MODULE I

Lesson 1 SHIFT OF EDUCATIONAL

FOCUS FROM CONTENT
TO LEARNING
OUTCOMES

Lesson 2 DETERMINING PROGRESS

TOWARDS THE
ATTAINMENT OF
LEARNING OUTCOMES

Lesson 3 PROGRAM OUTCOMES

AND STUDENT LEARNING
OUTCOMES

Lesson 4 THREE DOMAINS OF

LEARNING

Module I
 2

MODULE I

 INTRODUCTION

The 21st century is seen not only as a time of rapid advancement in

technology but also a period where continuous improvements for learning
and knowledge sharing has become a primary concern. Teaching tools, and
content offerings, assessment and evaluation have undergone change to
raise the bar of excellence higher to comply with a globally competitive
horizon.

OBJECTIVES

After studying the module, you should be able to:

1. explain how the change of emphasis from content to outcomes in

education led to the shift of focus in teaching from the subject matter to
the learner.

2. distinguish interchangeable terminologies involved in assessment;

3. identify the three purposes of assessment;

4. classify tests according to their purpose;

5. illustrate examples of measurement, assessment, and evaluation in

determining the progress of students towards attaining identified desired
learning outcomes from different grade levels; and

6. describe the developmental tasks in each stage.

7. differentiate program outcomes from student learning outcomes

through examples;

8.exhibit understanding of constructive alignment through sample

situations; and

9. demarcate the difference between competencies, objectives, and

outcomes based from their inherent characteristics.

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 DIRECTIONS/ MODULE ORGANIZER

There are four lessons in the module. Read each lesson carefully then
answer the exercises/activities to find out how much you have benefited
from it. Work on these exercises carefully and submit your output on time

In case you encounter difficulty, discuss this with your teacher during
the face-to-face meeting.

God bless and happy reading!!!

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Lesson 1

SHIFT OF EDUCATIONAL

 FOCUS FROM CONTENT TO

LEARNING OUTCOMES

 Outcome-Based Education: Matching Intentions with

Accomplishment

The change in educational perspective called Outcome-based

Education (OBE) has three (3) characteristics:

1. It is student-centered i.e, it places the students at the center of the

process by focusing on Student Learning Outcomes (SLO).

2. It is faculty-driven i.e, it encourages faculty responsibility for teaching,

assessing program outcomes and motivating participation from the students.

3. It is meaningful, i.e, 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, to inculcate, 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 measureable. 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
statements is the taxonomy of educational objectives by Benjamin Bloom.
Bloom's taxonomy of educational objectives is grouped into three (3):

 Cognitive, also called knowledge, refers to mental skills such as

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

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simplest to the complex such as observing, imitating, practising,

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 the 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. These are referred to as instructional outcomes.
Examples:
 Skill in story-telling
 Initial job placement
 Graduation from a program
 Promotion to a higher grade level
 Mathematical problem-solving skill
 Passing a required licensure examination
 Ability to produce artistic or literary works
 Ability to do research and write the results
 Ability to communicate by writing and speaking
 Ability to present an investigative science project
 Skill in identifying objects by using the different senses

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:
 Promotion in a job
 Awards and recognition
 Success in professional practice or occupation
 Success in career planning, health and wellness

These are referred to as institutional outcomes.

Institutional, Program, Course and Learning Outcomes

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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 an

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 a course or a subject. Learning or instructional outcomes are what
students should be able to do after a lesson or instruction.

Institutional outcomes are broad. These institutional outcomes

become more specific in the level of program or degree outcomes, much
more specific in the level of course or subject outcomes and most specific in
the level of learning or instructional outcomes.

Educational objectives as given below are formulated from the point

of view of the teacher. Learning outcomes are what students are supposed
to demonstrate after instruction.

1.4. Samples of Educational Objectives and Learning Outcomes in Araling

Panlipunan (K to 12)
Educational Objectives Learning Outcomes
1. Pagbibigay sa mga mag aaral ng 1.1. Nailalarawan ang sariling
kaalaman at pang-unawa tungkol sa buhay simula sa pagsilang hanggang
tao, kapaligiran at lipunan (Cognitive sa kasalukuyang edad
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 bumubuo
pangtahanan at pampamayanan ng sariling pamilya
(Psychomotor objective)
2.2.Nakapagsasagawa ng panayam sa

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ilang mahahalagang pinuno ng

sariling baranggay at naisusulat ang
mga nakalap na kaalaman

3. Pagganyak sa mga mag-aaral 3.1. Nakasusulat ng tula, awit o

upang maipamalas ang malalim na maikling kuwento tungkol sa
pagpapahalaga sa kapaligiran kahalagahan ng kapaligiran
(Affective objective)
3.2. Nakagagawa ng "video
presentation" tungkol sa wastong
pag-aalaga ng kapaligiran

WHAT’S ON YOUR MIND?

