual taking the measurements. Regardless of who is taking
the measurement, the same measurement values should be obtained when
using an objective assessment procedure. In contrast, subjective
measurements often differ from one assessor to the next even if the same
quantity or quality is being measured.

What is an assessment?

The term assessment is derived from the Latin word “assidere” which
means “to sit beside” (Wiggins, 1993).

Assessment is the process of gathering evidence of students’

performance over a period of time to determine learning and mastery of the
skills. Such evidence of learning can take the forms of dialogue record,
journals, written work, portfolios, tests and other learning tasks.
Assessment requires review of journal entries, written work, presentation,
research papers, essays, story written, test results, etc.

The overall goal of assessment is to improve student learning and

provide students, parents and teachers with reliable information regarding
student progress and extent of attainment of the expected learning outcomes.
Assessment uses, as basis, the levels of achievement and standards required
for the curricular goals appropriate for the grade or year level. Assessment
results show the more permanent learning and clearer picture of the
student’s ability.

Assessment of skill attainment relatively easier that assessment of

understanding and other mental ability. Skills can be practiced and are
readily demonstrable. Either the skill exists at a certain level or it doesn’t.
Assessment of understanding is much more complex. We can assess a
person’s knowledge in a number of ways but we need to infer from a certain
indicator of understanding through written descriptions.

What is evaluation?

Evaluation originates from the root word “value” and so when we

evaluate, we expect our process to give information regarding the worth,
appropriateness, goodness, validity or legality of something for which a
reliable measurement has been made. Evaluation is a process designed to
provide information that will help us to make a judgement about a particular
situation. The end result of evaluation is to adopt, reject or revise what has
been evaluated.
 Objectives of evaluation include instructional programs, school
projects, teachers, students, and educational goals. Evaluation involves
collection of data and analysis quantitatively and qualitatively. Evaluation
can help educators determine the success of their academic programs and
signal efforts to improve student achievement. It can also help identify the
success factors of programs and projects.

Assessment FOR, OF, and AS Learning: Approaches to Assessment

Assessment FOR learning is referred to as formative assessment,

assessment that is given while the teacher is in the process of student
formation (learning). It ensures that learning is going on while the teacher is
in the process of teaching. Teachers use the assessment result to inform or
to adjust their teaching. This is also called as formative assessment.

Assessment OF learning is usually given at the end of a unit,

grading period or term. It is meant to assess learning for grading purposes.
It is referred as summative assessment. The effectiveness of summative
assessment depends on the validity and reliability of the assessment activity
and tools.

Assessment AS learning is associated with self-assessment. As the

term implies, assessment by itself is already a form of learning for the
students. As students assess their own work, they realized they learning
and aware of and could possibly decide on how to improve their learning.
Students set their targets, actively monitor and evaluate their own learning
in relation to their set target. As a consequence, they become self-directed
or independent learners. By assessing they own learning, they are learning
at the same time.

Application

A. List down three (3) activities or processes involved in each of the following:

1. Measurement
A. ______________________________
B. ______________________________
C. ______________________________

2. Assessment
A. _______________________________
B. _______________________________
C. _______________________________

3. Evaluation
A. ________________________________
B. ________________________________
C. ________________________________
B. Explain the following:

1. Assessment For Learning

2. Assessment Of Learning
3. Assessment As Learning

C. Differentiate each of the following:

1. Assessment and Evaluation

2. Formative Evaluation and Summative Evaluation
3. Mental Skill and Manual Skill
4. Measurement and Evaluation
 LESSON 3 (Week 3 & Week 4)

Program Outcomes and Student Learning Outcomes

Learning Outcomes

 Clarify the program outcomes for teacher education

 Distinguish the 6 levels of knowledge under the cognitive domain
 Discuss the psychomotor categories in the psychomotor domain
 Discuss the 6 levels of learning objectives in the affective domain
 Discuss Kendall’s and Manzano’s new taxonomy

Introduction

In this lesson, you will distinguish program outcomes from learning

outcomes. Learning outcomes come in three (3) different domains - cognitive
psychomotor, and affective. You will also be introduced to Kendall’s and
Manzano’s five levels of processing information, mental procedures and
psychomotor procedures.

Discussion

Program Outcomes and Student Learning Outcomes

The shift of focus in education from content to student learning

outcomes has changed teachers’ instructional perspective. In the past,
teachers were often heard about their content to finish their subject matter
before the end of the term. Maybe because of the number of their students
or failure to clarify the desired learning outcomes, teacher’s concern for
outcomes was secondary to the completion of the planned content for the
subject. In short, teachers were more content-based than outcomes-
centered.

The new educational perspective requires teachers to visualize the

ideal graduates three or more years after graduation and right after the
completion of the program.

