Chapter 2

ASSESSING
LEARNING
OUTCOMES
  Goals
 Objectives
 Educational objectives / instructional objectives
 Specific / behavior objectives

KEY  General / expressive objectives

TERM
 Learning outcome
 Learning activity

S  Observable outcome
 Unobservable outcome
 Cognitive domain
 Affective domain
 Educational taxonomy
 At the end of this chapter, the student should be able
to:
1. Define the following terms: goals, objectives, and

LEARNIN educational objectives/ instructional objectives,

specific / behavioral objectives, general/ expressive
G objectives, learning outcome ,learning activity ,
OUTCOM observable outcome, unobservable outcome,
cognitive domain, affective domain, psychomotor
ES domain, and educational taxonomy;
2. Write specific and general objectives;
3. Identify learning outcomes and learning activities;
 4. Determine observable outcome and non-
observable learning outcomes;
5. Identify the different levels of Bloom’s taxonomy;
6. Identify the different levels of Krathwolh’s 2001
LEARNING revised cognitive domain;
OUTCOME 7. Write specific cognitive outcomes;
S 8. Write specific affective outcomes;
9. Write specific psychomotor outcomes; and
10. Write measurable and observable learning
outcomes.
 Instructional goals and objectives playa very important role in
both instructional process and assessment process. This serve as
guide both for teaching and learning process, communicate the
purpose of instruction to other stakeholders, and to provide
guidelines for assessing the performance the student. Assessing

INTRODUCT the learning outcomes of the student is one of the very critical
functions of teachers. A classroom teacher should classify the
ION objectives of the lesson because it is very important for the
selection of the teaching method and the selection of the
instructional materials. The instructional materials should be
appropriate for the lesson so that the teacher can motivate the
students properly. The objectives can be classified according to
the learning outcomes of the lesson that will be discussed.
 The purpose of the instructional goals and
objectives,
1. It provides direction for the instructional
process by clarifying the intended learning
PURPOSE OF outcomes.
INSTRUCTIONA
L GOALS AND 2. It conveys instructional intent to other
OBJECTIVES stakeholders such as students, parents, school
officials, and the public.
3. It provides basis for assessing the
performance of the students by describing the
performance to be measured.
 The terms goals and objectives are two different
concepts but they are related to each other. Goals
and objective are very important, most especially
when you want to achieve something for the
GOALS students in any classroom activities. Goals can
AND never be accomplished without objectives and you

OBJECTIV cannot get the objectives that you want without

goals. This means that goals and objectives are both
ES tools that you need in order that you can
accomplish what you want to achieve. Below are
the different descriptions between goals and
objectives.
 GOALS OBJECTIVES
Broad Narrow
General intention Precise
Intangible Tangible
Abstract (less structured ) Concrete
Cannot be validated as is Can be validated
Long term aims what you Short term aims what you
want to accomplish want to achieve
Hard to quantify or put in a Must be given a timeline to
timeline accomplish to be more
effective
 Goals. A broad statement of very
general educational outcomes that do not
include specific level of performance. It
GOALS, GENERAL
tend to change infrequently and in
EDUCATIONAL response to the special pressures, e.g.,
PROGRAM
OBJECTIVES, AND learn problem solving skills; develop
INSTRCTIONAL
OBJECTIVES high level thinking skills; appreciate the
beauty of an art; be creative ;and be
competent in the basic skills in the area
of grammar.
 General Educational Progress
objectives. More narrowly defined
statements of educational outcomes that
GOALS, GENERAL apply to specific educational programs;
EDUCATIONAL
PROGRAM formulated on the annual basis;
OBJECTIVES, AND
INSTRCTIONAL developed by program coordinators,
OBJECTIVES
principles, and other school
administrators.
 Instructional Objectives. Specific statement of the
learners behavior or outcomes that are expected to be
exhibited by the students after completing a unit of
instruction. Unit of instruction may mean: a two
GOALS, GENERAL
EDUCATIONAL weeks lesson on polynomials ; one week lesson on
PROGRAM “parallelism after correlatives”; one class period on
OBJECTIVES, AND
INSTRCTIONAL “katangian ng wika. “ At the end of the lesson the
OBJECTIVES students should be able to add fractions with 100%
accuracy; the students should be able to dissect the
frog following the correct procedures, are examples
of instructional objectives.
 TYPICAL PROBLEMS ENCOUNTERED WHEN WRITING
OBJECTIVES
PROBLEMS ERROR TYPES SOLUTIONS
Too broad or complex The objectives is too board Simplify or break apart
in scope or is actually more
than one objective.