What have you learned from the lesson?

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LEARNING ACTIVITY

A. Give and explain 3 characteristics of OBE

B. Distinguish among institutional, program, course and learning outcome.

C. The following statements are incorrect. On the blank befas each number,
write the letter of the section which makes the statement wrong, and on
the blank after each number, re-write the wrong section to make the
statement correct.

_______1. Because of knowledge explanation/ brought about by the use/

(a) (b)
of computers in education/ the teacher ceased to be the sole
(c) (d)
source of knowledge.

__________________________________________________________________

__________________________________________________________________

_______2. At present,/ the teacher is the giver of knowledge/

(a) (b)
by assisting/ in the organization of facts and information.
(c) (d)

__________________________________________________________________

__________________________________________________________________

_______3. The change of focus/ in instruction/ from outcomes to content/

(a) (b) (c)
is known as Outcome-based Education (OBE).
(d)
__________________________________________________________________

__________________________________________________________________

_______4. A good source/of subject matter statement/is Benjamin Bloom's/

(a) (b) (c)
Taxonomy of Educational Objectives.
(d)
__________________________________________________________________

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_________________________________________________________________

_______5. Education comes/ from the Latin rootword/ "educare" or

(a) (b) (c)
educere"/ which means "to pour in".
(d)
__________________________________________________________________

_________________________________________________________________

_______6. In the past, /the focus/ of instruction/ was learning outcomes.

(a) (b) (c) (d)
__________________________________________________________________

__________________________________________________________________

_______7. "Pagbibigay sa mag-aaral ng kaalaman at pang-unawa/

(a)
tungkol sa tao, kapaligiran at lipunan"/ is an example/
(b) (c)
of learning outcome.
(d)
__________________________________________________________________

__________________________________________________________________

_______8. Ability to communicate/ in writing and speaking/

(a) (b)
is an example/of deferred outcome.
(c) (d)
__________________________________________________________________

__________________________________________________________________

_______9. Content and Outcome/ are the two/ main elements/ of the
(a) (b) (c)
educative process.
(d)
__________________________________________________________________

__________________________________________________________________

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Lesson 2

 DETERMINING PROGRESS
TOWARDS THE ATTAINMENT OF
LEARNING OUTCOMES

 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 instruments may be ruler, scale, thermometer or pressure gauge.
When we measure, we are actually collecting quantitative information
relative to some established standards. To measure is to apply a 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 such
device.
Sometimes we can measure physical quantities by combining
directly measurable quantities to form derived quantities. For example, to
find the area of a square piece of paper, we simply multiply the length of
one the side of the paper by 4. 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 instance, knowledge of the subject matter is often measured
through standardized test results. In this case, the measurement procedure
is testing. The same comcept can be measured in another way. We can ask
a group of experts to are a student’s (or a teacher’s) knowledge of the
subject matter in s scale of 1 to 5 with 1 being the lowest and 5 the
highest. In this procedure, knowledge of the subject matter is measured
through perceptions.
 Types of Measurement
Measurements can therefore be objective (as in testing) or
subjective (as in perceptions). In the example cited, testing produces
objective measurements while expert's ratings provide subjective
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. It follows that it may be best to

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use both methods of assessment whenever the constraints of time and

resources permit.

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.

 TESTS
Whether you like them or not, tests are a way of checking your
knowledge or comprehension. They are the main instrument used to
evaluate your learning by most educational institutions. According to
Posner (1995) set of questions with an accepted set of presumably correct
answers, designed to gather information about some individual
characteristics, like scholastic achievement.
According to research studies, tests have another benefit: they make
you learn and remember more than you might have otherwise. Although it
may seem that all tests are the same, many different types of tests exist
and each has a different purpose and style.
 Types of Tests

a. Educational Tests – The primary function is the measurement of results

or effects of instruction.
Ex. Achievement Tests

b. Psychological Tests – It measures the intangible aspects of behavior such

as attitudes, interests, emotional adjustment, intelligence and ability.
Ex. Personality Tests

c. Mastery Tests - Achievement tests which measure the degree to which an

individual has mastered certain instructional objectives or specific learning
outcomes.

d. Survey Test – It measures a student’s general level of the achievement

regarding a broad range of learning outcomes.

e. Individual Tests – It is administered on a one-to-one basis using

questioning
Ex. Individual Intelligence tests

f. Group Tests – It is dministered to groups of individuals Ex. LET, CAT

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g. Power Tests - Items are arranged in increasing order of difficulty. It

measures the individual’s ability to answer more and more difficult item
within a given field.

h. Speed Tests - The speed and accuracy with which the pupil is able to
respond to the items are then measured.