The Commission on Higher Education (CHEd), the body that regulates

higher education in the Philippines, in its memorandum Order No. 20, series
2014, requires the following program outcomes for all higher education
institutions the ability to:

a) Articulate and discuss the latest developments in the specific field

of practice;

b) Effectively communicate orally and in writing using both English

and Filipino;
 c) Work effectively and independently in multi-disciplinary and
multi-cultural teams;

d) Act in recognition of professional, social and ethical responsibility;

and

e) Preserve and promote “Filipino historical and cultural heritage.”

Some program outcomes are based on types of higher education

institutions (HEIs) because this determines the focus and purpose of the HEI.
For example:

 Graduates of professional institutions demonstrates a service

orientation in one’s profession.

 Graduates of colleges participate in various types of employment,

development activities and public discourses, particularly in
response to the needs of the communities one serves.

 Graduates of universities participate in the generation of new

knowledge or in research and development projects.

 Graduates of State Universities and Colleges must, in addition,

have the competencies to support “national, regional and local
development plans.”

Program Outcomes for Teacher Education

The program outcomes specific to degrees are programs spelled out in

the specific Policies, Standards and Guidelines (PSG) per program or degree
issued by the same Commission. The following are the program outcomes
for teacher education in 2017:

A. Articulate the rootedness of education in philosophical, socio-

cultural, psychological and political contexts

B. Demonstrate mastery of subject matter/discipline

C. Facilitate learning using a wide range of teaching methodologies

and delivery modes appropriate to specific learners and their
environments

D. Develop innovate curricula, instructional plans, teaching

approaches and resources for diverse learners

E. Apply skills in the development and utilization of ICT to promote

quality, relevant, and sustainable educational practices

F. Demonstrate a variety of thinking skills in planning, monitoring,

assessing and reporting learning processes and outcomes
 G. Practice professional and ethical teaching standards sensitive to
the local, national and global realities

H. Pursue lifelong for personal and professional growth through

varied experiential and field-based opportunities.

The Three Types or Domains of Learning

Believing that there were more than one (1) type of learning, Benjamin
Bloom and a committee of colleagues in 1956, identified three domains of
educational activities: the cognitive - referring to mental skills;
psychomotor - the manual or physical skills, and affective - refers to
feeling, emotions or attitude. These terms were regarded as too technical by
practicing teachers and so the domains were translated to simpler terms
commonly used by teachers: knowledge, skills and attitudes (KSA).

These domains are organized into categories or levels and arranged in

hierarchical order from the simplest behavior to the most complex behavior.
To ensure that the learning outcomes are measurable, demonstrable and
verifiable, the outcomes should be stated as concrete and active verbs. In
mid-nineties, a former student of Bloom, Lorin Anderson, reviewed the
cognitive domain objectives and effected some changes. The two most
prominent of these are (a) changing the names in the six subdivisions from
noun to verb and (b) re-arranging the order of the last two-synthesis and
evaluation.

The Bloom’s Taxonomy (1956) and

Anderson’s and Krathwohl’s Taxonomy (2001)

(Taxonomy is defined as the process of naming and classifying things such

as animals and plants into groups within a larger system, according to their
similarities and differences. Source: Collins English Dictionary)

