ASSESSMENT IN STUDENT LEARNING 1

A Modular Approach

The course focuses on the development and utilization of assessment tools to improve the
teaching- learning process especially in education courses. It emphasis on the use of testing for measuring
knowledge, comprehension and other thinking skills. It allows the students to go through the standard steps
in test construction for quality competency assessment.

Lecturer: MARY ROSE MENDOZA - LIBRE

Email: emeyaru0027@gmail.com
Course Description: Assessment of Student Learning 1
Schedule/Room:

OUTLINE
Week Course Outcomes Topics
Week 1 At the end of the semester, the students must have: MinSCAT VMGO
(1 hour)
1. explained the VMGO and core values of the institution 1. VMGO
2. exemplified the VMGO and core values 2. Core Values
3. applied the core values 3. Academic policies
4. reflected on the value of institution’s academic 4. Course Syllabi
policies
internalized the VMGO, core values of the college as
well as the academic policies

Week 1 - 2 At the end of the topic, the students must have: Chapter 1 – Shift of Educational Focus
 Explained the three outstanding characteristics of from Content to Learning Outcomes
outcome-based education 1.1 Outcome-bases Education
 Distinguished among institutional outcomes, program 1.2 The Outcomes of Education
outcomes, course outcomes and learning outcomes 1.3 Institutional, Program, Course
 Distinguished between immediate outcomes and and Learning Outcomes
deferred outcomes 1.4 Educational Objectives and
 Differentiated between educational objectives and Learning Outcomes
learning outcomes 1.5 Basic Concepts of Assessment

Week 3 At the end of the topic, the students must have: Chapter 2 – Measurement, Assessment
 Distinguished among measurement, assessment and and Evaluation in Outcome-Based
evaluation Education
 Explained various approaches to assessment: 2.1 Measurement
assessment FOR, OF and AS learning 2.2 Assessment
2.3 Evaluation
2.4 Approaches to Assessment:
Assessment FOR, OF and AS Learning

Week 4 – 5 At the end of the topic, the students must have: Chapter 3 – Program Outcomes
 Clarified the program outcomes for teacher education 3.1 Program Outcomes and
 Distinguished the six levels of knowledge under Student Learning Outcomes
the cognitive domain 3.2 Program Outcomes for
 Discussed the psychomotor categories in the Teacher Education
psychomotor domain of objective 3.3 Domain 1: Cognitive
 Discussed the six levels of learning objective in the 3.4 Domain 2: Psychomotor
affective domain 3.5 Domain 3: Affective
 Discussed Kendall’s and Morgan’s new taxonomy 3.6 Kendall’s and Morgan’s
New Taxonomy
Weeks 6 - 7 At the end of the topic, the students must have: Chapter 4 – Assessing Student
 Clarified the principles in assessing learning Learning Outcomes
outcomes 4.1 Principles of Good
 Explained the phase of outcomes assessment Practice in Assessing Learning
 Determined the alignment of learning outcomes and Outcomes
assessment tasks 4.2 Phases of Outcome
Assessment in the Instructional Cycle
4.3 Variety of Assessment
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 Methods, Tools and Tasks

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 Week Course Outcomes Topics
 Discussed various assessment methods, tools and 4.4 Assessment Strategies and
tasks, including portfolio Multiple Intelligence
 Constructed a scoring rubric 4.5 Assessment of Learning
 Given sample assessment tasks for each MI Outcomes in the K to 12 Program
 Explained at least 3 key features of assessment in the
K to 12 program

Week 7 - 8 At the end of the topic, the students must have: Chapter V – Development of Varied
 Constructed a Table of Specification Assessment Tools
 Constructed paper-and-pencil tests in accordance 5.1 Planning a Test and
with the guidelines in test construction Construction of TOS
5.2 Types of Paper-and-Pencil Test
5.3 Constructing Selected
Response Type
5.4 Constructing Supply Type
MIDTERM EXAMINATION - WEEK 9 (1 hour)
Weeks 10 – 12 At the end of the topic, the students must have: Chapter 6 – Item Analysis and
 Explained the meaning of item analysis, validity, Validation
reliability, difficulty index and discrimination index 6.1 Item Analysis
 Determined the reliability and validity of the given test 6.2 Validity
items 6.3 Reliability
 Determined the quality of the test item by its difficulty
index, discrimination index and plausibility of options
Week 13-15 At the end of the topic, the students must have: Chapter 7 – Statistics in Assessment of
 Explained the meaning and function of descriptive Learning
statistical tools in assessment of learning : measures 7.1 Measures of Central Tendency
of central tendency, measures of variability, 7.2 Measures of Variability
skewness and kurtosis 7.3 Skewness
 Computed measures of central tendency, measures 7.4 Kurtosis
of variability, skewness and kurtosis
Week 16-17 At the end of the topic, the students must have: Chapter 8 – Grading Systems
 Distinguished between norm-referenced grading and 8.1 Norm-referenced Grading
criterion-referenced grading; cumulative and 8.2 Criterion-referenced Grading
averaging grading system 8.3 Cumulative Grading
8.4 Averaging Grading
8.5 Policy Guidelines on Classroom
Assessment for K to 12 Basic Education
FINAL EXAMINATION - WEEK 9 (1 hour)
 Unit 1. Basic Concept of Assessment
Course Outcomes
At the end of the topic, the students must have:
1. discuss the concepts of test, non-test, measurement, assessment and evaluation;
2. infer that an evaluation based on assessment is more comprehensive than evaluation based on
measurement; and
3. differentiate the types of assessment that can be applied for classroom evaluation
4. Distinguish among institutional outcomes, program outcomes, course outcomes and learning
outcomes
5. . Formulate learning outcomes based on given educational objectives.
Time Allotted: hrs

PRETEST

Directions: Read and analyze each item carefully. Choose the correct answer from the alternatives.

1. The following concepts are most important for the change of the term “measurement” and “evaluation”
EXCEPT:
a.Students must be given a chance to evaluate their own learning.
b.There is a growing demand for the assessment of learning in the three domains.
c.Teachers need to rely upon the objective quantification of test results for grading purposes.
d.Students, teachers, and parents participate in the planning and implementation of evaluation activities.

2.Which of the following best differentiates measurement from assessment?

a.Measurement quantifies the amount of student’s learning.
b.Measurement relies upon test results to evaluate student’s learning.
c.Measurement is more comprehensive in coverage than assessment.
d.Measurement gives way for the quantification of the products and process of students’ learning.