i. Verbal Test - It makes use of words, Mental test consists of items

measuring vocabulary, verbal reasoning, comprehension
Ex: Verbal reasoning test, aptitude test

j. Nonverbal Test – It may involve drawings or physical objects

Ex: Non-verbal reasoning test

k. Informal Test – It is constructed by classroom teachers

Ex: quizzes, long tests,

l. Standardized Test – It is constructed by text experts, administered and

scored under standard conditions
Ex: NCEE, NAT

m. Criterion-Referenced Test – It compares an individual's performance to

the acceptable standard of performance
- It requires completely specified objectives.

n. Norm-Referenced Test – It compares an individual's performance to the

performance of others.
It requires varying item difficulties.
Ex: College entrance exams

 ASSESSMENT
The term assessment is derived from the Latin 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 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.

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.

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Assessment of skill attainment is relatively easier than assessment of

understanding and other mental ability. Skills can be practised 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 certain
indicators of understanding through written descriptions.

 Types of Assessment
1. Norm-referenced assessment
- gives us information on what a student can do in comparison
with other students in the class
- helps the teacher to put students in a ranked order of
achievement

2. Criterion-referenced assessment
- uses specific preset criteria from which a students
performance is compared without referring to other students performance.

3. Domain-referenced assessment
- determines learning in a particular field or area of the
subject matter and the three domains of learning
example: Parts of Speech in English

4. Diagnostic assessment
- identifies weaknesses, strengths and problems of student
learning.

5. Formative assessment
- pinpoints whether students have achieved the objective of
the lesson taught.

6. Summative assessment
- considered as the terminal assessment of learning
- the main purpose of this assessment is to give rating or grade
to students based on their performance or achievement

7. Ipsative assessment
- process of self-assessment
- gives students an opportunity to evaluate their own learning

8. Authentic assessment
- determines what students can actually do in real-life
situations rather than easy-to-score responses to questions

9. Performance assessment

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- undertaken to determine whether students can demonstrate

their learning through performance in real or simulated situation.

 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 judgment about a particular
situation. The end result of evaluation is to adopt, reject or revise what has
been evaluated.

Objects of evaluation include instructional programs, school projects,

teachers, students, and educational goals. Examples include evaluating the
"education for all" project of a school district, the comparative
effectiveness of two remedial programs, correlation between achievement
test results and diagnostic test results, and attributes of an effective
teacher. Evaluation involves data collection and analysis and quantitative
and qualitative methods. 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.

 Two broad categories of evaluations

1. Formative evaluation is a method of judging the worth of a
program while the program activities are in progress. This type of evaluation
focuses on the process. 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 program is in progress. Its main
objective is to determine deficiencies so that the appropriate interventions
can be done.

2. Summative evaluation is a method of judging the worth of a

program at the end of the program of activities. The focus is on the result.
The instruments used to collect data for summative evaluation are
questionnaire, survey forms, interview/observation guide and tests.
Summative evaluation is designed to determine the effectiveness of a
program or activity based on its avowed purposes. Scriven gave as
techniques for summative evaluation: pretest-posttest with one group;
pretest-posttest with experimental and control groups; one group
descriptive analysis. The subject of evaluation is wider than assessment
which focuses specifically on student learning outcomes.

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To summarize, we measure height, distance, weight knowledge of

subject matter through testing; we assess learning outcome; we
evaluate results in terms of some criteria or objectives.

Measurement refers to the process by which the attributes or dimension

of some objects or subjects of study are determined.
Assessment is a process of selecting, receiving and using data for the
purpose of improvement in the current performance.
Evaluation is an act of passing judgment on the basis of a set of
standards.
 Assessment FOR, OF and AS Learning: Approaches to Assessment

A. Assessment FOR Learning

The preposition "for" in assessment FOR learning implies that
assessment is done to improve and ensure learning. This 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 teacher is in the process of teaching.

Teacher does not lose anything if as he/she teaches he/she checks

for understanding now and then. This is to ensure that before he/she
proceeds further or comes near the end of the chapter, unit or course or
grading period, the students understood the lesson.

It is tragic and a waste of time if teacher just proceeds with his/her

teaching presuming that students understood the lessononly to discover at
the end of the unit or grading period that students after all did not
understand the lesson. So much time has already been wasted.

Formative assessment also includes the pretest and the posttest that
a teacher gives to ensure learning. This is also termed pre-assessment.

Why the pretest? It is to find out where the students are or

determined their entry knowledge or skills so teacher knows how to adjust
instruction.

Why the posttest? It is to find out if the intended learning outcome

has been attained after the teaching-learning process. If not all students
have attained it, then teacher has to apply an intervention or a
remediation.

