Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSEd; BTLE; BPE COURSE NO. Professional Education 6

SPECIALIZATION A-E; B-C COURSE TITLE Assessment in Learning 1
YEAR LEVEL 3; 2; 3 TIME FRAME 6 Hrs. WK NO. 6-7 IM NO. 6

I. UNIT 2: TEST CONSTRUCTION

II. LESSON TITLE: FORMULATION OF INSTRUCTIONAL OBJECTIVES

III. LESSON OVERVIEW

Setting of instructional objectives or learning outcomes is very important. It is likened to setting

your destination when you intend to go on travel. You need to know where to go, at what time and how
to get there. All these must be specified.

It is also important to determine the level of learning that you intend to attain among the learners.
Therefore, part of this lesson would be the different taxonomic levels of the three (3) domains of learning
– the cognitive, affective, and psychomotor domains. Knowledge of the taxonomic level of an
instructional objective which must be attained among learners would guide teachers to determine the
kind and/or strategies of teaching, the activities, as well as assessment tasks to determine the extent of
attainment of said objectives.

Therefore, it is expected that students would be able to make instructional objectives based on
the desired taxonomic level, and in the three (3) domains of learning whenever applicable. Moreover,
the students need to make objectives which are SMART if not SMARTER or even SMARTEST (Specific,
Measurable, Attainable, Realistic, Time-bound, plus Enjoyable, and Rewarding, or even Enjoyable,
Satisfying and Transformational).

IV. DESIRED LEARNING OUTCOMES

Based on their field of specialization, the students must be able to:

1. formulate instructional objectives in accordance to given guidelines and prescribed elements

V. LESSON CONTENT

FORMULATION OF INSTRUCTIONAL OBJECTIVES

Instructional Objectives are the intended, expected or desired learning outcomes of the
teaching-learning process.

A learning outcome answers the question: What should students be able to do at the end of the
class or course that they couldn’t do before?” A learning outcome is aimed at the knowledge and skills
you are going to teach. The focus is the product of instruction rather than what form the instruction will
take.
Instructional Goals and Objectives

An Instructional Goal is a statement of performance expected of each student in a class, phrased

in general terms without criteria of achievement (General Objectives).

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An Instructional Objective is a statement of performance to be demonstrated by each student in

a class, derived from an instructional goal, phrased in measurable and observable terms (Specific
Objectives).

Guidelines for Preparing Instructional Goals and Objectives

Relationship to Curriculum Goals and Objectives

Instructional goals and objectives should relate to curriculum goals and objectives.
The curriculum goals and objectives are broader in nature, aimed at all students as a group or
groups frequently jump across grade boundaries, often cut across disciplines, and many times are
relevant to more than one teacher either within a discipline or among disciplines.
The instructional objectives by their nature tend to be more specific than the curriculum goals
and objectives, focus on what takes place in the classroom, and come to pass as a result of the
individual instructor’s efforts.

Domains of Learning

The instructional goals and objectives should be specified for the three domains of learning – the
cognitive, the affective, and the psychomotor, whenever applicable.

Cognitive Domain. Bloom and associates defined as including objectives that “deal with the
recall or recognition of knowledge and the development of intellectual abilities and skills”. Cognitive
learnings, which involve the mental processes, range from memorization to the ability to think and solve
problems.

Affective Domain. Krathwohl and others defined it as including objectives that “emphasize a
feeling, tone, an emotion, or a degree of acceptance and rejection”. Affective learnings encompass the
emotions, feelings, beliefs, attitudes, and values.

Psychomotor Domain Robert J. Armstrong and others defined it as including behaviors that
“place primary emphasis on neuromuscular or physical skills and involve different degrees of physical
dexterity.” Sometimes referred to as ‘perceptual-motor skills’, psychomotor learnings include body
movements and muscular coordination.

Taxonomic Levels

Instructional goals and objectives should be identified at both high and low levels of learning with
greater emphasis being placed on the higher. It is obvious that some learnings are more substantive,
complex, and important than others.

Cognitive Domain

Major Categories in the Cognitive Domain of Examples of General Instructional Objectives and
the Taxonomy of Education Objectives (Bloom, Clarifying Verbs for the Taxonomy of the
1956) Cognitive Domain
Illustrative Verbs for
Description of the Major Categories in the Illustrative General Stating Specific
Cognitive Domain Instructional Objectives
Learning Outcomes
1. Knowledge – is defined as the Knows common terms Defines, describes,
remembering of previously learned Knows specific facts identifies, labels,
materials, from specific fact to complete Knows methods and lists, matches,
theories, but all that is required is the procedure names, outlines,
bringing to mind of the appropriate Knows basic concepts reproduces, selects,
information. Knows principles states

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Knowledge represents the lowest level

of learning outcomes in the cognitive
domain.

