2

Target Setting
Overview

Instructional goals and objectives are significant in both the instructional process
and the assessment process. These are a vital part of instructional design because they
provide the roadmap for designing and delivering curriculum. These objectives are crucial
in evaluating students' learning outcomes. Teachers should know how to write and
classify the objectives of a lesson because this will help them select the teaching method
and instructional materials. Assessing learning outcomes is a key function of a teacher.

In this module, the K-12 assessment guidelines are presented, where some of the
important terms in the standards-based assessment are found. Unpacking learning
competencies and writing instructional objectives are also the highlights of this module.

Learning Outcomes

After learning this module, you should be able to:

➢ identify learning outcomes that are aligned with learning competencies;
➢ differentiate competencies, objectives, and learning outcomes;
➢ formulate appropriate learning objectives and outcomes that are constructively
aligned with national standards.

Lesson 2.1. Standards-Based Assessment

CONSTRUCTIVE ALIGNMENT

• Constructive alignment is an outcomes-based approach to teaching in which the

learning outcomes that students are intended to achieve are defined before teaching
takes place. Everything else—teaching methods, activities, and tests—is then planned
to help students achieve those goals and measure their progress (Biggs, 2014).

• Instead of focusing on the teacher’s topic, this method centers on what students learn
and how they learn it. Learning goals often use action words like “apply” or “compare”
to show what students need to do. Students actively take part in learning activities that
help them build skills and understanding, and assessments check how well they've
achieved the goals.

• As developed and defined by John Biggs (2014), Constructive Alignment involves:

 1. Thoughtfully determining intentions for what students should learn and how they
will demonstrate their achievement of these intended learning outcomes, and
communicating these to students;
2. Designing teaching and learning activities so that students are optimally
engaged in achieving these learning outcomes; and
3. Creating assessments that will allow students to demonstrate their attainment
of the learning outcomes and give instructors time to discern how well these
outcomes have been achieved.

A Basic Model of an Aligned Curriculum

Examples of Alignment from Different Modules:

Learning Outcomes: Assessment Teaching/Learning Activities

On completion of this Methods
module, students
should be able to:
To identify the main Multiple Choice Lecture on various signs/symptoms,
signs and symptoms of Questions In-class exercises/quizzes on
multiple sclerosis. terminology.
To formulate end Poster display Students plan their project and present it
products using selected (15%) as a poster.
ingredients Presentation of end Student projects on food formulation.
product (85%)
 To develop and identify 1,000-word Presentation of examples of research
an area for research in research proposal questions,
the discipline Student group discussion on the
research area
To demonstrate In-class graded Practice sessions in the class,
effective presentational presentation Peer-assessment, using set criteria, of
skills others in the class.

Theoretical Basis of Classroom Assessment

• Classroom Assessment is an integral part of teaching and learning that involves both
teachers and learners. Teachers provide appropriate assessment when they aim to
holistically measure learners’ current and developing abilities while enabling them to
take responsibility in the process.

• This view recognizes the diversity of learners inside the classroom, the need for
multiple ways of measuring their varying abilities and learning potentials, and the role
of learners as co-participants in the assessment process.

• At the heart of this assessment framework is the recognition and deliberate

consideration of the learners’ zone of proximal development (Vygotsky 1978).

• Appropriate assessment is committed to ensuring learners’ success in moving from

guided to independent display of knowledge, understanding, and skills, and to enabling
them to transfer this successfully in future situations.

• From this point of view, assessment facilitates the development of learners’ higher-
order thinking and 21st-century skills. This view of assessment, therefore,
acknowledges the unity of instruction and assessment. Assessment is part of day-to-
day lessons that extend the classroom activities already in place in the K to 12
curriculum.
What is assessed in the classroom?

Assessment in the classroom is aimed at helping students perform well with the
learning standards. Learning standards comprise content standards, performance
standards, and learning competencies that are outlined in the curriculum.

A. Content Standards identify and set the essential knowledge and understanding
that should be learned. They cover a specified scope of sequential topics within each
learning strand, domain, theme, or component. Content standards answer the question,
“What should the learners know?”

B. Performance Standards describe the abilities and skills that learners are
expected to demonstrate with the content standards and integration of 21st-century skills.
The integration of knowledge, understanding, and skills is expressed through creation,
innovation, and adding value to products/ performance during independent work or in
collaboration with others. Performance standards answer the following questions:
1. “What can learners do with what they know?”
2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different
situations?”
4. “How do learners apply their learning or understanding in real-life contexts?”
5. “What tools and measures should learners use to demonstrate what they
know?”
C. Learning Competencies refer to the knowledge, understanding, skills, and
attitudes that students need to demonstrate in every lesson and/or learning activity.

D. Concept Development. The learning standards in the curriculum reflect

progressions of concept development. The Cognitive Process Dimensions, adapted from
Anderson & Krathwohl (2001), may be a good way to operationalize these progressions.
It provides a scheme for classifying educational goals, objectives, and standards. It also
defines a broad range of cognitive processes from basic to complex, as follows:
Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.

How are Learners Assessed in the Classroom?

Learners are assessed in the classroom through various processes and measures
appropriate to and congruent with learning competencies defined in the K to 12
curriculum. Some of these processes and measures may be used for both formative and
summative assessment, which have different goals.