Why do these have to take place? To ensure learning, thus the term
assessment FOR learning.

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 Teachers’ Roles in Assessment for Learning

Assessment for learning occurs throughout the learning process. It
is interactive, with teachers:
1. aligning instruction
2. identifying particular learning needs of students or groups
3. selecting and adapting materials and resources
4.creating differentiated teaching strategies and learning
opportunities for helping individual students move forward in their learning
5. providing immediate feedback and direction to students

In summary, assessment FOR learning means teachers using student's

knowledge, understanding and skills to inform their teaching. It occurs
throughout the teaching and learning process to clarify and ensure student
learning and understanding.

B. Assessment OF Learning
Assessment OF Learning is usually given at the end of a unit, grading
period or a term like a semester. It is meant to assess learning for grading
purposes, thus the term Assessment OF Learning. It is referred to as
summative assessment. The effectiveness of summative assessment depends
on the validity and reliability of the assessment activity and tools.
 Teachers’ Roles in Assessment for Learning
1. Must have a range of alternative mechanisms for assessing the
same outcomes
2. Must have public and defensible reference points for making
judgements
3. Provide transparent approaches to interpretation
4. Make descriptions of the assessment process
5. Provide strategies for recourse in the event of disagreement about
the decisions.

C. Assessment AS Learning
Assessment AS learning is associated with self-assessment. As the
term implies, assessment by itself is already a form of learning for the
students.

Through this process students are able to learn about themselves as

learners and become aware of how they learn – become metacognitive
(knowledge of one’s own thought processes). Students reflect on their work
on a regular basis, usually through self and peer assessment and decide
(often with the help of the teacher, particularly in the early stages) what
their next learning will be.

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Assessment as learning helps students to take more responsibility for

their own learning and monitoring future directions.
 Teachers’ Roles in Assessment for Learning
1. model and teach the skills of self-assessment
2. guide students in setting their own goals, and monitoring their
progress toward them
3. provide exemplars and models of good practice and quality work
that reflect curriculum outcomes
4. work with students to develop clear criteria of good practice

WHAT’S ON YOUR MIND?

What have you learned from the lesson?

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LEARNING ACTIVITY

A. Identify whether the following statements refer to measurement,

assessment or evaluation.
______1. Usually expressed in quantities.
______2. Used to determine the distance of a location.
______3. Uses such instruments as ruler, scale or thermometer.
______4. Can determine skill attainment easier than attainment of q
understanding.
______5. Results show the more permanent learning and clear picture of
student's ability.
______6. Can help educators determine the success factors of academic
programs and projects.
______7. Process of gathering evidence of student competencies/skills over
a period of time.
______8. Process designed to aid educators make judgment and indicate
solutions to academic situations.
______9. Over-all goal is to provide information regarding the extent of
attainment of student learning outcomes.
______10. Objects of study may be instructional programs, school projects,
teachers, students or tests results.

B. Differentiate each of the following pairs; examples may be cited to

further clarify the meaning.

1. Assessment and Evaluation

2. Formative evaluation and Summative evaluation

3. Measurement and Evaluation

4. Pretest and Posttest

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Lesson 3

 Program Outcomes and

Student Learning Outcomes
 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 concern 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-centered than outcomes-
centered.

The new educational perspective requires teachers to visualize the

ideal graduates three or more years after graduation and right after
completion of the program, i.e., graduation time (as stated institutional
outcomes and program outcomes. The Commission Higher Education, the
body that regulates higher education in the Philippines, in its Memorandum
Order # 20, s. 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

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

 Graduates of professional institutions demonstrate 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.

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 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 Philippines:

a. Articulate the rootedness of education in philosophical, socio

cultural, historical, 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 innovative 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 the outcomes

g. Practice professional and ethical teaching standards to the local,

national and global realities

h. Pursue lifelong learning for personal and professional growth

sensitive through varied experiential and field-based opportunities

In addition to the program outcomes of teacher education as a

discipline, there are program outcomes specific to Bachelor of Special Needs
Education (CMO No.77,S.2017).

Bachelor of Special Needs Education

The graduates have the ability to demonstrate knowledge, skills and
dispositions under the following domains:
a. Basic Foundation: Provide respectful and meaningful learning
experiences and collaborative opportunities for students with additional
needs and their families.
b. Learner Development and Individual Learning Differences: Respond
effectively to educational needs of students with additional needs and
their families.

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c. Learning Environments: Create safe, Inclusive, culturally responsive

learning environments for students with additional needs.
d. Curricular Content Knowledge: Use knowledge of general and
specialized curricula to individualized learning for student with
additional needs.
e. Instructional Planning and Strategies: Use evidenced-based
instructional strategies to maximize learning opportunities for students
with additional needs.
f. Assessment: Use multiple methods of assessment and multiple data-
sources to make sound educational decisions for students with additional
needs.
g. Professional Learning and Practice: Demonstrate reflective thinking
and professional self-direction.