2. Comprehension - is defined as the ability Understands fact and Converts, defends,

to grasp the meaning of material. This may principles distinguishes,
be shown by translating the material from Interprets verbal materials estimates, explains,
one form to another (words of numbers) by Interprets chart and extends,
interpreting materials (explaining or graphs generalizes, gives
summarizing), and by estimating future Translates verbal examples, infers,
trends (predicting consequences or materials to
paraphrases,
effects). mathematical formulas
predicts, rewrites,
This learning outcome goes one step Estimates consequences
implied in data summarizes
beyond the simple remembering of
material and represents the lowest level of Justifies method and
understanding. procedure

3. Application – refers to the ability to use Applies principles to new Changes, computes,
learned materials in new and concrete situation demonstrates,
situations. This may include the application Applies new theories to discovers,
of such things as rules, methods, concepts, practical situation manipulates,
principles, laws and theories. Solves mathematical modifies, operates,
Learning outcomes in this area require problem predicts, prepares,
a higher level of understanding than those Constructs charts and
produces, relates,
under comprehension. graphs
Demonstrates correct solves, shows, uses
usage of procedure

4. Analysis – refers to the ability to break Recognizes unstated Breaks down,

down materials into its component parts so assumption diagrams,
that its organizational structure may be Recognizes logical differentiates,
understood. This may include the fallacies in reasoning discriminates,
identification of the parts, analysis of the Distinguishes between distinguishes,
relationship between parts, and recognition facts and inferences identifies, illustrates,
of the organizational principles involved. Evaluates the relevancy
infers, outlines,
Learning out comes here represent the of data
points out, relates,
higher intellectual level than comprehension Analyses of the
selects, separates,
and application because they require an organizational structure
subdivides
understanding of both the content and the of work (art, music,
structural form of the material. writing)

5. Synthesis – refers to the ability to put parts Write a well-organized Categorizes,

together to form a new whole. This may theme combines, complies,
involve the production of a unique Gives a well- recognized composes, creates,
communication (theme or speech), a plan speech devises, designs,
of operations, (research proposal), or a set Writes a creative short write, rewrites,
of abstract relations (scheme for classifying story explains, generates,
in formation). Proposes a plan for an
modifies, organizes,
Learning out comes in this area stress experiment
creative behaviors, with major emphasis on Integrates learning from plans, rearranges,
the formulation of new patterns of different areas into a reconstructs,
structures. plan for solving a relates, reorganizes,
problem revises
Formulates a new
scheme for classifying
objects

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022

6. Evaluation – concerned with the ability to Judges the consistency of Appraises,

judge the value of material (statement, written material compares,
novel, poem, and research report) for a Judges the adequacy with concludes,
given purpose. The judgements are to be which conclusions are contrasts, criticizes,
based on definite criteria (relevance to the supported data describes,
purpose) and the student may determine Judges the value of work discriminates,
(art, music, writing) by
the criteria or be given them. explains, justifies,
use of internal criteria
Learning outcomes in this area are Judges the value of work interprets, relates,
highest in the cognitive hierarchy because (art, music, writing) by summarizes,
they contain elements of all the other use of external supports
categories, plus value judgments based on standards
clearly defined criteria.

Note: Revised Bloom’s Taxonomy (RBT) was made by Bloom’s former student, Lorin W. Anderson
during the 90’s. In Anderson’s revisit, he made Evaluation (termed Evaluating) as the fifth in the
taxonomy, while Synthesis, though renamed Creating was made the highest in the taxonomy.
Thus, Anderson’s revision has the following:
(1) Remembering, (2) Understanding, (3) Applying, (4) Analyzing, (5) Evaluating, (6) Creating.