Individual formative assessment enables learners to demonstrate

independently what has been learned or mastered through a range of activities such as
check-up quizzes, written exercises, performances, models, etc.

Collaborative formative assessment (peer assessment) allows students to

support each other’s learning. Discussions, role-playing, games, and other group
activities may also be used as a performance-based formative assessment wherein
learners support and extend each other’s learning.

Summative Assessment is a form of assessment that measures the different ways

learners use and apply all relevant knowledge, understanding, and skills. It must be
spaced properly over the quarter. It is usually conducted after a unit of work and/or at the
end of an entire quarter to determine how well learners can demonstrate content
knowledge and competencies stipulated in the learning standards. Learners synthesize
their knowledge, understanding, and skills during summative assessments. The results
of these assessments are the basis for computing grades. Learners may be assessed
individually through unit tests and quarterly assessments.
 Formative Assessment in Different Parts of the Lesson

A. Before the Lesson

Formative assessment conducted before the lesson informs the teacher about the
students’ understanding of a lesson/topic before direct instruction. It helps teachers
understand where the students stand in terms of conceptual understanding and
application. Formative assessment provides a basis for making instructional decisions,
such as moving on to a new lesson or clarifying prerequisite understanding.

B. During the Lesson Proper

Formative assessment conducted during the lesson proper informs teachers of the
students’ progress in the development of the learning competencies. It also helps the
teacher determine whether instructional strategies are effective. The results of formative
assessment given at this time may be compared with the results of formative
assessments given before the lesson to establish if conceptual understanding and
application have improved. On this basis, the teacher can make decisions whether to
review, re-teach, remediate, or enrich lessons and, subsequently, when to move on to the
next lesson.

C. After the Lesson

Formative assessment conducted after the lesson assesses whether learning
objectives were achieved. It also allows the teacher to evaluate the effectiveness of
instruction. Students who require remediation and/or enrichment should be helped by the
teacher using appropriate teaching strategies.

Purposes of Formative Assessment

Parts of For the Learner For the Teacher Examples of

the Assessment Methods
Lesson
Before -Know what s/he -Get information about what -Agree/Disagree activities
Lesson knows about the the learner already knows -Games
topic/lesson and can do about the new -Interviews
-Understand the lesson -Inventories/ checklists of
purpose of the -Share learning intentions skills (relevant to the
lesson and how to and success criteria with the topic)
do well in the learners -KWL activities (what I
lesson -Determine misconceptions know, what I want to
-Identify ideas or -Identify what hinders know, what I learned)
concepts s/he learning -Open-ended questions
misunderstands -Practice exercises
-Identify barriers to
learning
 Lesson -Identify one’s -Provide immediate -Multimedia presentations
Proper strengths and feedback to learners -Observations
weaknesses -Identify what hinders -Other formative
-Identify barriers to learning performance tasks
learning -Identify what facilitates (simple activities that can
-Identify factors learning be drawn from a specific
that help him/her -Identify learning gaps topic or lesson)
learn -Track learner progress in -Quizzes (recorded but
-Know what s/he comparison to formative not graded)
knows and does assessment results before -Recitations
not know the lesson proper -Simulation activities
-Monitor his / her -To make decisions on
progress whether to proceed with the
next lesson, reteach, or
provide corrective measures
or reinforcements
After -Tell and -Assess whether learning -Multimedia presentations
Lesson recognize whether objectives have been met for -Observations
s/he met the a specified duration -Other formative
learning objectives -Remediate and/ or enrich performance tasks
and success with appropriate strategies (simple activities)
criteria as needed -Quizzes (recorded but
-Seek support -Evaluate whether learning not graded)
through intentions and success -Recitations
remediation, criteria have been met -Simulation activities
enrichment, or -Short quizzes
other strategies -Written work

Components of Summative Assessment

A. Written Work
The Written Work component ensures that students can express skills and
concepts in written form. Written Work, which may include long quizzes and unit/long
tests, helps strengthen test-taking skills among learners. It is strongly recommended that
items in long quizzes/tests be distributed across the Cognitive Process Dimensions so
that all are adequately covered. Through these, learners can practice and prepare for the
quarterly assessment and other standardized assessments. Other written work may
include essays, written reports, and other written output.

B. Performance Task
The Performance Task component allows learners to show what they know and
can do in diverse ways. They may create or innovate products or do performance-based
tasks. Performance-based tasks may include skills demonstration, group presentations,
oral work, multimedia presentations, and research projects. It is important to note that
written output can also be considered a performance task.
 C. Quarterly Assessment
Quarterly Assessment measures student learning at the end of the quarter. These
may be in the form of objective tests, performance-based assessments, or a combination
thereof.

Components Purpose When given

Written Work - Assess learners’ understanding of concepts At the end of the
(WW) and application of skills in written form topic or unit
- Prepare learners for quarterly assessments
Performance - Involve students in the learning process - At the end of a
Tasks (PT) individually or in collaboration with teammates lesson focusing on a
over a period of time topic/skill lesson
-Give students opportunities to demonstrate and - Several times
integrate their knowledge, understanding, and during the quarter
skills about topics or lessons learned in a
specific real-life situation by performing and/or
producing evidence of their learning
- Give students the freedom to express their
learning in appropriate and diverse ways
- Encourage student inquiry, integration of
knowledge, understanding, and skills in various
contexts beyond the assessment period
Quarterly -Synthesize all the learning skills, concepts, and - Once, at the end of
Assessment values learned in an entire quarter the quarter
(QT)

CLASSROOM ASSESSMENT IN THE MATATAG CURRICULUM

Classroom assessment is vital in supporting the MATATAG Curriculum by

providing teachers with valuable insights into student learning and progress. It is an
integral part of curriculum implementation that allows teachers to track and measure
learners' progress, adjust their instruction accordingly, and inform the learners and their
parents or legal guardians of their progress.