 THE THREE TYPES OF LEARNING

Believing that there were more than one type of learning. Benjamin
Bloom and a committee of colleagues in 1956, identified three domains of
educational activities: the cognitive, referring to mental skills; affective
referring to growth in feeling or emotion, and psychomotor, referring to
manual or physical skills. 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

Table 1: Taxonomies of the Cognitive Domain Bloom's, Anderson's and

Krathwohl's

Bloom's Taxonomy 1956 Anderson's and Krathwohl's

Taxonomy 2001
1. Knowledge: Remembering or 1. Remembering:
retrieving previously learned
material. Recognizing or recalling knowledge
from memory. Remembering is when
Examples of verbs that relate to this memory is used to produce or
function are: retrieve definitions, facts, or lists, or
to recite previously learned
know identify relate

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list define recall information.

memorize repeat record
name recognize acquire
2. Comprehension: The ability to 2. Understanding:
grasp or construct meaning from
material. Constructing meaning from different
types of functions be they written
Examples of verbs that relate to this graphic messages or activities like
function are: interpreting, exemplifying,
restate locate report classifying, summarizing, inferring,
recognize explain express comparing or explaining.
identify discuss describe
discuss review infer
illustrate interpret draw
represent differentiate
conclude
3. Application: The ability to use 3. Applying:
learned material or to implement Carrying out or using a procedure
material in new and concrete through executing or implementing.
situations. Applying relates to or refers to
situations where learned material is
Examples of verbs that relate to this used through products like models,
function are: presentations, interviews or
simulations.
apply relate develop
translate use operate
organize employ restructure
interpret demonstrate illustrate
practice calculate show
exhibit dramatize
4. Analysis: The ability to break 4. Analyzing:
down or distinguish the parts of Breaking materials or concepts into
material into its components so that parts, determining how the parts
its organizational structure may be relate to one another or how they
better understood. interrelate or how the parts relate to
an overall structure or purpose.
Examples of verbs that relate to this Mental actions included in this
function are: function are differentiating,
organizing and attributing, as well as
analyze compare probe being able to distinguish between
inquire examine contrast the components or parts. When one
categorize differentiate contrast is analyzing, he/she can illustrate
investigate detect survey this mental function by creating
classify deduce separate spreadsheets, surveys, charts ór
experiment scrutinize discover diagrams or graphic representations
inspect dissect discriminate
5. Synthesis: The ability to put parts 5. Evaluating:
together to form a coherent or Making judgments based on criteria

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unique new whole. and standards through checking and

critiquing. Critiques,
Examples of verbs that relate to this recommendations and reports are
function are: some of the products that can be
created to demonstrate the
compose produce design processes of evaluation. In the newer
assemble create prepare taxonomy, evaluating comes before
predict modify tell creating as it is often a necessary
plan invent formulate part of the precursory behavior
collect set up generalize before one creates something.
document combine relate
propose develop arrange
construct organize originate
derive write propose
6. Evaluation: The ability to judge, 6. Creating:
check, and even critique the value of Putting elements together to form a
material for a given purpose. coherent or functional whole;
reorganizing elements into a new
Examples of verbs that relate to this pattern or structure through
function are: generating, planning or producing.
Creating requires users to put parts
judge assess compare together in a new way, or synthesize
evaluate conclude measure parts into something new and
dedu argue decide different creating a new form or
choose rate select product. This process is the most
estimate validate consider difficult mental function in the new
appraise value criticize taxonomy.
infer

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Bloom’s and Anderson’s Compared (Source: Wilson (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,
synthesis and evaluation of that knowledge.

Bloom also identified specific types of knowledge as:

 Terminology
 Specific facts
 Conventions
 Trends and sequences
 Classifications and categories
 Criteria
 Methodology
 Principles and generalizations
 Theories and structures

In the revised cognitive taxonomy, Anderson and Krathwohl identified

4 levels of knowledge: 1) factual knowledge 2) concept knowledge, 3)
procedural knowledge and 4) metacognitive knowled. If we 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.

How do the 4 categories of knowledge differ from one another?

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Factual Knowledge- 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 - This refers to the interrelationship of facts. It is

facts put together within a 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 - This is knowing how to do something. It refers to

information or knowledge that helps students to do something specific to a
discipline, subject or area of study. It includes knowledge of methods of
inquiry, criteria for using skills, algorithms, techniques and methods.

Metacognitive Knowledge - This is knowing that you know. This is thinking

about your own thinking in a purposeful way. It is awareness and knowledge
of one's own cognition. 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.