3.Which of the following is NOT TRUE about evaluation based on assessment?

a.Evaluation based on assessment involves al domain of learning.
b.Evaluation based on assessment is easier than evaluation based on measurement.
c.Evaluation based on assessment gives students a chance to evaluate themselves.
d.Evaluation based on assessment is more comprehensive than evaluation based on measurement.

4.Which of the following types of assessment dwells on what the students can actually do in real-life situation?
a.authentic assessment
b.criterion-reference assessment
c.diagnostic assessment
d.placement assessment

5.Which of the following best describes an ipsative assessment?

a.It determines students’ weaknesses.
b.It allows students to evaluate themselves.
c.It compares student’s performance with pretest standards.
d.It compares student’s performance with others’ performances.

MODULE CONTENT

1.1 Shift of Educational Focus from Content to Learning Outcomes

Reduced to the barest components, the educative process happens between the teacher and the
student. Education originated from the terms “educare” or “educere” which meant “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.

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 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.

1.2 Outcomes-Based Education: Matching Intentions with Accomplishment

The change in educational perspective is called Outcomes-Based Education (OBE) which has three (3)
characteristics:

1. It is student-centered; that is, it places the students at the center of the process by focusing on Student
Learning Outcomes (SLO).
2. It is faculty-driven; that is, it encourages faculty responsibility for teaching, assessing program outcomes
and motivating participation from the students.
3. It is meaningful; that is, it provides data to guide the teacher in making valid and continuing improvement
in instruction and assessment activities.

To implement outcomes-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, and defining in general terms the knowledge, skills and attitude
that the teacher will help the students to attain. The 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 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 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.

1.3 The Outcomes of Education

Outcomes-based education focuses classroom instruction on the skills and competencies that students
must demonstrate when they exit. There are two (2) types of outcomes: immediate and deferred outcomes.

Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade level, a
segment of the program, or of the program itself.

Examples:
 Ability to communicate in 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
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 Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective skills/competencies
in various situations many years after completion of a subject; grade level or 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 Outcomes-based Education (OBE) come in different levels:
1.Institutional
2.Program
3.Course
4.Learning/Instructional/Lesson outcomes

Institutional outcomes are statement of what the graduate 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 are formulated from the point of view of the teacher. Learning outcomes are what
students are supposed to demonstrate after instruction.

1.4 Basic Concept of Assessment

Measurement as used in the education is the qualification of what students learned through the use of tests,
questionnaires, rating scales, checklists and other devices.
Assessment refers to the full range of information gathered and synthesized by teachers about their students
and their classrooms.
Evaluation is the process of making judgments, assigning value or deciding on the worth of students’
performance

Test is a set of question with an accepted set of presumably correct answers, designed to gather
information about some new individual characteristics, like scholastic achievement. Test, like all other
devices, can be influence by some factors that contribute to errors in gathering valid and reliable
information. We call this phenomena as measurement error. These concern us for three reason.
First, test are only tools, and tools can be appropriately used, unintentionally misused, and intentionally
abused.
Second, test, like other tools can be well-designed or poorly designed.
Third, both well-designed and poorly designed tools in the hand of ill-trained users can be dangerous.
Tests can either be written, oral or performed. Written test are the most widely used type of tests. Here, only
the cognitive domain of learning is given attention. Evaluation based on the results of tests alone does not picture
out the total development of an individual learner.

Non-test are devices that do not force students to give their responses. These are usually based on the
teachers’ direct observations as students perform the assigned tasks. In short, it is the teachers who does the
assessment as he observes students act out the values and skills that are essential in the performance of a
learning activity. However, there is a need to objectivize the quantification of these observations. To make the
observation objective, the teacher should develop valid and reliable non-test instruments like observation
checklist, rating scales, semantic differentials, anecdotal records and the like.

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 Educators who strongly advocate the use of non-test strategies in the classroom believe that instruction and
assessment are interrelated educational activities. A good classroom teacher objectively observes and analyses
students’ performance. The most important focus of classroom assessment activities are students’ learning
experiences.
The following are the assessment strategies similar to some teaching strategies.
a. Anecdotal Record – Every student has a story to tell. However, an anecdote focuses on the unique
experience showing attitude that needs some modification or intervention.
b.Checklist – For classroom observation, the teacher may design a checklist that can capture the presence
or absence of the mastery of educational objectives.
c. Daily Assignment – The teacher may use assignment results for various types of assessment.
d.Debates – The students are expected to learn better in social setting.
e.Demonstration – Students can present a visual enactment of a particular skills or activity.
f. Games – During games, students can engage themselves in enjoyable activities without fear of being
tested.
g.Journal – Students have potentials to write and reflect upon their learning experiences.
h. Oral and Written Reports – The teacher can assigns a research topic to students, the latter conducts
research and report the outcome in an oral or written format.
i. Panel Discussion – A group of students have the potential to verbally present information obtained through
research or library works. A panel of discussion is organized to verify truth or veracity of the information obtained
through research or library works.
j. Portfolio – Students can be required to collect evidences and reflect upon their own learnings.
k. Projects - The student can work on a project in their own creative way.
l. Teacher Observation – Observing is one potent skill expected of a good teacher. He can observe
while students work on the assigned tasks. He can also ascertain whether students understand the
directions and perform the assigned task with speed and accuracy.

Non-test instrument can be designed to quantify the desirable of students’ behavior and skills. Most
teachers consider students’ behavior as a factor for the final school rating. At times it is difficult to justify the rating
that teachers give because there is no proof to show the strategies used for quantifying these behaviors. Teachers
usually find it difficult to justify their stand when parents raise an issue about the inclusion of behavior as a factor
for the computation of final rating. These teachers can shield themselves from negative parental impressions if
the information drawn from non-test instruments is used to supplement test results.

Testing is a process of administering a test to an individual or a group of students. This process involves
steps such as test preparation, test administration and collection of test papers.