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Affective Domain

Major Categories in the Affective Domain of the Examples of General Instructional Objectives and
Taxonomy of Educational Objectives Clarifying Verbs for the Taxonomy of the Affective
(Krathwohl, 1964) Domain
Illustrative Verbs for
Descriptions of the Major Categories in the Illustrative General Stating Specific
Affective Domain Instructional Objectives Learning Outcomes
1. Receiving – refers to the student’s Listens attentively Asks, chooses,
willingness to attend to particular Shows awareness of the describes, follows,
phenomena or stimuli (classroom activities, importance of learning gives, holds,
textbook, music etc.) From a teaching Shows sensitively to identifies, locates,
standpoint, it is concerned with getting, social problems names, points,
holding, and directing the student’s Accepts differences of selects, sits erect,
attention. race and culture replies, uses
Learning outcomes in this area range Attends closely to the
from the simple awareness that a thing classroom activities
exists to selective attention on the part of
the learner. Represents the lowest level of
learning outcomes in the affective domain.

2. Responding – refers to active participation Completes assigned Answers, assists,

on the part of the student. At this level, he homework complies, conforms,
not only attends to a particular phenomenon Obeys school rules discusses, greets,
but also reacts to it in some way. Learning Participates in class helps, labels,
outcomes in this area may emphasize discussion performs, practices,
acquiescence in responding (reads Completes laboratory presents, reads,
assigned material), willingness to respond work recites, reports,
(voluntarily reads beyond assignment), or Volunteers for special selects, tells, writes
satisfaction in responding (reads for tasks
pleasure or enjoyment). Shows interest in subject
The higher level of this category Enjoys helping other
includes those instructional objectives that
are commonly classified under interest: that

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is, those that stress the seeking out and

enjoyment of particular activities.

3. Valuing – concerned with the worth or a Demonstrates belief in the Completes,

value a student attaches to a particular democratic process describes, follows,
object phenomenon or behavior. This Appreciates good forms, selects,
ranges in degree from the more simple literature (art or music) shares, studies,
acceptance of a value (desires to improve Appreciates the role of works, invites,
group skills) to the more complex level of science (or other differentiates,
commitment (assumes responsibility for the subjects) in everyday life explains, initiates,
effective functioning of the group) of Shows concern for the invites, joins,
specified values, but clues to these values welfare of others justifies, proposes
are expressed in the student’s overt Demonstrates problem-
behavior. solving attitudes
Learning outcome in this area is Demonstrates
concerned with behavior that is consistent commitment to social
and stable enough to make the value improvement
identifiable. Instructional objectives that are
commonly classified under attitudes and
appreciation would fall into this category.

4. Organization. Organization is concerned Recognizes the need for Adheres, alters,

with bringing together different values, balance between arranges, combines,
resolving conflicts between them, and freedom and compares,
beginning the building of an internally responsibility in a completes, defends,
consistent value system. Thus, the democracy explains,
emphasis is on comparing, relating and Recognizes the role of generalizes,
synthesizing values. systematic planning in integrates, modifies,
Learning outcomes may be concerned solving problems orders, organizes,
with the conceptualization of a value Accepts responsibility for prepares, relates,
(recognizes the responsibility of each own behavior synthesizes
individual for improving human relations) or Understands and accepts
with the organization of a value system own strengths and
(develops a vocational plan that satisfies his limitations
need for both economic security and social Formulates a life plan in
service). Instructional objectives relating to harmony with his
the development of a philosophy of life abilities, interests, and
would fall into this category. beliefs

5. Characterization by a value or Value Displays safety Acts, discriminates,

complex. At this level of the affective consciousness displays, influences,
domain, the individual has a value system Demonstrates self- listens, modifies,
that has controlled his behavior for a reliance in working performs, practices,
sufficiently long time for him to develop a independently proposes, qualifies,
characteristic lifestyle. Thus the behavior is Practices cooperation in questions, revises,
pervasive, consistent, and predictable. group activities solves, uses, verifies
Learning outcomes at this level cover Uses objective approach
a broad range of activities, but the major problem solving
emphasis is on the fact that the behavior is Demonstrates industry
typical or characteristic of a student. and self- discipline
Instructional objectives that are concerned Maintains good health
with the student’s general patterns of habits
adjustment (personal, social, and
emotional) would be appropriate here.

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Psychomotor Domain

Major Categories in the Psychomotor Domain Examples of General Instructional Objectives and
of the Taxonomy of Educational Objectives Clarifying Verbs for the Taxonomy of the
(Simpson, 1972) Psychomotor Domain

Illustrative Verbs for

Description of the Major Categories in the Illustrative General Stating Specific
Psychomotor Domain Instructional Objectives Learning outcomes
1. Perception. The first level is concerned Recognizes malfunction Chooses, describes,
with the use of the sense organs to obtain by sound of machine detects,
cues that guide motor activity. Relates taste of food to differentiates,
This category ranges from sensory need for reasoning distinguishes,
stimulation (awareness of a stimulus), Relates music to a identifies, isolates,
through cue selection (selecting task particular dance step relates, selects,
relevant cues), to translation (relating cue separates
perception to action in a performance).