As shown in Table 1 in the revised cognitive taxonomy, the cognitive

processes start with remembering and end with creating knowledge along
factual, conceptual, procedural and metacognitive dimensions.

Table 2. Example of Cognitive Activities

Cognitive Processes Examples

Remembering – Produce the right information from memory
 Identify frogs in a diagram of
different kinds of amphibian.
 Find an isosceles triangle in
Recognizing your neighborhood.
 Answer any true-false or
multiple choice questions.
 Name three 19th-century
women English authors.
 Write the multiplication facts.
Recalling  Reproduce the chemical
formula for carbon
tetrachloride.
Understanding – Make meaning from educational materials or experiences.
 Translate a story problem into
an algebraic equation.
Interpreting  Draw a diagram of the
digestive system.

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 Paraphrase Jawaharlal Nehru's

tryst with destiny speech.
 Draw a parallelogram.
 Find an example of stream-of-
Exemplifying consciousness style of writing.
 Name a mammal that lives in
our area.
 Label numbers odd or even.
 List the events of the Sepoy
Classifying Mutiny of 1857.
 Group native animals into
their proper species.
 Read a passage of dialogue
between two characters and
make conclusions about their
past relationship.
Inferring  Figure out the meaning of an
unfamiliar term from the
context.
 Look at a series of numbers
and predict what the next
number will be.
 Explain how the heart is like a
pump. Compare Mahatma
Gandhi to a present day
Comparing leader.
 Use a Venn diagram to
demonstrate how two books
by Charles Dickens are similar
and different
 Draw a diagram explaining
how air pressure affects the
weather.
 Provide details that justify
Explaining why the French Revolution
happened when and how it
did.
 Describe how interest rates
affect the economy.
Applying – Use a procedure
 Add a column of two-digit
Executing numbers.
 Orally read a passage in a
foreign language.
 Have a student open house
discussion
 Design an experiment to see

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how plants grow in different

kinds of soil.
Implementing  Proofread a piece of writing.
 Create a budget for a week
expenses
Analyzing – Break a concept down into its parts and describe how the parts
relate to the whole
 List the important information
in a mathematical word
problem and cross out the
Differentiating unimportant information.
 Draw a diagram showing the
major and minor characters in
a novel.
 Place the books in the
classroom library into
categories.
 Make a chart of often-used
Organizing figurative devices and explain
their effect.
 Make a diagram showing the
ways plants and animals in
your neighborhood interact
with each other.
 Read letters to the editor to
determine the authors' points
of view about a local issue.
 Identify a character's
Attributing motivation in a novel or short
story.
 Look at brochures of political
candidates and hypothesize
about their perspectives on
issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
 Participate in a writing group,
giving peers feedback on
organization and logic of
Checking arguments.
 Listen to a political speech
and make a list of any
contradictions within the
speech.
 Review a project plan to see if
all the necessary steps are
included.
 Judge how well a project

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meets the criteria of a rubric.

 Choose the best method for
Critiquing solving a complex
mathematical problem.
 Judge the validity of
arguments for and against
astrology.
Creating – Put pieces together to form something new or recognize
components of a new structure
 Given a list of criteria, list
some options for improving
race relations in the school.
Generating  Generate several scientific
hypotheses to explain why
plants need sunshine.
 Come up with alternative
hypotheses based on criteria.
 Make a storyboard for a
multimedia presentation on
insects.
 Outline a research paper on
Planning Mark Twain's views on
religion.
 Design a scientific study to
test the effect of different
kinds of music on hens' egg
production.
 Write a journal from the point
of view of mountaineer.
 Build a habitat for pigeons.
Producing  Put on a play based on a
chapter from a novel you're
reading.

(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning,
teaching and assessing, New York: longmans)

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LEARNING ACTIVITY

A. Identify what is being asked in each item.

________1. It refers to manual or physical skills.
________2. It refers to growth in feeling or emotion.
________3. Make judgments based on criteria and syllabus guidelines.
________4. Make meaning from educational materials or experiences.
________5. It is carrying out or using a procedure through executing or
implementing
________6. It is break a concept down into its parts and describe how the
parts relate to the whole
________7. It is facts put together within a within a larger structure that
enable them to function together.
________8. It is putting pieces together to form something new or recognize
components of a new structure
________9. It refers to information or knowledge that helps students to do
something specific to a discipline, subject or area of study.
________10. Breaking materials or concepts into parts, determining how the
parts relate to one another or how they interrelate or how the
parts relate to an overall structure or purpose.

Write objectives/learning outcomes using Bloom's Taxonomy.