Lucas and Corpus (2007) define assessment as a process of gathering information about the students
learning and then analyzing and interpreting them for the purpose of making decisions. They further assert that
assessment may involve, among others, activities such as administering different kinds of written test, observation
of behavior or performance, examination of work samples, use of checklist, and interview.
According to Cohen, there are at least nine types of assessment. These are: 1) norm-referenced; 2) criterion-
referenced; 3) domain-referenced; 4) diagnostic; 5) formative; 6) summative; 7) ipsative; 8) authentic and 9)
performance. Classroom teachers are given the options to select one or more assessment method for a specific
learning activity.
 Norm-referenced assessment gives us information on what a student can do in comparison
with other students in the class.
 Criterion-referenced assessment uses specific preset criteria from which a student’s performance
is compared without referring to other students’ performance.
 Domain-referenced assessment determines learning in a particular field or area of the subject
matter and the three domains of learning.
 Diagnostic assessment identifies weaknesses, strengths, and problems of students’ learning.
 Formative assessment pinpoints whether students have achieved the objective of the lesson taught.
 Summative assessment is considered as the terminal assessment of learning. It comes at the end
of the unit, program, term, or school year.
 Ipsative assessment refers to the process of self-assessment.
  Authentic assessment determines what students can actually do in real-life situations rather than
using some-easy-to-score responses to questions.
 Performance assessment is undertaken to determine whether students can demonstrate their
learning through performance or simulated situations.
Classroom teachers should take note that the more assessment serves one purpose, the less it
can serve another. For example, the more the teacher moves towards grade-related assessment
(summative assessment), the more he departs from diagnostic, formative and other forms of assessment. This
means that teachers should use varied forms of assessment.

1.5 Purposes of Educational Assessment, Measurement and Evaluation

Educational assessment, measurement and evaluation serve the following purposes (Kellough, et. al.,
1993).
 Improvement of Student Learning
 Identification of Students’ Strengths and Weaknesses
 Assessment of the Effectiveness of a Particular Teaching Strategy
 Appraisal of the Effectiveness of the Curriculum
 Assessment and Improvement of Teaching Effectiveness
 Communication with and Involvement of Parents in Their Children’s Learning

1.6 Basic Guidelines Educational Assessment, Measurement and Evaluation

For any learning endeavor to be successful, the learners must have answers to certain questions, like:
where am I going? And how do I know when I get there? These questions are part and parcel of educational
measurement and evaluation. Responses to these questions may vary and teachers have to continuously assess
and adjust plans as situations warrant. The following are principles that serve as a guide to educational
assessment, measurement and evaluation (Clark and Starr, 1997):
1. Teachers need to know how much they are doing;
2. Students need to know how well they are doing;
3. Evidence, feedback, and input data for knowing how well the students and teachers are doing should
come from a variety of sources;
4. Evaluation is a continuing process to check on programs and modify / adopt strategies to promote
desired behavior;
5. The procedures used for assessing student learning must be compatible with instructional objectives;
6. The evaluation process should facilitate teaching effectiveness and contribute to intellectual and
emotional growth of the learners;
7. Evaluation is a reciprocal process. It involves the evaluation of teacher performance, as well as that of
student achievement; and
8. A teacher’s responsibility is to facilitate student learning and is accountable for it.

1.7 Desirable Characteristics of Assessment Methods

1.Validity
A valid assessment procedure is one which actually tests what it sets out to test, i.e., one which accurately
measures the behavior described by the learning outcomes under scrutiny.

2.Reliability
The reliability of an assessment procedure is a measure of the consistency with which the question, test or
examination produces the same result under different but comparable conditions.

3.Practicability
For most purposes, assessment procedures should be realistically practical in terms of their cost, time taken and
ease of application.

4.Fairness
To be fair to all students, an assessment must accurately reflect the range of expected behaviors’ as described
by published course outcomes

5, Usefulness to students
Student should also find assessment useful in that it contributes to the effectiveness of their learning.
 LEARNING ACTIVITIES

Task 1. Develop

Direction: Differentiate each of the following pairs by explaining the meaning of each and giving examples for
further clarification.

1.Educational Objective and Learning Outcome

2.Immediate Outcome and Deferred Outcome

3.Content and Learning Outcome

4.Institutional Outcome and Program Outcome

5.Student-Centered Instruction and Content-Centered Instruction

6.Program Outcome and Course Outcome

Task 2. Apply

Direction: The following are educational objectives for the subject Elementary Science (K to 12). For every
educational objective, formulate two learning outcomes:

Educational Objectives Learning Outcomes

1. To provide instruction that will enable the students 1.1 The
to understand their immediate physical environment students can
by using their senses, questioning, sharing ideas and
identifying simple cause-and-effect relationship.
(Cognitive objective) 1.2 The
students can
2. To equip the students with the skills to conduct guided 1.1 The
investigation by following a series of steps that includes students can
making and testing predictions, collecting and recording
data, discovering patterns and suggesting possible
explanations. (Psycho-motor objective) 1.2 The
students can
3. To encourage among the students a deep 1.1 The
understanding and appreciation of the differences of the students can
plant and animal groups found in the locality.

1.2 The
students can
Task 3. Reflect

Directions: Write your reflection in the following statements.

1.What important points do you realize as you study about the basic concepts of assessment?

2.How important are the concepts for your chosen profession?

3.When you become a professional teacher, what are you going to avoid the negative effect of malpractice in the
classroom evaluation?

4. Differentiate the learning outcomes, “To develop communication skills” and “can communicate orally and in
writing”.

5.Distinguish the importance of instructional, program, course and learning outcomes.

 Chapter 2 – Measurement, Assessment and Evaluation in Outcome-Based Education
Course Outcomes
At the end of the topic, the students must have:
1. Distinguished among measurement, assessment and evaluation
2. Explained various approaches to assessment: assessment FOR, OF and AS learning
3. Explained various types of assessment procedure and modes of assessment.
Time Allotted: hrs

PRETEST

A. Each of the following statements refers to either (a) measurement, (b) assessment and (c) evaluation. On the
blank before each number, write the letter corresponding to your answer.

1. Over-all goal is to provide information regarding the extent of attainment of student learning
outcome.
2. Can help educators determine the success factors of academic programs and projects.
3. Uses such instruments as ruler, scale, or thermometer.
4. Used to determine the distance of a location.
5. Process designed to aid educators make judgment and indicate solutions to academic situations.
6. Can determine skill attainment easier than attainment of understanding.
7. Process of gathering evidence of student competencies/skills over a period of time.
8. Results show the more permanent learning and clear picture of student’s ability.
9. Objects of study may be instructional programs, school projects, teachers, students or test
results.
10. Usually expressed in quantities.

MODULE CONTENT

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 students towards attainment of the desired learning outcomes.
These are measurement, assessment and evaluation.

Measurement, assessment and evaluation are essential to student success in education. The purpose
of assessment is manifold: Assessment yields rich data to evaluate student learning, the effectiveness of
teaching, and the achievement of the prescribed curriculum outcomes. However, assessment without evaluation
is insufficient, as the collection and reporting of data alone are not entirely useful unless the quality of the data is
evaluated in relation to the outcomes. To this end, teachers use rubrics, criteria, marking keys, and other objective
guides to evaluate the work of their students.
Measurement is a process of quantifying or assigning number to the individual’s intelligence, personality,
attitudes and values, and achievement of the students. In other words, express the assessment data in terms of
numerical values and answer the question, “how much?”.
Assessment is the process of collecting information about student learning (for example, through
observation, portfolios, pencil-and-paper tests, performance). Assessment is the gathering of pertinent
information.
Evaluation follows assessment by using the information gathered to determine a student’s strengths,
needs, and progress in meeting the learning outcomes. Evaluation is the process of making judgments or
decisions based on the information collected in assessment.