2. Set. Set refers to readiness to take a Knows sequence of steps Begins, displays,
particular type of action. This category in varnishing wood explains, moves,
includes mental set (mental readiness to Demonstrates proper proceeds, reacts,
act), physical set (physical readiness to act) bodily stance for batting a responds, shows,
and emotional set (willingness to act). ball shows desire to type starts, volunteers
Perception of cues serves as an efficiently
important prerequisite for this level.

3. Guided Response- Guided response is Performs a golf swing as Assembles, builds,

concerned with early stages in learning a demonstrated calibrates,
complex skill. It includes imitation Applies first aid bandage constructs,
(repeating an act demonstrated by the as demonstrated dismantles, displays,
instructor) and trial and error (using a Determines best dissects, fastens,
multiple-response approach to identify an sequence for preparing a fixes, grinds, heats,
appropriate response). meal manipulates,
Adequacy of performance is judged by measures, mends,
the instructor or by a suitable set of criteria. mixes, organizes,
sketches

4. Mechanism. Mechanism is concerned with Writes smoothly and (Same list as in

performance acts where the learned legibly Guided Response)
responses have become habitual and the Sets up laboratory
movements can be performed with some equipment
confidence and proficiency. Operates a slide projector
Learning outcomes at this level are Demonstrates a simple
concerned with performance skills of dance step
various types, but the movement patterns
are less complex than at the next higher
level.

5. Complex Overt Response. Complex Overt Operates a power saw (Same list as in
Response is concerned with the skillful skillfully Guided Response)
performance of motor acts that involve Demonstrates correct
complex movement patterns. Proficiency form on swimming
is indicated by quick, smooth, accurate Demonstrates skill in
performance requiring a minimum of driving an automobile
energy. Performs skillfully on the
This category includes resolution of violin
uncertainty (performs without hesitation) Repairs electronic
and automatic performance (movements equipment quickly and
accurately
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INSTRUCTIONAL MODULE
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are made with ease and good muscle

control).
Learning outcomes at this level
include highly coordinated motor activities.

6. Adaptation. Adaptation is concerned with Adjusts tennis play to Adapts, alters,

skills that are so well developed that the counteract opponent’s changes,
individual can modify movement patterns to style rearranges,
fit special requirements or to meet a Modifies swimming reorganizes, revises,
problem situation. strokes to fit the varies
roughness of the water

7. Origination. Origination refers to the Creates a dance step Arranges, combines,

creating of new movement patterns to fit a Creates a musical composes, creates,
particular situation or specific problem. composition designs, originates
Learning outcomes at this level Designs a new dress style
emphasize creativity based upon highly
developed skills.

Rules for Writing

Instructional goals and objectives should follow a few simple rules for writing.

Three Elements of an Instructional Objective

When writing an instructional objective, it is generally recommended that three elements or

components be included:

1. the conditions under which the behavior is to be demonstrated (Antecedent)

It is the learning activity. The conditions under which the learner demonstrates the behavior
should be specified, if they are necessary and not obvious.

2. the behavior expected of the students (Behavior)

It is the skill or knowledge being demonstrated. When specifying behavior, instructors should
choose, as often as possible, action verbs that are subject to measurement and observation.

3. the degree of mastery required (Criterion)

It is the degree of acceptable performance. The statement of the instructional objectives should
include the acceptable standard or criterion of mastery of the behavior if it is not obvious.

Six Types of Standards

1. When mere OCCURRENCE of the behavior is sufficient, describe the behavior.

e.g. The knot will be tied loosely as in the photograph.

2. When ACCURACY is important, provide a statement of acceptable range or deviation.

e.g. The answer must be correct to the nearest whole number.

3. If the number of ERRORS is important, state the number.

e.g. With a maximum of one error.

4. If TIME or SPEED is important, state the minimal level.

e.g. Within five seconds; five units per minute.
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5. If KNOWN REFERENCE provides the standard, state the reference.

e.g. Perform the sequence of steps in the same order as given in the text.

6. If the CONSEQUENCES of the behavior are important, describe them or provide a model.
e.g. Conduct the class so that all students participate in the discussion.

Added Components:

1. Stability – the number of opportunities the student will be given and the number of times he or she
must succeed in the demonstrating the behavior.
e.g. - … the student will type at least 50 words per minute on each of three successive tries.