It is imperative for schools to take stock of assessment and grading practices that
support learner development and to respond and adapt to varied contexts. Hence, DepEd
issued DO 031, s. 2020 (Interim Guidelines for Assessment and Grading in Light of the
Basic Education Learning Continuity Plan) to supplement DO 8, s. 2015, which is
grounded on principles that teachers shall take into consideration:
1. Assessment should be holistic and authentic in capturing the attainment of the
most essential learning competencies.
2. Assessment is integral for understanding student learning and development.
 3. A variety of assessment strategies is necessary, with formative assessment
taking priority to inform teaching and promote growth and mastery.
4. Assessment and feedback should be a shared responsibility among teachers,
learners, and their families; and
5. Assessment and grading should have a positive impact on learning.

Teachers need to be mindful of the three assessment approaches: Assessment

for Learning, Assessment as Learning, and Assessment of Learning. These
assessment approaches collectively provide a comprehensive framework for evaluating
student progress, informing instructional decisions, and promoting student growth and
achievement. In addition to these key components of assessment, the following specific
tools will be used:

1. Philippine Early Childhood Development (Phil ECD) Checklist - is a

developmental screening tool administered twice a year, at the beginning and end of the
school year. It provides relevant information about the learners' proficiency in the
developmental milestones. It also assists in detecting possible developmental delays
among learners who may need further assessment or special intervention.

2. Philippine Informal Reading Inventory (Phil-IRI) - is an assessment tool that

measures and describes the learners' level (independent, instructional, and frustration
levels) in oral reading, silent reading, and listening comprehension in English and Filipino.

3. Comprehensive Rapid Literacy Assessment (CRLA) - includes a continuum

of reading assessments tailored to Grades 1 to 3 learners that enables teachers to quickly
classify learners according to their reading abilities and provide targeted instructional
support.

4. Rapid Mathematics Assessment (RMA) - The RMA evaluates the

mathematical proficiency of learners in Grades 1 to 3 and provides results as a significant
basis for appropriate context-based intervention strategies at the school and division
levels.
 Assessment Task 2.1
Instructions: Answer the following in a short bond paper.
1. Write 5 learning outcomes in your area of specialization. Identify the
assessment methods to be used and suggest some teaching and learning
activities.

2. Compare and contrast formative and summative assessment by

considering its components, purpose, and examples.

3. The MATATAG Curriculum promotes formative assessment and ongoing

feedback. Discuss the theoretical rationale behind these practices, drawing
from theories of learning such as Vygotsky's Zone of Proximal Development
(ZPD) and self-regulation. How do these theories explain the effectiveness
of feedback in promoting learning?

Lesson 2.2 Appropriate Targets

COMPETENCY

Competency is a general statement detailing the desired knowledge and skills of

a student graduating from one course or program. A competency is an array of essential
knowledge, skills, and abilities (KSAs) required to successfully perform a specific task.

Knowledge is the condition of being aware of something that is acquired through

training and/or experience. Skill is the ability to physically perform an activity or task. It
includes physical movement, coordination, dexterity, and the application of knowledge.
Ability is the capacity or aptitude to perform physical or mental activities that are
associated with a particular task.

Competencies often serve as the basis for standards that specify the knowledge
and skills required to successfully perform tasks. It can be used as a measurement
criterion for assessing attainment. It can also describe the degree of expertise (e.g., the
person is highly competent).

OBJECTIVE

An objective is a general statement about the larger goals of the course or

program. Objectives can be general or specific.

A learning objective is an explicit statement that clearly expresses what the

participant will be able to do after the course or program. It is specific and written in
behavioral terms. Objectives contain action verbs that are observable and measurable. It
identifies what behaviors a participant must demonstrate to confirm that the intended
learning occurred.
Examples:

1. Competency:
Correctly change the oil on an automobile in less than 10 minutes.
Learning Objectives:
At the end of this course, the participant will be able to:
a. Locate and remove the drain plug;
b. Determine the appropriate oil weight;
c. Add the appropriate amount of oil, and
d. Change the filter.
2. Competency:
Utilizes appropriate methods for interacting sensitively, effectively, and
professionally with persons from diverse cultural, socioeconomic, educational,
racial, ethnic, and professional backgrounds, and persons of all ages and lifestyle
preferences
Learning Objectives:
At the end of this lesson, the students will be able to:
a. Describe the demographic trends and epidemiological trends related to
diverse populations in the United States and abroad.
b. Compare and contrast diversity and cultural competency in the public health
context; and
c. Identify a framework to design culturally competent public health care
services for diverse populations.

OUTCOME

Outcome is a specific statement that describes exactly what a student will be able
to do in some measurable way. Objectives, competencies, and outcomes can be written
to describe the learning gained by students in individual courses (course outcomes) or
for the program as a whole (program outcomes).