2.1 Functions of

Assessment Assessments

for Learning
Assessments are designed with a purpose. Some assessments are designed by teachers as
assessments “for” learning. The purpose of these assessments is, in part, to assist students in their progress
towards the achievement of prescribed curriculum outcomes. In such assessments, the tasks used by teachers
should inform students about what kinds of mathematical knowledge and performances are important.
 As well, assessments for learning, help teachers to know where their students are on the learning
continuum, track each student’s progress, and plan what “next steps” are required for student success. Following
assessments for learning, teachers help students toward the achievement of a learning outcome by providing
them with further opportunities to learn. In this way, such assessments take a developmental perspective and
track students’ growth through the year.

Assessment as Learning
Some assessments for learning are designed specifically to encourage student involvement and provide
students with a continuous flow of information concerning their achievement. When students become involved in
the process of assessment, it becomes assessment “as” learning. Assessment techniques such as conversation,
interviews, interactive journals, and self-assessment help students to articulate their ideas and understandings
and to identify where they might need more assistance. Such techniques also provide students with insight into
their thinking processes and their understandings.

This kind of assessment is used not only to allow students to check on their progress, but to advance
their understandings, to encourage them to take risks, to allow them to make mistakes, and to enhance
their learnings. This kind of assessment also helps students to monitor and evaluate their own learning, to
take responsibility for their own record keeping, and to reflect on how they learn.

Teachers should keep in mind that such assessment practices may be unfamiliar to students at first, and
that the emphasis on their being actively involved and thinking for themselves will be a challenge for some
students. Such practices, however, enable teachers and students, together, to form a plan that ensures students
are clear about what they have to do to achieve particular learning outcomes.

Assessments of Learning
Assessments “of” learning provide an overview of a student’s achievement in relation to the outcomes
documented in the curriculum that form the basis for the student’s learning requirements. When an assessment
of learning achieves its purpose, it provides information to the teacher for the grading of student work in relation
to the outcomes.

Final assessments of learning should be administered after the student has had the fullest opportunity
to learn the intended outcomes in the program. Assessments of learning check for a student’s achievement
against the outcomes. It should be noted that any assessment for learning that reveals whether a student has
met the intended outcome can also be considered assessment of learning, and the evaluation of that assessment
may be used to report on the student’s achievement of the outcome. Assessments “as,” “for,” and “of” learning
are what teachers do in a balanced classroom assessment process.

Figure 1: Assessment of/as/for Learning

 2.2 Types of Assessment Procedures

There are ways of describing classroom tests and other assessment procedures. This table is a summary of the
different types of assessment procedures that was adapted and modified from Gronlund, Linn and Miller (2009)

Types of
Classification Function of Assessment Examples of Instrument
Assessment
Maximum It is used to determine what individual
Aptitude tests, Achievement test
Nature of Performance can do when performing at their best
assessment It is used to determine what individuals Attitude, interest and personality
Typical
will do under natural conditions. inventories; observational
Performance
techniques; peer appraisal
An assessment used to measure
Fixed- Choice
knowledge and skills effectively and Standard multiple-choice
Test
efficiently
Form of
An assessment procedure used to Hand-on laboratory experiment,
Assessment Complex –
measure the performance of learner in experiment project, essay, oral
performance
context and on problem valued in their presentation.
Assessment own right
An assessment procedure used to Readiness tests, aptitude tests,
determine the learner’s prerequisite pretests on course objective self-
Placement
skills, degree of mastery of the course report inventories observational
goal; and/or best modes of learning techniques
An assessment procedure used to Teacher-made tests , custom
determine the learner’s learning progress made test from textbook
Formative
,provides feedback to reinforce learning publishers, observational
,and corrects learning error techniques
An assessment procedure used to
Use/Role in determine the causes of learners Published diagnostic test, teacher
classroom Diagnostic persistent learning difficulties such as –made diagnostic tests,
instruction intellectual physical , emotional and observational techniques
environmental difficulties
An assessment procedure used
Teacher-made survey,
determine the en-of- course achievement
Summative performance rating scale, product
for assigning grades or certifying
scale
mastery of objectives
Teacher-made tests, custom-
It is used to describe student made tests from textbook
performance according to a specified publishers, observational
Criterion
domain of clearly defined learning task. techniques
referenced
Example: multiplies three-digit to whole -Cognitive
Method of numbers correctly and accurately. -Affective
interpreting result -Psychomotor
It is used to describe student’s
Standardized aptitude and
performance according to relative
achievement tests, teacher made
Norm-referenced position in some known group.
survey test interest inventories,
Example: rank 5th in a classroom group of
adjustment inventories
40

2.3 Mode of Assessment

There are different types or modes of assessment used by a classroom teacher to assess the learning
progress of the student. These are traditional assessment alternative assessment, performance –based
assessment, and portfolio assessment.

(a)Traditional Assessment
It is a type of Assessment in which the student choose their answer from a given list of choices. Example
of this type of assessment are multiple –choice test, standard true/false test, matching type test, and fill-in- the
blank test. In the traditional assessment students are expected to recognize that there is only one correct or best
answer for the question asked.
(b)Alternative Assessment
An assessment in which students create an original response to answer a certain question. Students
respond to a question using their own ideas; in their own ideas, in their own word. Example of alternative
assessment are short answer question, essay oral presentation exhibition, demonstration, performance
assessment and portfolios. Other activities included in this type are teacher observation and student self –
assessment.

Component of Alternative Assessment

a.Assessment is based on authentic task that demonstrate student’s ability to accomplish communication goals.
b.The teacher and student focus on communications, not on right and wrong answer
c. Students help the teacher to set the criteria for successful completion of communication tasks.
d.Students have opportunities to assess themselves and their peers.

(c)Performance-based Assessment
Performance assessment (Mueller, 2010) is an assessment in which student are asked to perform real-
world tasks that demonstrate meaningful application of essential knowledge and skills.