Topic: __________________________________________________

Knowledge:

Comprehension:

Application:

Analysis:

Synthesis:

Evaluation:

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Lesson 4

 THREE DOMAINS OF LEARNING

Developing and delivering lessons and assessing students’ learning by

teachers are integral in the teaching process. It is hence important for
teachers to ensure that the three (3) domains of learning which include
cognitive (thinking), affective (emotions or feeling) and psychomotor
(Physical or kinesthetic) to be achieved. It is imperative to understand that
there are different categories of learners who have varying needs and as
such different methods must be adopted in the planning and delivery of
lessons to ensure that such needs are addressed. The world of education has
gradually adopted the strategy of ‘every child matters’ structure that
requires that all learners with different needs are counted.

A holistic lesson developed by a teacher requires the inclusion of all

the three domains in constructing learning tasks for students. The diversity
in such learning tasks help creates a comparatively well – rounded learning
experience that meets a number of learning styles and learning modalities.
An increased level of diversity in the delivery of lessons help engage
students as well as create more neural networks and pathways that helps
with recollection of information and events.

 DOMAIN 1: Cognitive (Knowledge)

Learning helps develop an individual’s attitude as well as encourage
the acquisition of new skills. The cognitive domain aims to develop the
mental skills and the acquisition of knowledge of the individual.
Table 3. Domain 1: Cognitive (Knowledge)

Categories/ Levels Outcome Verbs Learning Outcome

Statements
Remembering: recall of define, describe, Recite the
previously learned identify, label, match, multiplication tables
information list, name, outline,
recall, recognize, Match the word with
reproduce, select, state the parts of the picture
of a sewing machine
Understanding: distinguish, estimate, Explain in one's own
comprehending the explain, give example, words the stages in the
meaning, translation interpret, paraphrase, life cycle of a butterfly
and interpretation of summarize
instructions; state a Distinguish among the
problem in one's own different geometric
word figures.
Applying: using what apply, change, Use a mathematical

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was learned in the compute, construct, formula to solve an

classroom in similar demonstrate, discover, algebra problem
new situations modify, prepare,
produce, show, solve, Prepare daily menus for
use one week for a family
of six.
Analyzing: separating analyze, compare, Observe a classroom
materials or concept contrast, diagram, and list down the things
into component parts to differentiate, to be improved
understand the whole distinguish, illustrate,
outline, select Differentiate the parts
of a tree
Evaluating: judging the compare, conclude, Defend a research
value of an idea, object criticize, critique, proposal
or material defend, evaluate,
relate, support, justify Select the most
effective solution
Creating: building a categorize, combine, Compile personal
structure or pattern; compile, compose, records and documents
putting parts together devise, design, plan, into a portfolio
organize, revise,
rearrange, generate, Write a syllabus for a
modify school subject

 DOMAIN 2: Affective (Attitude)

The affective domain includes the feelings, emotions and attitudes of
the individual.
Table 4. The Categories/ Levels of the Affective Domain

Categories/ Levels Outcome Verbs Learning Outcome

Statements
Receiving: being aware select, point to, sit, Listen to others with
or sensitive to choose, describe, respect,
something and being follow, hold, identify,
willing to listen or pay name, reply Try remember profile
attention and facts
Responding: showing answer, assist, and, Participate in
commitment to respond comply, conform, discussions, gives
in some measure to the discuss, greet, help. expectation
idea or phenomenon perform practice, read,
recite report, tell, Discuss the rules and
write practice them

Question concepts in
order to understand
them well

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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
Organizing: arranging arrange, combine, Accept responsibility,
values into priorities, complete, adhere, recognize the need for
creating a unique value alter, defend, explain, balance between
system by comparing, formulate, integrate, freedom and
relating and organize, relate, responsible behavior
synthesizing values synthesize
Explain how to plan to
solve problem
Internalizing: practicing act, display, influence, Show self-reliance when
value system that listen, discriminate, asking; cooperate in
controls one's behavior, listen, modify, perform, group activities
exhibiting behavior that revise, solve, verify
is consisted pervasive, Demonstrate objectivity
predictable and in problem solving
characteristics of the
person. In some source, Revise judgment in light
internalizing is equated of new evidences
to characterization.

(Source: Krathwohl, David R. and Benjamin Bloom. Taxonomy of Educational

Objectives, Handbook il: Affective Domain (The Classification of Educational
Goals) 1956)

 DOMAIN 3: Psychomotor (Skills)

The psychomotor domain includes utilizing motor skills and the ability
to coordinate them.

Table 5. Simpson’s Psychomotor Domain

Categories/ Levels Outcome Verbs Learning Outcome

Statements
Perception (awareness): choose, describe, Detects non-verbal
The ability to use detect, differentiate, communication cues.
sensory cues to guide distinguish, identify,
motor activity. This isolate, relate, select Estimate where a ball
ranges from sensory will land after it is
stimulation, through thrown and then moving
cue selection to to the correct location
translation. to catch the ball.