Example:
Competency:
➢ The student should be able to use the mass and energy balances of a given
food process.

Objectives:
➢ Determine the scope of mass balances in food processing systems.
➢ Identify the appropriate use of mole fractions and mass fractions in mass
balances.

Learning Outcomes:
 ➢ Describe the general principles of mass balances in a steady-state system.
➢ Draw and use process flow diagrams with labels on flow streams for mass
balance problems.
➢ Solve mass balance problems associated with food processing operations.
Characteristics of Objectives

A learning objective is a description of what the learner must be able to do upon

completion of an educational activity. A well-written learning objective outlines the
knowledge, skills, and/or attitude the learners will gain from the educational activity and
does so in a measurable way.

The mnemonic SMART—Specific, Measurable, Attainable, Relevant, and Time-

bound—can be used to describe the elements of a well-written learning objective.

Specific • Make sure to use clear and direct language. This makes it easier to
communicate with the learner and let them know what exactly he or she
should learn.
• It must also give them a clear idea about the things he or she should be
able to do once completed.
• One should not be vague, misleading, or unclear.
Measurable • The basic aim is to determine if the learners can meet, perform, or satisfy
it. This is possible only if the objective is measurable.
• It needs to be an action you could observe. Here is where you correct the
common mistake of using words that signify actions that could not be
observed objectively. Examples are words like “know” and “understand”.
• It must be written in a way so that the objective observer can closely watch
the performance of the learner and come to a consensus about the
fulfillment of the objective.
Attainable • The smart learning objective needs to be something that the learners
stand a chance of completing or satisfying.
• Enough pre-existing knowledge, resources, and time are the prerequisites
for all objectives.
• Keep in mind that it should not be too simple or too easy.
Relevant/ • The learning objective must be one in which the learner can see the value
Results- in learning.
focused • It must be relevant and not something they will never need at all.
• It should also be results-oriented.
Time-Bound • The learning objective needs to be something that the learner will use in
a timely fashion
• You must explain if there are time constraints on the performance of the
learner.

Examples of SMART objectives:

Knowledge: At the end of this lesson, learners will be able to solve trigonometric
problems by applying the Law of Sines.
 Affective: At the end of the communications skills course, learners will be able
to demonstrate awareness of cultural differences in working with actors
as simulated patients in three different clinical scenarios.

Psychomotor: At the end of the training session, learners will be able to respond to
hand signals of the instructor while learning to operate a forklift.

LEARNING DOMAINS AND TAXONOMIES

Bloom’s Revised Taxonomy

Lorin Anderson, a former student of Bloom, together with Krathwohl, revised

Bloom’s taxonomy of cognitive domain in the mid-90s to fit the more outcome-focused
modern education objectives. There are two major changes: (1) the names in the six
categories from noun to active verb, and (2) the arrangement of the order of the
last two highest levels, as shown in the given figure below. This new taxonomy reflects
a more active form of thinking and is perhaps more accurate.

A. Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual skills
(Bloom, 1956). This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual abilities and skills.
The arrangement of the cognitive domain from the lowest level to the highest level is
shown in the next table.
Levels of the Cognitive Domain
Bloom’s Taxonomy in 1956 Anderson/Krathwohl’s Revision in 2001
1. Knowledge: Remembering or 1. Remembering: Objectives written on the
retrieving previously learned material. remembering level (lowest cognitive level):
Recognizes students’ ability to use rote Retrieving, recalling, or recognizing
memorization and recall certain facts. knowledge from memory. Remembering is
when memory is used to produce definitions,
 Test questions focus on the facts, or lists, and to recite or retrieve
identification and recall of information. material.
• Examples of verbs that relate to • Sample verbs appropriate for objectives
this function are: identify, relate, written at the remembering level: state,
list, define, recall, memorize, tell, underline, locate, match, state,
repeat, record, name, recognize, spell, fill in the blank, identify, relate, list,
acquire define, recall, memorize, repeat, record,
Example: name, recognize, acquire
Recites an educational policy.
2. Comprehension: The ability to grasp 2. Understanding: Objectives written on the
or construct meaning from material. It understanding level (higher level of mental
involves students’ ability to read course ability than remembering, requires the lowest
content, interpret important level of understanding from the student):
information, and put others’ ideas into Constructing meaning from different types of
words. Test questions should focus on functions, be they written or graphic
the use of facts, rules, and principles.
message activities like interpreting,
• Examples of verbs that relate to
exemplifying, classifying, summarizing,
this function are: restate, locate,
report, recognize, explain, inferring, comparing, and explaining.
express, identify, discuss, • Sample verbs appropriate for objectives
describe, review, infer, conclude, written at the understanding level:
illustrate, interpret, draw, restate, locate, report, recognize,
represent, differentiate explain, express, identify, discuss,
Example: describe, review, infer, conclude,
Translates an English sentence to a illustrate, interpret, draw, represent,
differentiate
mathematical equation.
3. Application: The ability to use learned 3. Applying: Objectives written on the applying
material, or to implement material in level require the learner to implement (use) the
new and concrete situations. Students information: Carrying out or using a procedure
take new concepts and apply them to through executing, or implementing. Applying
new situations. Test questions focus on relates and refers to situations where learned
applying facts and principles. material is used through products like models,
• Examples of verbs that relate to presentations, interviews, or simulations.
this function are apply, relate,
• Sample verbs appropriate for objectives
develop, translate, use, operate,
written at the applying level: apply,
organize, employ, restructure,
relate, develop, translate, use, operate,
interpret, demonstrate, illustrate,
organize, employ, restructure, show,
practice, calculate, show, exhibit,
exhibit, interpret, demonstrate,
dramatize
illustrate, practice, calculate, dramatize
Example:
Applies the law of cosine to solve a
trigonometric problem.
4. Analysis: The ability to break down or 4. Analyzing: Objectives written on the
distinguish the parts of the material into analyzing level require the learner to break
their components so that their the information into parts and describe the
organizational structure may be better relationship. Breaking material or concepts
understood. The test questions focus on into parts, determining how the parts relate
the separation of a whole into parts. or interrelate to one another, or an overall
structure or purpose. Mental actions
 • Examples of verbs that relate to included in this function are differentiating,
this function are: analyse, organizing, attributing, as well as being able
compare, probe, inquire, examine, to distinguish between the components or
contrast, categorize, differentiate, parts. When one is analyzing, he/she can
investigate, detect, survey, illustrate this mental function by creating
classify, deduce, experiment, spreadsheets, surveys, charts, or diagrams,
scrutinize, discover, inspect, or graphic representations.
dissect, discriminate, separate • Sample verbs appropriate for objectives
Example: written at the analyzing level: analyze,
Gathers information from a department compare, probe, inquire, examine,
and selects the required tasks for training. contrast, categorize, differentiate,
investigate, detect, survey, classify,
deduce, experiment, scrutinize,
discover, inspect, dissect, discriminate,
separate
5. Synthesis: The ability to put parts 5. Evaluating: An objective written on the
together to form a coherent or unique new evaluating level requires the student to make a
whole. Students can take various pieces of judgment about materials or methods. Making
information and form a whole, creating a judgments based on criteria and standards
pattern where one did not previously exist. through checking and critiquing. Critiques,
The test question focuses on combining recommendations, and reports are some of the
new ideas to form a new whole. products that can be created to demonstrate the
• Examples of verbs that relate to processes of evaluation. In the newer
this function are: compose, taxonomy, evaluation comes before creating,
produce, design, assemble, as it is often a necessary part of the precursory
create, prepare, predict, modify, behaviour before creating something.
plan, invent, formulate, collect, set • Sample verbs appropriate for objectives
up, generalize, document, written at the evaluating level: appraise,
combine, propose, develop, choose, compare, conclude, value,
arrange, construct, organize, decide, defend, evaluate, give your
originate, derive, write opinion, judge, justify, prioritize, rank,
Example: rate, select, support
Designs a machine to perform a
specific task.
6. Evaluation: The ability to judge, check, 6. Creating: Objectives written on the creating
and even critique the value of material for level require the student to generate new ideas,
a given purpose. It involves students’ products, and ways of viewing things. Putting
ability to look at someone else’s ideas or elements together to form a coherent or
principles, and the worth of the work and functional whole; reorganizing elements into a
the value of the conclusion. new pattern or structure through generating,
• Examples of verbs that relate to planning, or producing. Creating requires users
this function are: judge, assess, to put parts into something new and different
compare, evaluate, conclude, form or product. This process is the most
measure, deduce, argue, decide, difficult mental function in the new taxonomy.
choose, rate, select, estimate, • Sample verbs appropriate for objectives
validate, consider, appraise, value, written at the creating level: change,
criticize, infer write, combine, compose, construct,
Example: plan, create, formulate, invent, design,
 Explains and justifies a new budget generate, produce, revise, reconstruct,
proposal. rearrange, visualize

B. Affective Domain

The affective domain describes learning objectives that emphasize a feeling tone,
an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple
attention to selected phenomena to complex but internally consistent qualities of
character and conscience. The affective domain includes objectives about attitudes,
appreciations, values, and emotions. The arrangement of the affective domain from the
lowest level to the highest level is shown in the next table.