It is a direct measure of student performance because the tasks are designed to incorporate context,
problems and solution strategies that students would use in real life. It focus on processes and rationales. There
is no single correct answer, instead student are led to craft polished, thorough and justifiable responses,
performances and product. It also involved long-range, exhibit, and performance that are linked to the curriculum.
In this kind of assessment, the teacher is an important collaborator in creating tasks, as well as in developing
guidelines for scoring and interpretation.

(a) Portfolio Assessment

Portfolio assessment is the systematic longitudinal collection of student work created in response to specific
known instructional objectives and evaluated in relation to the same criteria ( Ferenz, K, 2001).

Portfolio is a purposeful collection of student work that exhibit the student’s efforts, progress and achievements
in one or more areas over period of time. It measures the growth and development of student.

LEARNING ACTIVITIES

Task 1. Develop

Direction: Differentiate each of the following pairs by explaining the meaning of each and giving examples for
further clarification. Answer must be based on your understanding.

1.Measurement, Assessment, and Evaluation

2.Assessment of/as/for Learning

3.Maximum and Typical Performance

4.Fixed- Choice Test and Complex –performance Assessment

5.Placement, Formative, Diagnostic and Summative Assessment

 6.Criterion referenced Interpretation and Norm-referenced Interpretation

7.Traditional Assessment and Alternative Assessment

Task 2. Apply

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

(b)Assessment

(c)Evaluation

B.Discuss the functions of assessment by completing the table below.

Assessment of Learning Assessment as Learning Assessment for Learning

Why assess?

Assess what?

What methods to
used?

Who benefits the

most?

Task 3. Reflect

A. In terms of the different types of assessment procedures, cite one (1) issue that can be observe inside the
classroom related to the assessment of students’ learning?
Types of Issues related to the assessment of
Classification Possible Solution on the Issue
Assessment students’ learning

Maximum
Performance
Nature of
assessment
Typical
Performance
 Fixed- Choice
Test
Form of
Assessment
Complex –
performance
Assessment

Placement

Formative

Use/Role in
classroom Diagnostic
instruction

Summative

Criterion
referenced
Method of
interpreting result
Norm-referenced
 Chapter 3 – Program Outcomes
Course Outcomes
At the end of the topic, the students must have:
1. Clarified the program outcomes for teacher education
2. Distinguished the six levels of knowledge under the cognitive domain
3. Discussed the psychomotor categories in the psychomotor domain of objective
4. Discussed the six levels of learning objective in the affective domain
5. Discussed Kendall’s and Morgan’s new taxonomy
Time Allotted: hrs

PRETEST

A.Draw the pyramid representing the types of learning level for the Cognitive, Psychomotor and Affective Domain.
B.Define Cognitive, Psychomotor and Affective Domain.

MODULE CONTENT

In this chapter, 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
Marzano’s five levels of processing information, mental procedures and psychomotor procedures.
3.1 Program Outcomes and Student Learning Outcomes
The shift of focus in education from content to student learning outcomes has changed teachers’
instructional perspectives. In the past, teachers were often heard about their concern to finish their subject matter
before 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 in institutional outcomes and
program outcomes. The Commission on Higher Education, the body that regulates higher education in the
Philippines in its Memorandum Order # 20, s. 2014 requires the following program 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.
 Graduates of State Universities and Colleges must, in addition, have the competencies to support
“national, regional and local development plans”.

3.2 Program Outcomes for Teacher Education

The programs outcomes specific to degrees are program 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 teachers education in 2017 Philippines,.
 a) Articulate the rootedness of education in philosophical, sociocultural, 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 and outcomes.
g) Practices professional and ethical teaching standards sensitive to the local, national and global realities.
h) Pursue lifelong learning for personal and professional growth through varies experiential and field –
based opportunities.
In addition to the program outcomes of the teacher education as a discipline, there are program
outcomes specific to Bachelor of Elementary Education, (CMO No.74,S.2017); Bachelor of Secondary Education
Major in English , Filipino, Mathematics, Science, Social Studies (CMO No. 75,S.2017); Bachelor of Early
Childhood Education (CMO No. 76,S.2017); Bachelor of Special Needs Education (CMO No. 77,S.2017);
Bachelor of Technology and Livelihood (CMO No. 78,S.2017); Bachelor of Technical Vocational Teachers
Education (CMO No. 79,S.2017); Bachelor of Physical Education (CMO No. 80,S.2017); Bachelor of Culture and
Arts Education (CMO No. 82,S.2017). For details, refer to the given CMOs.
3.3 The Three Types 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;
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 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.
These three domains of learning are given in detail in the succeeding pages.
Table 1.1: 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 retrieving previously 1. Remembering:
learned material. Examples of verbs that relate to this Recognizing or recalling knowledge from memory.
function are:
Remembering is when memory is used to produce or
know define recall record name
retrieve definitions, facts, or lists, or to recite
identity memorize recognize
previously learned information.
relate list repeat acquire

2. Comprehension. The ability to grasp or construct 2. Understanding:

meaning from material. Examples of verbs that relate Constructing meaning from different types of
to this function are: functions be they written or graphic messages or
restate identify illustrate activities lie interpreting, exemplifying, classifying,
locate report discuss interpret draw summarizing, inferring, comparing or explaining.
recognize describe represent
explain discuss differentiate
express review conclude
infer
 3. Application: The ability to use learned material or 3. Applying:
to implement material in new and concrete situations. Carrying out or using a procedure through executing
Examples of verbs that relate to this function are: or implementing. Applying relates to refers to
apply relate organize practice situations where learned material is used through
develop employ calculate products like models, presentations, interviews or
translate restructure show simulations.
use operate interpret exhibit
demonstrate dramatize
illustrate

4. Analysis: The ability to break down or distinguish 4. Analyzing:

the parts of material into its components so that its Breaking materials or concepts into parts, determining
organizational structure may be better understood. how the parts relate to one another or how they
Example of verbs that relate to this function are: interrelate of how the parts relate to an overall
analyse differentiate experiment structure or purpose. Mental actions included in this
compare contrast scrutinize function are differentiating, organizing, and
probe investigate discover attributing, as well as being able to distinguish
inquire detect survey inspect between the components or parts. When one is
examine classify dissect analyzing, he/she can illustrate this mental function by
contrast deduce discriminate creating spreadsheets, surveys, charts or diagrams or
categorize separate graphic representations.