2. Description of the learner

e.g. – the Grade IV pupils …
- the 4th year students …

Ten Points to Remember in Writing Outcomes

Source: CHEd Implementation Handbook for OBE and ISA

1) Keep statements short and simple. State the outcome as a single sentence of 25 words or less.

2) Keep goals and outcomes aligned with the aims of education as stated in:
the Philippine Constitution,
the national goals of education, and
the vision, mission and goals of the institution.

3) SMART
• Specific: Write the outcome so that it expresses exactly what the learner is going to
show, perform or accomplish, hence a specific action that is observable. Start with an
action verb.
• Measurable: Identify the deliverables, focus on the evidence that learners will produce.
• Attainable or Achievable: Ensure that the outcome can be achieved.
• Realistic: Ensure that you have the appropriate resources to successfully attain the
outcomes.
• Time-bound: Set target completion date. State the preamble.
Enjoyable
Rewarding or Satisfying
Transformational
For program goals: “After five years, the graduate will be able to…”
For program outcomes: “Upon graduation, the learner will be able to…”
For learning outcomes: “At the end of the learning experience, the learner will be able to…”

If learning outcomes are achieved, then the program outcomes will be attained.

4) Consider the three domains of learning (Bloom, 1956, 1973) in stating the preamble:
• Cognitive (knowledge or mental skills)
• Affective (emotional areas or attitude)
• Psychomotor (manual or physical skills)
For Cognitive and Psychomotor: “…..the learner will be able to…”
For Affective: “…..the learner will choose to/ demonstrate/ voluntarily/ freely/ etc.…”

5) State learning outcomes as short-term statements and SMART. State program goals and
outcomes as long-term general statements, but are still measurable, attainable, realistic, and
time-bound.
6) State learning outcomes as results, not processes (activities or strategies). Outcomes are ends
while activities are means.
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7) Choose only one observable verb/behavior in a statement of outcome. Choose the behavior that
is of a higher dimension of complexity.

8) Sequence outcomes logically, e.g., according to –

• Complexity – from lowest to highest level of the Taxonomy
• Domain – cognitive, affective, psychomotor
• Topic or content – sequence of learning experience

Whatever the sequence, ensure that a range of abilities and skills is developed.

9) State objectives from the learner’s point of view, not the teacher’s.

10) Align content, methodologies, and assessment with the learning outcomes.

VI. LEARNING ACTIVITIES

Group Activity: Using a topic under the field of specialization of most of your group members:

1) write an instructional objective for each of the six taxonomic levels in the cognitive domain; and
2) make one instructional objective for each of the Affective and Psychomotor Domains. Identify the
taxonomic level of the objective and write on the appropriate column.

VII. ASSIGNMENT

For this assignment portion, you are encouraged to know and even memorize the different
terminologies used per taxonomic level across the six (6) taxonomies, to understand what each term
means, and thus, be able to use them in formulating educational objectives.

Furthermore, think of yourself preparing to join a quiz bee on educational objectives (inter-
university – local, regional, national, and even international). Thus, you need to know them (taxonomies
by Bloom, Anderson, Krathwohl, Simpson, Harrow, Marzano and Kendall, 6 in all) by heart. Be prepared!

VIII. EVALUATION

Online quiz

Portfolio/Project Entry (A major output will be required of the students, with its content starting
from formulation of instructional objectives to making of TOS and test, then administration and scoring,
and application of the statistical tools, to computation of grades).

IX. REFERENCES

CHED Memorandum Order No. 46, s. 2012 – Policy Standard to Ensure Quality Assurance (QA) in
Philippine Higher Education through an Outcome-Based and Typology-Based QA
Corpuz, B.B. (2015). Field study 5: Learning assessment strategies. Quezon City: Lorimar
Publishing.
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Seels and Glasgow (1990). Exercises in instructional design. Columbus OH: Merrill Publishing
Company.
Teaching Guide in Assessment in Learning 1
Other references indicated in the Course Outline and in the module
http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

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Attachment A

Harrow's Taxonomy of Psychomotor Domain

Anita Harrow's taxonomy for the psychomotor domain is organized according to the degree of
coordination including involuntary responses as well as learned capabilities. Simple reflexes begin at the
lowest level of the taxonomy, while complex neuromuscular coordination make up the highest levels
(Seels & Glasgow, 1990).