Levels of Affective Domain

Level of Affective Domain Sample Verbs

1. Receiving. This refers to being aware, or Sample verbs appropriate for objectives
sensitive to the existence of certain ideas, written at the receiving level: masks, chooses,
materials, or phenomena, and being able to describes, follows, gives, holds, identifies,
tolerate them. The learners are willing to listen. locates, names, points to, selects, sits, erects,
replies, uses
Example:
Listens to the ideas of others with respect.
2. Responding. This refers to the commitment Sample verbs appropriate for objectives
in some measure to the ideas, materials, or written at the responding level: answers,
phenomena involved by actively responding to assists, aids, complies, conforms, discusses,
them. It answers questions about ideas. The greets, helps, labels, performs, practices,
learning outcomes emphasize compliance in presents, reads, recites, reports, selects, tells,
responding, willingness to respond, or writes
satisfaction in responding. The learners are Example:
willing to participate. Participates in class discussions actively.
3. Valuing. This refers to the willingness to be Sample verbs appropriate for objectives
perceived by others as valuing certain ideas, written at the valuing level: completes,
materials, phenomena, or behaviour. It is demonstrates, differentiates, explains, follows,
based on the internalization of a set of forms, initiates, invites, joins, justifies,
specified values, while clues to these values proposes, reads, reports, selects, shares,
are expressed in the learner’s overt behaviour studies, works
and are often identifiable. This ranges from Examples:
simple acceptance to the more complex state Demonstrates belief in the democratic
of commitment. The learners are willing to be process.
involved. Shows the ability to solve problems.
4. Organization. This refers to the ability to Sample verbs appropriate for objectives
relate the value to those already held and written at the organizing level: adheres, alters,
bring it into a harmonious and internally arranges, combines, compares, completes,
consistent philosophy. Commits to using ideas defends, explains, formulates, generalizes,
and incorporates them into different activities. identifies, integrates, modifies, orders,
It emphasizes comparing, relating, and organizes, prepares, relates, synthesizes
Examples:
 synthesizing values. The learners are willing to Explains the role of systematic planning in
be advocates. solving problems.
Prioritizes time effectively to meet the
needs of the organization, family, and self.
5. Characterization by value or value set. Sample verbs appropriate for objectives
Incorporate ideas completely into practice, written at the characterizing level: acts,
recognized by the use of them, the value discriminates, displays, influences, listens,
system that controls their behaviour. modifies, performs, practices, proposes,
Instructional objectives are concerned with the qualifies, questions, revises, serves, solves,
students’ general patterns of adjustment, such verifies
as personal, social, and emotional. The Examples:
learners are willing to change one’s behaviour, Shows self-reliance when working
lifestyle, or way of life. independently.
Value people for who they are, not how
they look.

C. Psychomotor Domain

The psychomotor domain is characterized by the progressive levels of

behaviours from observation to mastery of physical skills. The psychomotor domain
(Simpson, 1972) includes physical movement, coordination, and use of motor-skill areas.
Development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or techniques. The seven major categories are listed
from the simplest behaviour to the most complex.

Levels of the Psychomotor Domain

Psychomotor Level Sample Verbs

1. Perception (awareness): The ability to
Sample verbs appropriate for objectives written
use sensory cues to guide motor at the perception level: chooses, describes,
activity. This ranges from sensory detects, differentiates, distinguishes, identifies,
stimulation, through cue selection, to isolates, relates, selects
translation. Examples:
Estimate where a ball will land after it is
thrown, and then move to the correct location to
catch the ball.
Adjusts the heat of the stove to correct
temperature by smell and taste of food.
2. Set: Readiness to act. It includes Sample verbs appropriate for objectives written
mental, physical, and emotional sets. at the set level: begins, displays, explains,
These three sets are dispositions that moves, proceeds, reacts, shows, states, and
predetermine a person's response to volunteers
different situations (sometimes called Examples:
mindsets). Recognize one's abilities and limitations.
Shows a desire to learn a new process.
3. Guided Response: The early stages in Sample verbs appropriate for objectives written
learning a complex skill include imitation at the guided response level: copies, traces,
and trial and error. Adequacy of follows, reacts, reproduces, responds
performance is achieved by practicing. Examples:
Performs a mathematical equation as
demonstrated.
Follows the instructions to build a model.
4. Mechanism (basic proficiency): This Sample verbs appropriate for objectives written
is the intermediate stage in learning a at the mechanism level: assembles, calibrates,
complex skill. Learned responses have constructs, dismantles, displays, fastens, fixes,
become habitual, and the movements can grinds, heats, manipulates, measures, mends,
be performed with some confidence and mixes, organizes, sketches
proficiency. Examples:
Use a personal computer.
Drive a car.
5. Complex Overt Response (Expert): Sample verbs appropriate for objectives written
The skillful performance of motor acts that at the complex overt response level:
involve complex movement assembles, builds, calibrates, constructs,
patterns. Proficiency is indicated by a dismantles, displays, fastens, fixes, grinds,
quick, accurate, and highly coordinated heats, manipulates, measures, mends, mixes,
performance, requiring a minimum of organizes, sketches
energy. This category includes Examples:
performing without hesitation and Operates a computer quickly and
automatic performance. For example, accurately.
players often utter sounds of satisfaction Displays competence while playing the
or expletives as soon as they hit a tennis piano.
ball or throw a football, because they can
tell by the feel of the act what the result NOTE: The keywords are the same as
will produce. mechanism, but will have adverbs or adjectives
that indicate that the performance is quicker,
better, more accurate, etc.
6. Adaptation: Skills are well developed, Sample verbs appropriate for objectives written
and the individual can modify movement at the adaptation level: adapts, alters, changes,
patterns to fit special requirements. rearranges, reorganizes, revises, varies
Examples:
Responds effectively to unexpected
experiences.
Modifies instruction to meet the needs of the
learners.
7. Origination: Creating new movement Sample verbs appropriate for objectives written
patterns to fit a particular situation or at the origination level: arranges, builds,
specific problem. Learning outcomes combines, composes, constructs, creates,
emphasize creativity based on highly designs, initiates, makes, originates
developed skills. Examples:
Constructs a new theory.
Develops a new and comprehensive training
program.
 Dave (1975) Psychomotor Domain Taxonomies