5. Synthesis: The ability to put parts together to form 5. Evaluating:

a coherent or unique new whole. Example of verbs Making judgment based on criteria and standards
that relate to this function are: through checking and critiquing. Critiques,
compose plan invent propose recommendations and reports are some of the
produce formulate develop products that can be created to demonstrate the
design collect set arrange processes of evaluation. In the newer taxonomy,
assemble up generalize construct evaluating comes before creating as it is often a
create document organize necessary part of the precursory behavior before one
prepare combine originate creates something.
predict relate derive write
modify tell propose

6. Evaluation: the ability to judge, check, and even 6. Creating:

critique the value of material for a given purpose. Putting elements together to form a coherent or
Example of verbs that relate to this function are: functional whole; recognizing elements into new
judge argue validate pattern or structure through generating, planning or
assess decide consider producing. Creating requires users to put parts
compare choose appraise together in new way, or synthesize parts into
evaluate rate select value something new and different creating a new form or
conclude estimate criticize infer product. This process is the most difficult mental
measure function in the new taxonomy.
deduce

Figure 2
Bloom’s and Anderson’s Compared (Source: Wilson, Leslie O. 2001)

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1
 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 generalization
 Theories and structures

In the revised cognitive taxonomy, Anderson and Krathwohl identified 4 levels of knowledge: 1) factual
knowledge 2) conceptual knowledge 3) procedural knowledge 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.

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

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 larger
structure that enable them to function together. It is knowledge of classifications, principles, generalizations,
theories, models or structure pertinent to a particular disciplinary area.
Procedural knowledge – 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 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 reflective knowledge about how to
go about solving problems and cognitive task. It includes contextual and conditioning knowledge and knowledge
of self.

As shown in Table 1.1 in the revised cognitive taxonomy, the cognitive processes start with remembering
and end with creating knowledge along factual, conceptual, procedural and metacognitive dimensions.

Table 1.2 Revised version from Original by Anderson, L.W. and Krathwohl, D.R.., et al (Eds.,) (2001)
Factual Knowledge – Basic information
Knowledge of terminology Vocabulary terms, mathematical symbols, musical
notation, alphabet
Knowledge of specific details and elements Components of the Food Pyramid, names of
congressional representatives, major battles of WWII
Conceptual Knowledge – The relationship among pieces of a larger structure that make them function
together
Knowledge of classifications and categories Species of animals, different kinds of arguments,
geological era
Knowledge of classifications and generalizations Types of conflict in literature, Newton’s Law of Motion,
principles of democracy
Knowledge of theories, models and structure Theory of evolution, economic theories, DNA models
Procedural Knowledge – How to do something
Knowledge of subject – specific skills and algorithms Procedure for solving quadratic equations, mixing
colours for oil painting, serving a volleyball
Knowledge of subject – specific techniques and Literary criticism, analysis of historical documents,
methods. mathematical problem solving method

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 Knowledge of criteria for determining when to use Method appropriate for different kinds of experiment,
appropriate procedures. statistical analysis procedures used for different
situations, syllabus guidelines for different genres of
writing.
Metacognitive knowledge – Knowledge of thinking in general and your thinking in particular
Strategic knowledge Ways of memorizing facts, reading comprehension
strategies , methods of planning a Web site
Knowledge about cognitive tasks, including Different reading demands of textbooks and novels;
appropriate contextual and conditional knowledge thinking ahead when using a electronic database;
differences between writing emails ad writing
business letters
Self – knowledge Need for a diagram or chart to understand complex
processes, better comprehension in quiet
environments, need to discuss ideas with someone
before writing an essay

However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer, 2007):

 Facts - Specific and unique data or instance.

 Concepts - A class of items, words, or ideas that are known by a common name, includes multiple specific
examples, shares common features. There are two types of concepts: concrete and abstract.
 Processes - A flow of events or activities that describe how things work rather than how to do things. There
are normally two types: business processes that describe work flows and technical processes that describe
how things work in equipment or nature. They may be thought of as the big picture, of how something works.
 Procedures - A series of step-by-step actions and decisions that result in the achievement of a task. There
are two types of actions: linear and branched.
 Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but
also what should not be done. Principles allow one to make predictions and draw implications. Given
an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal
models or theoretical models (theories).

When the cognitive and knowledge dimensions are arranged in a matrix, as shown below,
it makes a nice performance aid for creating performance objectives:

The Cognition Dimension

The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create
Facts list paraphrase classify outline rank categorize
Concepts recall explains show contrast criticize modify
Processes outline estimate produce diagram defend design
Procedures reproduce give an example relate identify critique plan
Principles state converts solve differentiates conclude revise
Meta-cognitive proper use interpret discover infer predict actualize

Here are the examples of cognitive activities from the lowest to the highest cognitive process.

Table 1.4 Examples of Cognitive Activities

Cognitive Process Examples
Remembering: Produce the right information from memory
Recognizing  Identify frogs in a diagram of different kinds of amphibian.
 Find an isosceles triangle in your neighborhood.
 Answer any true-false or multiple choice questions.
Recalling  Name three 19th century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
Understanding: Make meaning from educational materials or experiences.
Interpreting  Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Exemplifying  Draw a parallelogram.
 Draw an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the events of the Sepoy Mutiny of 1857.
 Group naïve animals into their proper species.
Inferring  Read a passage of dialogue between two characters and make conclusions about their
relationship.
 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.
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by Charles Dickens are similar and
different.
Explaining  Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happen and how it did.
 Describe how interest rates affect the economy.
Applying: Use a procedure
Executing  Add a column of two-digit numbers.
 Orally read a passage in a foreign language.
 .Have a student open house discussion.
Implementing  Design an experiment to see how plants grow in different kinds of soil.
 Proofread a piece of writing.
 Create a budget.
Analyzing: Break a concept down into its parts and describe how the parts relate to the whole
Differentiating  List the important information in a mathematical word problem and cross out the unimportant
information.
 Draw a diagram showing the major and minor characters in a novel.
Organizing  Place the books in the classroom library into category.
 Make a chart of often used figurative devices and explained their effect.
 Make a diagram showing the ways plants and animals in your neighborhood interact with each
other.
Attributing  Read letters to the editor to determine the author’s points of view about a local issue.
 Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their perspective on issues.
Evaluating: Make Judgment based on criteria and syllabus guidelines
Checking  Participate in a writing group, giving peers’ feedback on organization and logic of 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 are included.
Critiquing  Judge how well a project meet the criteria of a rubric.
 Choose the best method for 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
Generating  Give a list of criteria, list some options for improving race relations in the school.
 Generate several scientific hypotheses to explain why plants need sunshine.
 Propose set of alternatives for reducing dependence on fossil fuels that address both
economic and environmental concerns.
 Come up with alternative hypotheses based on criteria.
Planning  Make a storyboard for a multimedia presentation on insects.
 Outline a research paper in Mark Twain’s views on religion.
 Design a scientific study to test the effect of different kinds of music on hen’s egg production.
Producing  Write a journal from a point of view of mountaineer.
 Build a habitat for pigeons.
 Put on a play based on a chapter from a novel you’re reading.
3.4 Domain I: Cognitive (Knowledge)
Table 1.5 Domain I: Cognitive (Knowledge)
Categories/Levels Outcome Verbs Learning Outcome Statement
1.1 Remembering: recall of Define, Describe, identify, label, Recite the multiplication tables;
previously learned information match , list, name, outline, recall, match the word with the parts of
recognize, reproduce, select, the picture of a sewing machine.
state