Bloom’s Taxonomy Anderson’s and Krathwohl’s

Taxonomy
1. Knowledge: Remembering or 1. Remembering: Recognizing or
retrieving previously learned recalling knowledge from memory.
material. Examples of verbs that Remembering is when memory is
relate to this function are: know, used to produce or retrieve
identify, relate, list, define, recall, definitions, facts, or lists, or to recite
memorize, repeat, record, name, previously learned information.
recognize, acquire.
2. Comprehension: Ability to grasp 2. Understanding: Constructing
or construct meaning from material. meaning from different types of
Examples of verbs that relate to this functions be written or graphic
function are: restate, locate, report, messages or activities like
recognize, explain, express, identify, interpreting, exemplifying,
discuss, describe, discuss, review, classifying, summarizing, inferring,
infer, illustrate, interpret, draw, comparing or explaining.
represent, differentiate, conclude.
3. Application: The ability to use 3. Applying: Carrying out or using
learned material or to implement a procedure through executing or
material in new and concrete implementing. Applying relates to or
situations. Examples of verbs that refers to situations where learned
relate to this function are: apply, material is used through products
relate, develop, translate, use, like models, presentations,
operate, organize, employ, interviews or simulations.
restructure, interpret, demonstrate,
illustrate, practice, calculate, show,
exhibit, dramatize.
4. Analysis: The ability to break 4. Analyzing: Breaking materials
down or distinguish the parts of or concepts into parts, determining
material into its components so that how the parts relate to one another
its organizational structure may be or how they interrelate or how the
better understood. Examples of parts relate to an overall structure or
verbs that relate to this function are: purpose. Mental actions included in
analyze, compare, probe, inquire, this function are differentiating,
examine, contrast, categorized, organizing and attributing, as well as
differentiate, contrast, investigate, being able to distinguish between the
detect, survey, classify, deduce, components or parts. When one is
experiment, scrutinize, discover, analyzing, he/she can illustrate this
inspect, dissect, discriminate, mental function by creating
separate. spreadsheets, surveys, charts or
diagrams or graphic representations.
5. Synthesis: The ability to put 5. Evaluating: Making judgments
parts together to form a coherent or based on criteria and standards
unique new whole. Examples of through checking and critiquing.
verbs that relate to this function are: Critiques, recommendations and
compose, produce, design, assemble, reports are some of the products that
create, prepare, predict, modify, tell, can be created to demonstrate the
plan, invent, formulate, collect, set- processes of evaluation. In the
up, generalize, document, combine, newer taxonomy, evaluating comes
relate, propose, develop, arrange, before creating as it is often a
construct, organize, originate, derive, necessary part of the precursory
write, propose. behavior before one creates
something.
6. Evaluation: The ability to judge, 6. Creating: Putting elements
check, and even critique the value of together to form a coherent or
material for a given purpose. functional whole; reorganizing
Examples of verbs that relate to this elements into a new pattern or
function are: judge, assess, structure through generating,
compare, evaluate, conclude, planning or producing. Creating
measure, deduce, argue, decide, requires users to put parts together
choose, rate, select, estimate, in a new way, or synthesize parts
validate, consider, appraise, value, into something new and different
criticize, infer creating a new form or product. This
process is the most difficult mental
function in the new taxonomy.
Bloom’s and Anderson’s Compared
Source: Wilson, Leslie O., 2001)

Benjamin Bloom critically examined his own cognitive taxonomy and

he noted that there is a fundamental difference between the knowledge
category (first level in his taxonomy) and the mental operation (higher 5
levels in his taxonomy-comprehension, application, analysis, synthesis and
evaluation) performed on that knowledge or with that knowledge. Mere
recall of knowledge is different from comprehension, application, analysis
and evaluation of that knowledge.

In the revised cognitive taxonomy, Anderson and Krathwohl identified

4 levels of knowledge: 1) factual knowledge; 2) conceptual knowledge; 3)
procedural knowledge; and 4) metacognitive knowledge. If you compare the
specific types of knowledge given by Bloom, take note that the first 3
categories - factual, conceptual and procedural knowledge - were cited by
Bloom.

Factual Knowledge (Basic Information). As the name implies, this

refers to facts. This refers to essential facts, terminology, details or elements
students must know or be familiar with in order to understand a discipline
or solve a problem in it.

Conceptual Knowledge (The relationships among pieces of a larger

structure that make them function together). This refers to the
interrelationship of facts. It is facts put together within a larger structure
that enable them to function together. It is knowledge of classifications,
principles, generalizations, theories, models or structures pertinent to a
particular disciplinary area.

Procedural Knowledge (How to do something). This is knowing how

to do something refers to information or knowledge that helps students to do
something specific to a discipline, subject or area of study. It includes
knowledge about how to go about solving problems and cognitive task. It
includes contextual and conditional knowledge and metacognitive
dimensions.

Metacognitive Knowledge (Knowledge of thinking in general and your

thinking in particular). This is knowing that you know. This is thinking
about your own thinking in a purposeful way. It is a reflective knowledge
about how to go about solving problems and cognitive task. It includes
contextual and conditional knowledge and knowledge of self.

Cognitive Domain (Knowledge)

Categories/Levels Outcome Verbs Learning Outcome

Statements
1. Remembering: define, describe, Recite the
recall of previously identify, label, match, multiplication tables;
learned information list, name, outline, match the word with
recall, recognize, the parts of the picture
reproduce, select, state of a sewing machine
2. Understanding: Explain in one’s own
comprehending the distinguish, estimate, words the stages in the
meaning, translation explain, give example, life cycle of a butterfly;
and interpretation of interpret, paraphrase, distinguish among the
instructions; state a summarize different geometric
problem in one’s own figures
word
3. Applying: using apply, change, Use a mathematical
what was learned in the compute, construct, formula to solve an
classroom in similar demonstrate, discover, algebra problem;
new situations modify, prepare, prepare daily menus for
produce, show, solve, one week for a family of
use six
4. Analyzing: analyze, compare, Observe a classroom
separating materials or contrast, diagram, and list down the things
concept into component differentiate, to be improved;
parts to understand the distinguish, illustrate, differentiate the parts of
whole outline, select a tree
5. Evaluating: compare, conclude, Defend a research
Judging the value of an criticize, critique, proposal, select the
idea, object or material defend, evaluate, relate, most effective solution;
support, justify critique a class
demonstration
6. Creating: building a categorize, combine, Compile personal
structure or pattern, compile, compose, records and documents
putting parts together devise, design, plan, into a portfolio; write a
organize, revise, syllabus for a school
rearrange, generate, subject
modify
Psychomotor Domain (Skills)

In the early seventies, E. Simpsin, Dave and A.S. Harrow

recommended categories for the Psychomotor Domain which included
physical coordination, movement and use of the motor skills body parts.
Development of these skills requires constant practice in accuracy and speed.
Simpson contributed 7 categories, Dave 5 categories and Harrow 6
categories.