Category Sample verbs

1. Imitation. Observing and Sample verbs: copy, follow, mimic, repeat, replicate,
patterning behaviour after reproduce, trace
someone else. Performance Examples:
may be of low quality. Copying a work of art.
Performing a skill while observing a demonstrator.
2. Manipulation. Being able to Sample verbs: act, build, execute, perform
perform certain actions by Examples:
memory or following Being able to perform a skill on one's own after taking
instructions. lessons or reading about it.
Follows the instructions to build a model.
3. Precision. Refining, Sample verbs: calibrate, demonstrate, master,
becoming more exact. perfectionism
Performing a skill with a high Examples:
degree of precision Working and reworking something, so it will be “just right.”
Perform a skill or task without assistance. Demonstrate a
task to a beginner.
4. Articulation. Coordinating Sample verbs: adapt, construct, combine, create, customize,
and adapting a series of actions modify, formulate
to achieve harmony and Examples:
internal consistency. Combining a series of skills to produce a video that
involves music, drama, color, sound, etc.
Combining a series of skills or activities to meet a novel
requirement.
5. Naturalization. Mastering a Sample verbs: create, design, develop, invent, manage,
high-level performance until it naturally
becomes second-nature or Examples:
natural, without needing to think Maneuvers a car into a tight parallel parking spot.
much about it. Operates a computer quickly and accurately.

Alternative to Bloom: Structure of Observed Learning Outcome (Solo) Taxonomy

The Structure of Observed Learning Outcome (SOLO) taxonomy is a model
that describes levels of increasing complexity in a learner's understanding of subjects
(Biggs & Collis, 1982). It aids both trainers and learners in understanding the learning
process. The model consists of five levels in the order of understanding:

1. Pre-structural. The learner doesn't understand the lesson and uses a much too simple
means of going about it—the learner is unsure about the lesson or subject.
2. Uni-structural. The learner's response only focuses on one relevant aspect—the
learner has only a basic concept about the subject.

3. Multi-structural. The learner's response focuses on several relevant aspects, but they
are treated independently—the learner has several concepts about the subject, but
they are disconnected. Assessment of this level is primarily quantitative.

4. Relational. The different aspects have become integrated into a coherent whole—the
learner has mastered the complexity of the subject by being able to join all the parts
together. This level is what is normally meant by an adequate understanding of a
subject.

5. Extended abstract. The previous integrated whole may be conceptualized at a higher

level of abstraction and generalized to a new topic or area—the learner is now able to
create new ideas based on her mastery of the subject.

Marzano’s New Taxonomy

Robert Marzano, a respected educational researcher, has proposed what he calls

A New Taxonomy of Educational Objectives (2000). Marzano’s New Taxonomy is made
up of three systems and the Knowledge Domain, all of which are important for thinking
and learning.
 The three systems are the Self-System, the Metacognitive System, and the
Cognitive System. When faced with the option of starting a new task, the Self System
decides whether to continue the current behavior or engage in the new activity; the
Metacognitive System sets goals and keeps track of how well they are being achieved;
the Cognitive System processes all the necessary information, and the Knowledge
Domain provides the content.

The Three Systems and Knowledge

Assessment Task 2.2

Instructions: Answer the following in a short bond paper.
1. Choose a topic in your specialization and develop cognitive, affective, and
psychomotor learning outcomes for each level.

2. Give 2 examples of learning competency in your field of specialization. Make

objectives and learning outcomes based on the given competency.

3. In what ways can teachers integrate SOLO Taxonomy into lesson planning
and classroom activities?

Lesson 2.3. Unpacking Learning Competencies

• “Unpacking” is a technique teachers can use to make sense of standards, and then
create focused learning targets to make them actionable. This process, also called
“deconstructing” or “unwrapping” standards, fosters a collaborative dialogue that
supports growth and effectiveness.
 Unpacking the K-12 Standards/ Competencies

1. Clarify ambiguous or reconcile conflicting terms in the standards or competencies.

2. Make explicit connections between standards and competencies.
3. Provide for missing competencies to achieve the standard.
4. Identify the budget of time as suggested by the learning competency code.
5. Break down in explicit terms the coverage or process involved in the standard or
competency.

Steps in Unpacking Standards into Learning Targets:

1. Carefully read and analyze the Content Standard, Performance Standards and the
Learning Competencies.

3. Analyze and make connections between the signal words.

4. Develop the learning objective to attain the signal words – these are the
unpacked/sub-tasked competencies.
5. Prioritize as needed for the arrangement of the developed objectives (sub-
tasked/unpacked competencies).

ABCD of the Statement of Objectives

Objectives will include 4 distinct components: Audience, Behavior, Condition, and

Degree. The objective does not have to be written in this order (ABCD), but it should
contain all of these elements. Objectives must be both observable and measurable to be
effective. The use of words like understand and learn in writing objectives is generally not
acceptable as they are difficult to measure. Written objectives are a vital part of
instructional design because they provide the roadmap for designing and delivering
curriculum.

Four Parts of an ABCD Objective

1. Audience
• Describe the intended learner or end user of the instruction.
• Often, the audience is identified only in the 1st level of objective because of
redundancy.
Examples: The paramedic refresher participant…
The students…
The prehospital care provider attending this seminar…

2. Behavior
• Describes learner capability.
• Must be observable and measurable (you will define the measurement elsewhere
in the goal).
• If it is a skill, it should be a real-world skill.
• The “behavior” can include demonstration of knowledge or skills in any of the
domains of learning: cognitive, psychomotor, affective, or interpersonal.
Examples: … should be able to write a report…
…should be able to describe the steps…

3. Condition
• Equipment or tools that may (or may not) be utilized in the completion of the
behavior.
• Environmental conditions may also be included.
Examples: …given an oxygen wrench, regulator, and D tank with oxygen…
…given the complete works of William Shakespeare…
…given the following environment: 10 PM, snowing, temperature 0 °C…
4. Degree
 • States the standard for acceptable performance (time, accuracy, proportion,
quality, etc)
Examples: … without error.
… 9 out of 10 times.
…within 60 seconds.