1.2 Understanding: Distinguish, estimate, explain, Explain in one’s own words the
comprehending the meaning, give example, interpret, stages in the life cycle of a
translation and interpretation of paraphrase, summarize butterfly; distinguish among the
instructions; state a problem in different geometric figures
one’s own word

1.3 Applying: using what was Apply, change, compute, Use a mathematical formula to
learned in the classroom in similar construct, demonstrate, discover, solve an algebra problem; prepare
new situation modify prepare, produce, show, daily menus for one week for a
solve, use family six.

1.4 Analyzing: separating Analyze, compare, contrast, Observe a classroom and list
materials or concept into diagram, differentiate, distinguish, down the things to be improved;
component parts to understand illustrate, outline, select. differentiate the parts of the three
the whole
1.5 Evaluating: judging the value Compare, conclude, criticize, Defend a research proposal;
of an idea, object or material. critique, defend, evaluate, relate, select the most effective solution;
support, justify. critique a class demonstration.

1.6 Creating: Building a structure Categorize, combine, compile, Compile personal records and
or pattern; putting parts together. compose, devise, design plan, document into a portfolio; write a
organize, revise, rearrange, syllabus for a school subject.
generate, modify,

3.5 DOMAIN II: Psychomotor (Skills)

In the early seventies, E Simpson, Dave and A.S. Harrow recommended categories for the Psychomotor
Domain which include 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.
 Table 2.1 Domain II: Psychomotor (Skills) (Simpson)
Category Example and Key Words (verbs)
Perception (awareness): The ability Examples: Detects non-verbal communication cues. Estimate where ball
to use sensory cues to guide motor will land after it is thrown and then moving to be correct location to catch
activity. This ranges from sensory the ball. Adjusts heats of stove to correct temperature by smell and taste of
stimulation through cue selection to food. Adjust the height of the forks on a forklift by comparing where the
translation forks are in relation to the pallet.

Key words: chooses, describes detects, differentiate, distinguishes,

identifies, Isolates, relates, select
Set: Readiness to act. It includes Examples: Knows and acts upon a sequence of steps in a manufacturing
mental physical, and emotional sets. process. Recognize one’s abilities and limitations. Shows desire to learn a
These three set are disposition that new process (motivation) NOTE: This subdivision of Psychomotor is
predetermine a person’s response to closely related with the “Responding to phenomena” subdivision of the
different situations. (sometimes called Affective Domain.
mindsets)
Key words: begins displays, explain, moves, proceeds, reacts, shows,
state, volunteers.
Guided Response: The early stage Examples: Perform a mathematical equation as demonstrated. Follows
in learning a complex skill that instruction to build a model. Responds hand-signals of instructors while
includes imitation and trial and error. learning to operate forklift.
Adequacy of performance is achieved
by practicing Keywords: copies, traces, follows, react, reproduce, responds.
Mechanism (basic proficiency): Example: Use personal computer. Repair a leaking faucet. Drive a car.
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and Keywords: assembles, calibrates, constructs, dismantles, displays,
the movements can be performed fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
with some confidence and proficiency organizes, sketches.
Complex Overt Responses Examples: Maneuvers a car into a light parallel parking spots. Operates a
(Expert): The skillful performance of computer quickly and accurately. Displays competence while playing the
motor acts that involve complex piano.
movement patterns. Proficiency is
indicated by a quick, accurate, and
highly coordinated performance, Keywords: assembles, builds, calibrates, constructs, dismantles, displays,
requiring a minimum of energy. This fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
category includes performing without organizes, sketches.
hesitation and automatic
performance. For example, players
often utter sounds of satisfaction or NOTE: The key words are the same as Mechanism, but will have adverbs
expletives as soon as they hit a tennis or adjectives that indicate that the performance is quicker, better, more
ball or throw a football, because they accurate, etc.
can tell by the feel of the act what the
result will produce.
Adaptation: Skills are well developed Examples: Responds effectively to unexpected experiences. Modifies
and the individual can modify instruction to meet the needs of the learners. Perform a task with a
movements patterns to fit special machines that it was not originally intended to do (machine is not damaged
requirements. and there is no danger in performing the new task).

Key words: adapts, alters, changes, rearranges, reorganizes, revises,

varies.
Origination: Creating new Examples: Construct a new theory. Develops a new and comprehensive
movements patterns to fit a particular training programming. Creates a new gymnastic routine.
situation or specific problem. Learning
outcomes emphasizes creativity Keywords: arranges, builds, combines, composes, constructs, creates,
based upon highly developed skills. design, initiate, makes, originates.
Table 2.2 Dave (1975)
Category Example and Key Words (verbs)
Imitation- Observing and patterning Examples: Copying a work of art. Performing a skill while
behavior after someone else. observing a demonstrator.
Performance may be of low quality.
Keywords: copy, follow, mimic, repeat, replicate, reproduce, trace.

Manipulation- being able to perform Example: Being able to perform a skill on one’s own after taking
certain actions by memory. lesson or reading about it. Follows instructions to build a model.

Key Words: act, build, execute, perform

Precision- Refining becoming more Example: Working and reworking something, so it will be “just
exact. Performing a skill within a high right”. Perform a skill or task without assistance. Demonstrate a task
degree of precision. to a beginner.

Key Words: calibrate, demonstrate, master, perfectionism.

Articulation: Coordinating and Example: Combining a series of skills to produce a video that
adapting a series of action to achieve involves music, drama, color, sound, etc. Combining a series of
harmony and internal consistency. skills or activities to meet a novel requirement.

Key Words: adapt, construct, combine, creates, customize,

modifies, formulate.
Naturalization- Mastering a high Example: Maneuvers a car into a tight parallel parking spot.
level performance until it becomes Operates a computer quickly and accurately. Displays competence
second-nature or natural, without while playing the piano. Michael Jordan playing basketball or Nancy
needing to think much about it. Lopez hitting a golf ball.

Key Words: create, design, develop, invent, manage, naturally.