False or missing behavior, The objective does not list Be more specific; make sure
conditions, or degree the correct behavior, that the behavior, condition,
conditions, and/ or degree, or and degree are included
it is missing
False given Describe instruction, not Simplify, include ONLY
conditions ABCDs

False performance No true overt, observable Described what behavior you

performance listed must observe
 [Link]
Who? Who are the specific people the
objectives are aimed at?
FOUR MAIN
2. Observable Behavior
THINGS
THAT What? What do you expect them to be able
OBJECTIVES to do? This should be an overt, observable
SHOULD behavior, even if the actual behavior is covert
SPECIFY or nature. If you cannot see it, taste it, or
smell it, you cannot be sure your audience
really learned it.
 [Link] conditions
The third component of instructional
FOUR MAIN objective is the special conditions under
THINGS which the behavior must be displayed
THAT
by the students. How ? Under what
OBJECTIVES
SHOULD circumstance will the learning occur?
SPECIFY What will the student be given or
already be expected to know to
accomplish the learning?
 [Link] criterion level
The fourth component of the instructional
objective is stating the criterion level. The criterion
level of acceptable performance specifies how many
FOUR MAIN
THINGS THAT of the items must the student answer correctly for
OBJECTIVES the teacher to attain his/her objectives. How much?
SHOULD Must a specific set of criteria be meet? Do you want
SPECIFY
total mastery (100%),do you want them to respond
correctly 90% of the time ,among others ? A
common (and totally non-scientific ) setting is 90%
of the time.
Always remember that the criterion level
need not be specified an percentage of the
member of items correctly answered. It can
be stated as, number of items correct
;number of consecutive items correct;
essential features included in the case of
essay question or paper ;completion within a
specified time or completion with a certain
degree of accuracy.
 Educational objective is also
known as instructional objective.
TYPES OF There are two types of educational
EDUCATIO
NAL objectives: specific or behavioral
OBJECTIV objectives and general or expressive
ES objectives (kubiszyn and Borich,
2007).
 1. Specific or Behavioral
Objectives. Precise statement of
behavior to be exhibited by the
TYPES OF
EDUCATION students; the criterion by which
AL mastery of the objectives will be
OBJECTIVES
judge; the statement of the
conditions under which behavior
must be demonstrated.
 Example of behavioral objectives are;
(1) Multiply three-digit numbers with
95% accuracy. (2) List the months of the
TYPES OF
EDUCATION year in proper order from memory, with
AL 100% accuracy. (3) Encode 30 words
OBJECTIVES per minute with at most three (3) errors
using computer. These activities specify
specific educational outcomes.
 2. General or Expressive Objectives.
Statement wherein the behaviors are not
usually specified and the criterion of the
TYPES OF performance level is not stated. It only
EDUCATION describes the experience or educational
AL
activity to be done. The outcome of the