Examples of Learning Objectives using the A.B.C.D. Method

1. Students will explain the social responsibility to ensure that adequate legal
services are provided to those who cannot afford to pay for them in three
paragraphs.

2. Students will describe the steps in planning a factual investigation in legal

research, including identifying and formulating relevant legal theories, generating
alternative solutions and strategies, applied to a hypothetical case.

3. Given a standard sentence, the English 101 student should be able to identify the
noun and verb without error.

4. Given an assortment of EMS equipment to pick from, the paramedic should be

able to identify all of the equipment necessary to perform rapid sequence
intubation without error.

Assessment Task 2.3

Instructions: Answer the following in a short bond paper.
1. Discuss the significance of learning objectives in the educational process.

2. Choose a topic on a subject of your choice from the DepEd curriculum guide
and unpack a related competency. Formulate learning objectives based on
the unpacked competency and write the objectives using the ABCD format.

3. Differentiate content standards, performance standards, and learning

competencies.

Feedback

How have you progressed so far with this module? Were you able to write
educational objectives focusing on the three domains of learning? How was it? I hope you
were able to follow the steps and suggestions provided to craft effective objectives. Your
skills in writing objectives should be developed and enhanced because this will provide a
basis for assessing the performance of your students.
 If you are having a hard time with some lessons, you can always go back. Try to log
on to the links provided in the suggested readings for additional information.

Summary

To aid you in reviewing the concepts in this module, here are the highlights:

❖ Constructive alignment is an outcomes-based approach to teaching in which the

learning outcomes that students are intended to achieve are defined before
teaching takes place. Teaching and assessment methods are then designed to
best achieve those outcomes and to assess the standard at which they have been
achieved.
❖ Classroom Assessment is an ongoing process of identifying, gathering,
organizing, and interpreting quantitative and qualitative information about what
learners know and can do.
❖ Formative assessment refers to the ongoing forms of assessment that are closely
linked to the learning process. Summative assessment is a form of assessment
that measures the different ways learners use and apply all relevant knowledge,
understanding, and skills. The result of the summative assessment is recorded
and graded.
❖ Summative assessment is composed of written work, performance tasks, and
quarterly assessments.
❖ Learning standards comprise content standards, performance standards, and
learning competencies that are outlined in the curriculum.
❖ Competency is a general statement detailing the desired knowledge and skills of
a student graduating from one course or program.
❖ The objective is a very general statement about the larger goals of the course or
program.
❖ Outcome is a very specific statement that describes exactly what a student will
be able to do in some measurable way.
❖ The mnemonic SMART—Specific, Measurable, Attainable, Relevant, and Time-
bound—can be used to describe the elements of a well-written learning objective.
❖ The three domains of learning are cognitive, affective, and psychomotor.
❖ The cognitive domain involves knowledge and the development of intellectual
skills. This includes the recall or recognition of specific facts, procedural patterns,
and concepts that serve in the development of intellectual abilities and skills. The
six major categories of cognitive processes are remembering, understanding,
applying, analysing, evaluating, and creating.
❖ The affective domain describes learning objectives that emphasize a feeling tone,
an emotion, or a degree of acceptance or rejection. The level of the affective
domain includes receiving, responding, valuing, organizing, and characterization
by value or value set.
❖ The psychomotor domain is characterized by the progressive levels of behaviours
from observation to mastery of physical skills. This includes perception, set,
guided response, mechanism, complex overt response, adaptation, and
origination.
❖ The Structure of Observed Learning Outcome (SOLO) taxonomy is a model that
describes levels of increasing complexity in a learner's understanding of subjects.
The model consists of five levels in the order of understanding: pre-structural, uni-
structural, multi-structural, relational, and extended abstract.
❖ Marzano’s model of thinking skills incorporates a wider range of factors that affect
how students think and provides a more research-based theory to help teachers
improve their students’ thinking. It is made up of the Knowledge Domain. The
three systems are the Self-System, the Metacognitive System, and the Cognitive
System.
❖ Unpacking” is a technique teachers can use to make sense of standards and then
create focused learning targets to make them actionable. This process, also
called “deconstructing” or “unwrapping” standards, fosters a collaborative
dialogue that supports growth and effectiveness.
❖ The steps in unpacking standards are:
-Carefully read and analyze the Content Standard, Performance Standards, and
the Learning Competencies.
-Look for the signal words for the knowledge (nouns), skills (verbs), and
conditions for attaining such standards and competencies.
- Analyze and make connections between the signal words.
-Develop the learning objective to attain the signal words – these are the
unpacked/sub-tasked competencies.
-Prioritize as needed for the arrangement of the developed objectives (sub-
tasked/unpacked competencies).
❖ Objectives include 4 distinct components: Audience, Behavior, Condition, and
Degree.
❖ A competency is an array of essential knowledge, skills, and abilities (KSAs)
required to successfully perform a specific task.
❖ A learning objective is an explicit statement that clearly expresses what the
participant will be able to do after the course or program.