Simplified and Re-Organized Categories or Levels of Learning

in the Psychomotor Domain

Categories/Levels Outcomes Verbs Learning Outcomes Statements

1. Observing: watch, detect, Detect non-verbal
active mental distinguish, communication cues; watch a
attention to a differentiate, more experienced person;
physical activity describe, relate, observe and read directions
select
2. Imitating: begin, explain, Show understanding and do
attempt to copy a move, display, sequence of steps with
physical behavior proceed, react, assistance; recognize one’s
show, state, limitations
volunteer
3. Practising: bend, calibrate, Operate quickly and accurately;
performing a construct, display competence, while
specific activity differentiate, performing performance is
repeatedly dismantle, display, moving towards becoming
fasten, fix, grasp, automatic and smooth
grind, handle,
measure, mix,
operate, manipulate,
mend
4. Adapting: fine organize, relax, Perform automatically;
tuning the skill shorten, sketch, construct a new
and making minor write, re-arrange, scheme/sequence; apply skill in
adjustments to compose, create, new situation; create a new
attain perfection design, originate routine, develop a new program

Affective Domain (Attitude)

Affective domain refers to the way in which we deal with situations

emotionally such as feelings, appreciation, enthusiasm, motivation, values
and attitude. The taxonomy is ordered into 5 levels as the person progresses
towards internalization in which the attitude or feeling consistently guides or
controls a person’s behavior.
 Categories/Levels Outcomes Verbs Learning Outcomes
statements
1. Receiving: being select, point to, sit, Listen to others with
aware or sensitive to choose, describe, follow, respect, try to remember
something and being hold, identity, name, profile and facts
willing to listen or pay reply
attention
2. Responding: answer, assist, comply, Demonstrate belief in
showing commitment to conform, discuss, greet, the concept or process;
respond in some help, perform, practice, show ability to resolve
measure to the idea or read, recite, report,
phenomenon share, study
3. Valuing: showing complete, demonstrate, Demonstrate belief in
willingness to be differentiate, explain, the concept or process;
perceived as valuing or follow, invite, join, show ability to resolve
favoring certain ideas justify, propose, report,
share, study, perform
4. Organizing: arrange, combine, Accept responsibility,
arranging values into complete, adhere, alter, recognize the need for
priorities, creating a defend, explain balance between
unique value system by formulate, integrate, freedom and responsible
comparing, relating and organize, relate, behavior; explain how to
synthesizing values synthesize plan to solve the
problem; prioritize time
effectively for family,
work and personal life
problems/conflicts
propose plan for
improvement, inform
management/supervisor
on matters that need
attention
5. Internalizing: act, display, influence, Show self-reliance when
practicing value system listen, discriminate, asking; cooperate in
that controls one’s modify, perform, revise, group activities;
behavior that is solve, verify demonstrate objectivity
consisted pervasive, in problem-solving;
predictable, and revise judgement in
characteristics of the light of the new
person. In some evidences, value people
source, internalizing is for what they and not
equated to for how they look.
characterization.
Kendall’s and Manzano’s New Taxonomy

Instead of categorizing learning activities which Bloom and Anderson did,

Kendall and Manzano reframed the three domains of knowledge (information,
mental procedures and psychomotor procedures) by describing six levels of
processing knowledge - retrieval, comprehension, analysis, knowledge
utilization, metacognitive system and self-system.

Application

A. The following are examples of learning outcomes. In the second column,

write domain in which each column is classified.

Learning Outcomes Learning Domain

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

B. Discuss the following learning domains:

1. Cognitive Domain
2. Psychomotor Domain
3. Affective Domain

C. Lorin Anderson revised the taxonomy of knowledge formulated by his

teacher, Benjamin Bloom. If you were Benjamin Bloom, the teacher of Lorin,
what would be your reaction? Why?

D. What can you say of the revised taxonomy introduced by Anderson as

compared to one designed or formulated by Bloom?

E. What is/are the relevance or importance of these taxonomies you have

learned in relation to assessment of student’s learning?

Reference

Navarro, Rosita L. et al., (2019), Assessment in Learning 1, LoriMar

Publishing, Quezon City, Philippines

Prepared by:

RAYMUNDO B. SALISI, LPT, MAED

College Instructor