OBJECTIVES
activity is not expressed in specific terms
but in general terms such as understand,
interpret, or analyze.
 Example of expressive objectives: (1)
Interpret the novel the Lion, the Witch,
and the Wardrobe; (2) Visit Manila Zoo
TYPES OF
EDUCATION and discuss what was of interest; (3)
AL understand the concept of normal
OBJECTIVES distribution. These examples specify
only the activity or experience and broad
educational outcome.
 Instructional objective is a clear and
concise statement of skill or skills that
student are expected to perform or exhibit
after discussing a certain lesson or unit of
instruction. The components of instructional
objectives are observable behaviors, special
conditions which the behavior must be
exhibited and performance level considered
sufficient to demonstrate mastery.
 When a teacher developed instructional
objectives, he must include an action verb that
specific learning outcomes. Some educators and
education student are often confused with learning
outcome and learning activity. An activity that
implies a certain product or end result of
instructional objectives is called learning outcome.
If you write instructional objectives as a means or
processes of attaining the end product, then it is
considered as learning activity. Hence, revise it so
that the product of the activity is stated.
EXAMPLES:
LEARNING LEARNING OUTCOMES
ACTIVITIES
Study Identify
Read Write
Watch Recall
Listen List
 After developing learning outcomes the
next step the teacher must consider is to
TYPES OF identify whether the learning outcome is
LEARNIN stated as a measurable and observable
G behavior or non-measurable and non-
OUTCOM observable behavior. If learning outcomes is
ES measurable then it is observable, therefore,
always state the learning outcomes in
observable behavior.
 Teachers should always develop
TYPES instructional objectives that are specific,
measurable statement of outcomes of
OF instruction that indicates whether
LEARNIN instructional intents have been achieved
G (Kubiszyn, 2007). The following are
OUTCO examples of verbs in terms of observable
MES learning outcomes and observable learning
outcomes.
 Observable Non-observable
Learning Learning
TYPES Outcomes Outcomes
OF Draw Understand
LEARNIN Build Appreciate
G List Value
OUTCO Recite Know
MES Add Be familiar
 [Link] the names of the characters in
the story MISERY by Anton Chechov.
[Link] two-digit numbers with 100%
Examples of
accuracy.
observable
learning [Link] the initial sounds of words.
outcomes: [Link] the battery of am engine.
[Link] the steps of hypothesis testing in
order.
 [Link] familiar with the constitutional
provisions relevant to agrarian
reforms.
Examples of [Link] the process of
non-
observable evaporation.
learning [Link] speaking Spanish.
outcomes:
[Link] the beauty of an art.
[Link] the concept of normal
distribution.
 Below are the list of leaning
outcomes classified as a learning
objective. The more specific
TYPE OF
LEARNING outcome should not be regarded
OUTCOMES as exclusive; there are merely
TO CONSIDER
suggestive as categories to be
considered (Gronlund, Linn, and
Miller, 2009).
 1. Knowledge