Reflex movements are actions elicited without learning in

response to some stimuli. Examples include: flexion, extension,
stretch, postural adjustments.
Basic fundamental movement are inherent movement
patterns which are formed by combining of reflex movements and
are the basis for complex skilled movements. Examples are:
walking, running, pushing, twisting, gripping, grasping,
manipulating.

Perceptual refers to interpretation of various stimuli that enable one to make adjustments to the
environment. Visual, auditory, kinesthetic, or tactile discrimination. Suggests cognitive as well as
psychomotor behavior. Examples include: coordinated movements such as jumping rope, punting, or
catching.

Physical activities require endurance, strength, vigor, and agility which produces a sound,
efficiently functioning body. Examples are: all activities which require a) strenuous effort for long periods
of time; b) muscular exertion; c) a quick, wide range of motion at the hip joints; and d) quick, precise
movements.

Skilled movements are the result of the acquisition of a degree of efficiency when performing a
complex task. Examples are: all skilled activities obvious in sports, recreation, and dance.

Non-discursive communication is communication through bodily movements ranging

from facial expressions through sophisticated choreographics. Examples include: body postures, gestures,
and facial expressions efficiently executed in skilled dance movement and choreographics.

Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Seels and Glasgow (1990). Exercises in instructional design. Columbus OH: Merrill Publishing Company.

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Attachment B

The New Taxonomy (Marzano and Kendall, 2007)

Level of Difficulty Process Useful Verbs, Phrases, Difficulties

6 Examining The student can analyze how important specific knowledge is to them.
Self-System Importance
Thinking Examining The student can examine how much they believe they can improve their understanding of
Efficacy specific knowledge.
Examining The student can identify emotional responses associated with a piece of knowledge and determine
Emotional why those associations exist.
Response
5 Specific The students can set specific goals relative to knowledge and develop a plan for accomplishing the
Goals goal.
Metacognition
Process The student can self-monitor the process of achieving a goal.
Monitoring
Monitoring The student can determine how well they understand knowledge.
Clarify
Monitoring The student can determine how accurate their understanding of knowledge is and defend their
Accuracy judgment.
4 Investigate; research; find out about; take a position on; what are the differing features of; how &
Investigating why did this happen; what would have happened if;
Knowledge
C Utilization
The student generates a hypothesis and uses the assertions and opinions of others to test the
hypothesis.
Experiment; generate and test; test the idea that; what would happen if; how would you test that;
O Experimenting how would you determine if; how can this be explained; based on the experiment, what can be
predicted.

M The student generates and tests a hypothesis by conducting an experiment and collecting data.
Solve; how would you overcome; adapt; develop a strategy to; figure out a way to; how will you
Problem- reach your goal under these conditions
P C Solving The student can accomplish a goal for which obstacle exist.
O
Decide; select the best among the following alternatives; which among the following would be the
L G
N
Decision- best; what is the best way; which of these is most suitable
Making The student can select among alternatives that initially appear to be equal and defend their choice.
I
E T 3 Make and defend; predict; judge; deduce; what would have happen; develop an argument for;
Specifying under what conditions
I Analysis
The student can make and defend predictions about what might happen.
X V Generalizing What conclusions can be drawn; what inferences can be made; create a principle, generalization
E or rule; trace the development of; form conclusions
I The student can infer new generalization from known knowledge
S Analyzing Identify errors or problems; identify issues or misunderstandings; assess; critique; diagnose;
evaluate; edit; revise
T Y
S
Errors
The student can identify and explain logical or factual errors in knowledge.
Classifying Classify; organize; sort; identify a broader category; identify different types categories
T
Y E
The student can identify super ordinate and subordinate categories to which information belongs.
Categorize; compare & contrast; differentiate; discriminate; distinguish; sort; create an analogy
Matching
M or metaphor
The student can identify similarities and differences in knowledge.
2 Symbolizing Symbolize; depicts; represent; illustrate; draw; show; use models; diagram chart
The student can depict critical aspects of knowledge in pictorial of symbolic form
Comprehension
Integrating Describe how or why; describe the key parts of; describe the effects; describe the relationship
between; explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge.
1 Executing Use; demonstrate; show; make; complete; draft
The student can perform procedures without significant errors.
Retrieval
Recalling Exemplify; name; list; label; state; describe; who; what; where; when
The student can produce information on demand.
Recognizing Recognize (from a list); select form (a list); identify (from a list); determine if the following
statements are true
The student can determine whether provided information is accurate, inaccurate or unknown

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