Table 2.3 Harrow (1972):

CATEGORY EXAMPLE AND KEY WORD (VERBS)
Reflex Movement- Reactions that are not learned, Example: instinctive response
such as an involuntary reaction Key Words: react, respond

Fundamental Movement- basic movements such as Examples: perform a simple task

walking or grasping Key Words: grasp an object, throw a ball walk

Perceptual Abilities-Response to stimuli such as Example: track a moving object, recognize a

visual, auditory, kinesthetic, or tactile discrimination pattern
Key Words: catch a ball, draw or write.

Physical Abilities (fitness)- Stamina that must be Examples: gain strength, run a marathon
developed for further development such as strength Key Words: agility, endurance, strength
and agility.

Skilled movements- advanced learned movements as Example: Using an advanced series of integrated
one would find in sports or acting. movements, perform a role in a stage play or play in
a set of series in a sport game.

Key Words: adapt, constructs, creates, modifies.

Nondiscursive communication- Use effective body Examples: Express one’s self by using movements
language, such as gestures and facial expressions. and gestures.

Key Words: arrange, compose, interpretation.

 These contributions from Simpson, Dave and Harrow have been re-organized and simplified into 4
categories or levels.
Table 3. Simplified and Re-organized Categories or Levels of learning in the Psychomotor Domain
Categories/ Levels Outcome Verb Learning Outcome Statements
2.1 Observing: active mental Watch, detect, distinguish, Detect non-verbal communication
attention to a physical activity. differentiate, describe, relate, cues; watch a more experienced
select person; observe and read
direction
2.2 Imitating: attempt to copy a Begin, explain, move, display, Show understanding and do
physical behavior proceed, react, show, state, and sequence of steps with
volunteer. assistance; recognize one’s
limitation
2.3 Practicing: performing a specific Bend, calibrate, construct, Operate quickly and accurately;
activity repeatedly differentiate, dismantles, display, display competence while
fasten, fix, grasp, grind, handle, performing, performance is
measure, mix, operate, moving towards becoming
manipulate, mend automatic and smooth.

2.4 Adapting: fine tuning the skill Perform Automatically construct a

and making minor adjustments to Organize, relax, shorten, sketch, new scheme/ sequence: apply
attain perfection. write, re-arrange, compose, skill in new situation; create a new
create, design. originate routine, develop a new program.

3.6 DOMAIN III : Affective (Attitudes)

The affective domain refer to the way in which we deal with situations emotionally such as feelings,
appreciation, enthusiasm, motivation, values and attitudes. 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.

Table 3. The categories / levels of Affective Domain Learning objectives arranged hierarchically
 Table 4. The Categories/ Levels of the Affective Domain
Categories/Levels Outcome Verbs Learning Outcomes Statements
3.1 Receiving: Select, point to sit, choose, Listen to others with respect, try to
being aware or sensitive to describe, follow, hold, identify, remember profile and facts.
something and being willing to name, reply.
listen or pay attention.
3.2 Responding: Answer, assist, and , comply, Participate in discussion gives
showing commitment to respond in conform, discuss, greet, help, expectations; know the rules and
some measure to the idea or perform, practice, read, recite, practice them; question concepts in
phenomenon. report, tell, write, order to understand them well.
3.3 Valuing: Complete, demonstrate, Demonstrate belief in the concept or
showing willingness to be differentiate, explain, follow, process; show ability to resolve.
perceived as valuing or favoring invite, join, justify, propose, report,
certain ideas. share, study, perform
3.4 Organizing: Arrange, combine, complete, Accept responsibility, recognize the need
arranging values into priorities, adhere, alter, defend, explain, for balance between freedom and
creating a unique value system by formulate, integrate, organize, responsible behavior, explain how to
comparing relating and relate synthesize solve problem; prioritize time effectively
synthesizing values. for family, work and personal life
problems/conflicts propose plan for
improvement, and inform
management/supervisor on matters that
need attention.
3.5 Internalizing: Act, display, influence, listen, Show self-reliance when asking;
practicing value system that discriminate, listen, modify, cooperate in group activities;
controls one’s behavior that is perform, revise solve, verify demonstrate objectivity in problem
consisted pervasive, predictable solving ; revise judgment in light of new
and characteristics of the person. evidences, value people for what they
In some source internalizing is are not for how they look.
equated to characterization

3.7. Kendall’s and Marzano’s New Taxonomy

Instead of categorizing learning activities which Bloom and Anderson did, Kendall and Marzano reframed
the three domains of knowledge (Information, mental procedures and psychomotor procedures) by describing six
levels of processing knowledge. (Refer to Figure 5). The first four levels of processing are cognitive beginning
with the lowest (retrieval) then moving upward with increasing cognitive complexity—comprehension, analysis
and knowledge utilization. The fifth level of processing the metacognitive system, involves the learner’s
specification of learning goals, monitoring of the learner’s own learning process, clarity and accuracy of the
learner’s learning. (See Figure 5)
The highest level of knowledge processing self-esteem, involves the learner’s examination of the
importance of the learning task and his/her self-efficacy. It also involves the learner’s examining his/her emotional
response and his/her motivation of learning.

Figure 4. Kendall’s and Marzano’s New Taxonomy

For additional information in the new taxonomy of Marzano and Kendall, refer to Figure 5.
Figure 5. The New Taxonomy in Detail
 LEARNING ACTIVITIES

Task 1. Develop

Direction: The following are examples of learning outcome, 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 Outcomes Domain Level/Category

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 a number of solutions.
6. Watch a more experienced performer.
7. Knows 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.

Note:
*Use Harrow’s Classification for Psychomotor Domain.
**Use Bloom’s and Anderson’s taxonomy for Cognitive Domain.

Task 2. Apply

Direction: Using the indicated topic or subject matter, write the learning outcomes for each of the 3
domains arranged from the simplest to the most complex level or category.

A.Cogintive
Topic: Photosynthesis
1.Remembering
2.Understanding
3.Applying
4.Analyzing
5.Evaluating
6.Creating

B.Psychomotor
Topic: Group Games (Basketball)
1.Perception
2.Set
3.Guided response
4.Mechanism
5.Complex Overt Response
6.Adaptation
7.Origination

C.Affective
Topic: Developing and nurturing honesty
1.Receiving
2.Responding
3.Valuing
4.Organizing
5.Internalizing

Task 3. Reflect

Direction: Based on Kendall’s and Marzano’s new taxonomy, select learning competencies from K to 12
Curriculum Guide to illustrate levels’ of difficulty found in the new taxonomy of Kendall’s and Marzano’s new
taxonomy in Figure 5.