TYPE OF 1.1 Terminology

LEARNING 1.2 Specific facts
OUTCOMES
TO CONSIDER 1.3 Concepts and principles
1.4 Methods and procedures
 2. Understanding
2.1 Concepts and principles
TYPE OF
LEARNING 2.2 Methods and procedures
OUTCOMES 2.3 Written materials, graphs, maps,
TO CONSIDER
and numerical data
2.4 Problem situations
 3. Application
3.1 Factual information
TYPE OF
LEARNING 3.2 Concepts and principles
OUTCOMES 3.3 Methods and procedures
TO CONSIDER
3.4 Problem solving skills
 4. Thinking skills
TYPE OF
LEARNING
4.1 Critical thinking
OUTCOMES 4.2 Scientific thinking
TO CONSIDER
 5. General skills
5.1 Laboratory skills
TYPE OF 5.2 Performance skills
LEARNING
OUTCOMES 5.3 Communication skills
TO CONSIDER
5.4 Computational skills
5.5. Social skills
 TYPE OF [Link]
LEARNING
OUTCOMES
6.1 Social attitude
TO CONSIDER 6.2 Scientific attitudes
 7. Interest
TYPE OF
LEARNING
7.1 Personal interest
OUTCOMES 7.2 Educational interest
TO CONSIDER
7.3 Vocational interest
 8. Appreciations
TYPE OF
LEARNING 8.1 Literature, art, and music
OUTCOMES 8.2 Social and scientific
TO CONSIDER
achievements
 TYPE OF 9. Adjustments
LEARNING
OUTCOMES
9.1 Social adjustments
TO CONSIDER 9.2 Emotional adjustments
 Taxonomy of educational objectives is useful guide for
developing a comprehensive list of instructional objectives.
A taxonomy is primarily useful in identifying the types of
learning outcomes that should be considered when
TAXONOMY developing a comprehensive list of objectives for classroom
OF instruction
EDUCATION Benjamin S. Bloom (1948, as cited by Gabayu, 2011), a
AL well-known psychologist and educator, took the initiative to
OBJECTIVES lead in formulating and classifying the goals and objectives
of the educational processes. The three domains of
educational activities were determined: the cognitive
domain and the psychomotor domain.
TAXONOMY 1. Cognitive Domain called for
OF outcomes of mental activity such as
EDUCATION
memorizing, reading problem solving,
AL
OBJECTIVES synthesizing and drawing conclusions.
 2. 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
TAXONOMY internally consistent qualities of character and
OF conscience. We found a large number of such
EDUCATION objectives in the literature expressed as interests,
AL attitudes, appreciations, values, and emotional sets or
OBJECTIVES biases (Krathwohl et al., 1964as cited by Esmane,
2011. it refers to the persons’ awareness and
internalization of objects and simulations, it focuses on
the emotions of the learners.
 3. Psychomotor Domain is characterized by the
progressive levels of behaviors from observation to
mastery of physical skills (Simpson, 1972 as cited by
Esmane, 2011). This includes physical movement,
TAXONOMY coordination, and use f the motor-skill areas.
OF Development of these kills requires practice and is
EDUCATION measured in terms of speed, precision, distance,
AL procedures, or techniques in execution. It focused on
OBJECTIVES the physical and kinesthetic skills of the learner. This
domain is characterized by the progressive levels of
behaviors from observation to mastery of physical
skills.
 Bloom and other Educators work on
cognitive domain, established and
TAXONOMY completed the hierarchy of educational
OF objectives in 1956, it was called as the
EDUCATION Blooms Taxonomy of the Cognitive
AL
Domain. The effective and psychomotor
OBJECTIVES
domains were also developed by other
group of educators.
 1. The objectives should include all important
CRITERIA outcomes of the course or subject matter.
FOR 2. The objectives should be in harmony with the
SELECTIN content standards of the state and with the
G general goals of the school.

APPROPRI 3. The objectives should be in harmony with the

ATE sound principles of learning.