Adjusts heat of stove to

correct temperature by

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smell and taste of food.

Set: Readiness to act. It begin, displays, explain, Acts upon a sequence of
includes mental, move, proceed, react, steps in a
physical, and emotional show, state, volunteer manufacturing process
sets. These three sets
are dispositions that Recognize one's abilities
predetermine a person's and limitations. Shows
response to different desire to learn a new
situations (sometimes process (motivation).
called mindsets).
NOTE: This subdivision
of psychomotor is
closely related with the
"Responding to
phenomena" subdivision
of the Affective
domain.

Guided Response: The copy, trace, follow, Perform a mathematical

early stages in learning react, reproduce, equation as
a complex skill that respond demonstrated
includes imitation and
trial and error. Follow instructions to
Adequacy of build a model.
performance is
achieved by practicing.
Mechanism (basic assemble, calibrate, Use a personal
proficiency): This is the construct, dismantle, computer.
intermediate stage in display, fasten, fix,
learning a complex grind, heat, Repair a leaking faucet
skill. Learned responses manipulate, measure,
have become habitual mend, mix, organize, Drive a car.
and the movements can sketch
be performed with
some confidence and
proficiency.
Complex Overt assemble, build, Operate a computer
Response (Expert): The callbrate, construct, quickly and accurately.
skillful performance of dismantle, display,
motor acts that involve fasten, fix, grind, Displays competence
complex movement heats, manipulate, while playing the plano.
pattems. Proficiency is measure, mend, mix,
indicated by a quick, organize, sketch. NOTE: The Key Words
accurate, and highly are the same as
coordinated Mechanism, but will
performance, requiring have adverbs or
a minimum of energy. adjectives that indicate

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This category includes that the performance is

performing without quicker, better, more
hesitation, and accurate, etc.
automatic performance.
For example, players
often utter sounds of
satisfaction or
expletives as soon as
they hit a tennis ball or
throw a football,
because they can tell
by the feel of the act
what the result will
produce.
Adaptation: Skills are adapt, alter, change, Responds effectively to
well developed and the rearrange, reorganize, unexpected
individual can modify revise, vary experiences.
movement pattems to
fit special Perform a task with a
requirements. machine that it was not
originally intended to
do (machine is not
damaged and there is
no danger in performing
the new task).
Origination: Creating arrange, build, Construct a new theory
new movement patterns combine, compose,
to fit a particular construct, create, Develop a new and
situation or specific design, initiate, make, comprehensive training
problem. Learning originates. programming.
outcomes emphasize
creativity based upon Create a new gymnastic
highly developed skills. routine.

Table 6. Dave (1975) Psyhomotor Domain

Categories/ Levels Outcome Verbs Learning Outcome

Statements
Imitation. Observing copy, follow, mimic, Copy a work of art.
and patterning behavior repeat, replicate,
after someone else. reproduce, trace Performing a skill while
Performance may be of observing a
low quality. demonstrator.
Manipulation - Being act, build, execute, Perform a skill on one's
able to perform certain perform own after taking lessons
actions by memory or or reading about it.
following instructions.
Follow instructions to

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build a model.
Precision- Refining, calibrate, demonstrate, Perform a skill or task
becoming more exact. master, perfect without assistance
Performing a skill
within a high degree of Demonstrate a task to a
precision beginner.
Articulation - adapt, constructs, Combine a series of
Coordinating and combine, creates, skills to produce a video
adapting a series of customize, modifies, that involves music,
actions to achieve formulate drama, color, sound.
harmony and internal
consistency. Combine a series of
skills or activities to
meet a novel
requirement.

Naturalization - create, design, Operate a computer

Mastering a high level develop, invent, quickly and accurately.
performance until it manage, naturally
becomes second-nature Displays competence
or natural, without while playing the piano.
needing to think much
about it.

WHAT’S ON YOUR MIND?

What have you learned from the lesson?

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LEARNING ACTIVITY

The following are examples of learning outcomes; in the second

column, write the domain in which each outcome is classified and in the
third column the level/category to which the learning outcome belongs.

Learning Outcome Domain Category

Perform tinikling
List examples of verbs.
Listen to others with
respect
Cooperate during class
activities
Demonstrate how to
make a candle
Name animals found in
land and water
Show ability to resolve
problems/conflicts
Participate actively
during class discussion
Give examples of nouns
found in the classroom.
Categorize the object
whether it is solid,
liquir or gas

B. Write learning outcomes for the three domains arranged from the
simplest to the most complex.

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MODULE SUMMARY

 SUMMATIVE TEST

REFERENCES

EDUC 103 – ASSESSMENT OF LEARNING 1