OBJECTIV 4. The objectives should be in realistic in terms of

ES the abilities of the students, time the available
facilities.
 To obtain a clear statement of instructional
objectives in two steps. First, state the general
objectives of instruction as intended learning
CLEAR outcomes. Second, list under each objective a
STATEMENT sample of the specific types of performance that
OF the students should be able to demonstrate when
INSTRUCTIO they have achieved the objective (Gronlund, 2000
NAL as cited by Gronlund, Linn, and Miller, 2009).
OBJECTIVES This procedure should result in the statement of
general objectives and specific learning outcomes
such as the given example below.
 1. Understands the scientific principles
CLEAR 1.1 describes the principle in their own words.
STATEMENT 1.2 identifies examples of the principle.
OF 1.3 states reasonable hypothesis based on the principle.
INSTRUCTIO 1.4 uses the principle in solving problem.
NAL 1.5 distinguishes between two given principles.
OBJECTIVE
1.6 explains the relationships between the given
S principles.
 In this example, the expected learning
outcome is concerned with the understanding of
the students regarding scientific principles. As the
verb understands is expressed as a general
CLEAR
STATEMENT OF objective, the statement immediately starts with
INSTRUCTIONAL the word understands. It is very important to start
OBJECTIVES immediately with verb so that it will focus only
on the intended outcomes. No need to add phrase
such as, “the student should be able to
demonstrate that they understand,” and the like.
 Beneath the general objective are
statements of specific learning outcomes that
start immediately with verbs that are specific,
indicate definite, and observable responses
CLEAR
STATEMENT OF that is, one can be seen and can be assessed by
INSTRUCTIONAL outside observers or evaluators. The verbs
OBJECTIVES describes, identifies, states, uses,
distinguishes, and explains are specific
learning outcomes stated in terms of
observable student performance.
 When constructing test items, always
remember that they should match the
instructional objectives. The learning outcomes
MATCHING and the learning conditions specified in the test
TEST ITEMS items should match with learning outcomes
TO and conditions stated in the objectives. If a test
INSTRUCTIO developer followed this basic rule, then the test
NAL is ensured to have content validity. The content
OBJECTIVES validity is very important so that you can
measure what you want to measure from the
students.
 Always remember that your goal is to assess the
achievement of the students, hence, don’t ask tricky
questions. To measure the achievement of the students
ask them to demonstrate a mastery of skills that was
specified in the conditions in the instructional
CLEAR objectives.
STATEMENT OF Consider the following examples of matching test
INSTRUCTIONAL
OBJECTIVES items to instructional objectives as the author adapted
and modified Kubszyn and Borich’s (2007) instructional
objectives. From the table below, items 1 and 3 have
learning outcomes that match with test items 2,4, and 5
have learning outcomes that were unmatched with the
test items.
 Match?
Yes No
1. Objective: Discriminate fact from opinion from Pres.
Benigno C. Aquino’s first State of the Nation Address
(SONA).
Test item: From the State of the Nation Address /
(SONA) speech of President Aquino, give five (5)
examples of facts and five (5) examples of opinions.
2. Objective: Recall the names and capitals of all the
different provinces of Regions I and II in the Philippines.
Test Item: List the names and capitals of two provinces /
in Region I and three provinces in Region II.
 Match?
Yes No
3. Objective: List the main event in chronological
order, after reading the short story A VENDETTA by
Guy de Maupassant. /
Test item: From the short story A VENDETTA by
Guy de Maupassant, list the main event in
chronological order.
4. Objective: Circle the nouns and pronouns from the
given list of words. /
Test item: Give five examples of pronouns and
five examples of verbs.
 Match?
Yes No
5. Objective: Make a freehand drawing about
Region II using your map as a guide. /
Test item: Without using your map, draw
the map of Region II.
 Lorin Anderson a former student of Bloom
together with Krathwolh, revised the Bloom’s
Taxonomy of cognitive domain in the mid-90s in
order to fit the more outcome-focused modern
BLOOM’S education objectives. There are two major
REVISED changes: (1) the names in the six categories from
TAXONO noun to active verb, and (2) the arrangement of
MY 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.
 1956 2001

Evaluation Creating

Synthesis Evaluating

Analysis Analyzing

Application Applying

Comprehension Understanding

Knowledge Remembering

Noun To verb form

Changes to Bloom’s Taxonomy

 Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
1. Knowledge: Remembering or 1. Remembering: Objectives written on the
retrieving previously learned remembering level (lowest cognitive
level): Retrieving, recalling, or
material. recognizing knowledge from memory.
Remembering is when memory is used to
Examples of verbs that relate to produce definitions, facts, or lists; to
this function are: identify, relate, list, recite or retrieve material.
define, recall, memorize, repeat, record Sample verbs appropriate for
name, recognize, acquire objectives written at the remembering
level: state, tell, underline, locate, match,
state, spell, fill in the blank, identify, relate,
list, define, recall, memorize, repeat, record,
name, recognize, acquire.
 Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
2. Comprehension: The ability to 2. Understanding: Objectives written
grasp or construct meaning from on the understanding level (higher
material. level of mental ability than
remembering, requires the lowest level
Examples of verbs that relate to this of understanding from the student):
function are: restate, locate, report, Constructing meaning from different
recognize, explain, express, identify, types of functions be they written or
discuss, describe, review, infer, graphic message activities like
conclude, illustrate, interpret, draw, interpreting, exemplifying, classifying,
represent, differentiate summarizing, inferring, comparing,
and explaining.
Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
Sample verbs appropriate
for objectives written at the
understanding level: restate,
locate, report, recognize, explain,
express, identify, discuss,
describe, review, infer, conclude,
illustrate, interpret, draw,
represent, differentiate
 Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
3. Application: The ability to use 3. Applying: Objectives written on the
learned material, or to implement applying level require the learner to
material in new and concrete implement (use) the information:
situations. Carrying out or using a procedure
through executing, or implementing.
Examples of verbs that relate to this Applying relates and refers to
function are: apply, relate develop, situations where learned material is
translate, use, operate, organize, used through products like models,
employ, restructure, interpret, presentations, interviews or
demonstrate, illustrate, practice, simulations.
calculate, show, exhibit, dramatize
Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
Sample verbs appropriate for
objectives written at the applying
level: apply, develop, translate,
use, operate, organize, employ,
restructure, interpret, demonstrate,
illustrate, practice, calculate,
show, exhibit, dramatize
 Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
4. Analysis: The ability to break down or [Link]: 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 component parts and
organizational structure may be better describe the relationship. Breaking material
understood. or concepts into parts, determining how the
parts relate or interrelate to one another or to
an overall structure or purpose. Mental
Examples of verbs that relate to this actions included in this function are
function are: analyze, compare, probe, differentiating, organizing, and attributing , as
inquire, examine, contrast, categorize, well as being able to distinguish between the
differentiate, investigate, detect, survey, components or parts. When one is analyzing,
classify, deduce, experiment, scrutinize, he/she can illustrate this mental function by
discover, inspect, dissect, discriminate, creating spreadsheets, surveys, charts, or
separate diagrams, or graphic representations.
Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
Sample verbs appropriate for
objectives written at the analyzing
level: analyze, compare, probe,
inquire, examine , contrast,
categorize, differentiate , contrast,
investigate, detect, survey,
classify, deduce, experiment,
scrutinize separate
 Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
5. Synthesis: The ability to put parts 5. Evaluating: Objectives written on the
together to from a coherent or unique evaluating level require the student to make
a judgement materials or methods. Making
new whole.
judgements based on criteria and standards
Example of verbs that relate to through checking and critiquing. Critiques,
this function are: compose, produce, recommendations, and reports are some of the
design, assemble, create, prepare, products that can be created to demonstrate
predict, modify, plan, invent, the processes of evaluation. In the newer
formulate, collect, set up, generalize, taxonomy, evaluation comes before creating
as it is often a necessary part of the
document, combine, propose, develop, precursory behavior before creating
arrange, construct, organize, originate, something.
derive, write
Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
Remember this part has now changed
places with the last one on the old taxonomy.
Sample verbs appropriate for
objectives written at the evaluating level:
appraise, choose, compare, conclude, decide,
defend, evaluate, give your opinion, judge,
justify, prioritize, rank, rate, select, rate,
support, value.
 Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
6. Evaluation: The ability to judge, 6. Creating: Objectives written on the
check, and even critique the value of creating level require the student to generate
new ideas, products and ways of viewing
material for a given purpose.
things. Putting elements together to form a
Examples of verbs that relate to coherent or functional whole; reorganizing
this function are: judge, assess, elements into a new pattern or structure
compare, evaluate, conclude, measure, through generating, planning, or producing.
deduce, argue, decide, choose, rate, Creating requires users to put parts together
select, estimate, validate, consider, in a new way or synthesize parts into
something new and different form or product.
appraise, value, criticize, infer This process is the most difficult mental
function in the new taxonomy.
Blooms Taxonomy in 1956 Anderson/Krathwolh’s Revision in
2001
This one used to be No. 5 in
Bloom’s taxonomy and was known as
the synthesis.
Sample verbs appropriate for
objectives written at the creating level:
change, combine, compose, construct,
create, invent, design, formulate,
generate, produce, revise, reconstruct,
rearrange, visualize, write, plan
 Bloom’s taxonomy of
cognitive domain is arranged
according to the lowest level to he
COGNITI highest level. Knowledge as the
VE lowest level followed by
DOMAIN
comprehension, analysis,
application, synthesis and
evaluation as the highest level.
 1. Knowledge recognizes students’ ability to use rote
memorization and recall certain topics. Test questions
focus on identification and recall information.
Sample verbs of stating specific learning outcomes:

COGNITI Cite, define, identify, label, list, match, name, recognize,

reproduce, select, state
VE Instructional objectives:
DOMAIN At the end of the topic, the students should be able to
identify the different steps in testing hypothesis.
Test item:
What are the different steps in testing hypothesis?
 2. Comprehension involves students’ ability to read course
content, interpret important information and put other’s
ideas into words. Test questions should focus on the use of
facts, rules and principles.
Sample verbs of stating specific learning outcomes:
Classify, convert, describe, distinguish between, give
COGNITI examples, interpret, summarize
VE Instructional objective:

DOMAIN At the end of the lesson, the students should be able to

summarize the main events of the story INVICTUS in
grammatically correct English.
Test item:
Summarize the main events in the story INVICTUS in
grammatically correct English.
 3. Application students take new concepts and apply them
to new situation. Test questions focus on applying facts
and principles.
Sample verbs of stating specific learning outcomes:

COGNITI Apply, arrange, compute, construct, demonstrate,

discover, extend, operate, predict, relate, show, solve, use
VE Instructional Objective:
DOMAIN At the end of the lesson, the students should be able to
write a short poem in iambic pentameter.
Test item:
Write a short poem in iambic pentameter.
 4. Analysis students have the ability to take new information and
break it down into parts and differentiate between them. The test
questions focus on separation of a whole into component parts.
Sample verbs of stating specific learning outcomes:
Analyze, associate, determine, diagram, differentiate,

COGNITI discriminate, distinguish, estimate, point out, infer, outline,

separate
VE Instructional objective:

DOMAIN At the end of the lesson, the students should be able to describe
the statistical tools needed in testing the difference between two
means.
Test item:
What kind of statistical test would you run to see if there is a
significant difference pre-test and post-test?
 5. Synthesis students are able to take various pieces of
information and form a whole creating a pattern where one did
not previously exit. Test question focuses on combining new
ideas to form a new whole.
Sample verbs of stating specific learning outcomes:

COGNITI Combine, compile, compose, construct, create, design,

VE
develop, devise, formulate, integrate, modify, revise, rewrite,
tell, write

DOMAIN Instructional objectives:

At the end of the lesson, the students should be able to
compare and contrast the two types of error.
Test item:
What is the difference between type I and type II error?
 6. Evaluation involves student’s ability to look at
someone else’s ideas or principles and the worth of the
work and the value of the conclusion.
Sample verbs of stating specific learning outcomes:
Appraise, asses, compare, conclude, contrast, criticize,
COGNITI evaluate, judge, justify, support.
VE Instructional objectives:

DOMAIN At the end of the lesson, the students should be able to

conclude the relationship between two means.
Test item:
What should the researcher conclude about the
relationship in the population.
 Affective domain describe learning objectives
that emphasize a feeling tone, an emotion , or a
degree of acceptance or rejection. Affective
objectives vary from simple attention to selected

AFFECTI phenomena to complex but internally consistent

qualities of character and conscience. We found a
VE large number of such objectives in the literature
DOMAIN expressed as interest, attitudes, appreciations,
values, and emotional sets or biases (Krathwohl et
al., 1964 as cited by Esmane, 2011 ). The effective
domain includes 0bjectives pertaining to attitudes,
appreciations, value and emotions.
 Krathwohl’s affective domain is perhaps the
best known of any of the affective domain. “the
taxonomy is ordered according to the principle of
internalization.” Internalization refers to the
AFFECTI process whereby a person’s effect toward an
VE object passes from a general awareness level to a
point where the effect is internalized and
DOMAIN consistently guide or controls the person’s
behavior. The arrangement of the effective
domain from lowest level to the highest level as
articulated by Esmane (2011)
 LEVELS OF AFFECTIVE DOMAIN
Level Definition Sample Verbs
1. Receiving Refers to being aware of or Examples :
sensitive to the existence of Listen to the ideas of others
certain ideas, materials, or with respect.
phenomena and being able Sample verbs appropriate
them. The learners are for objectives written at
willing to listen. the receiving level:
masks, chooses, describes,
follows, gives, holds,
identifies, locates, names,
points to, selects, sits,
erects, replies, uses
 LEVELS OF AFFECTIVE DOMAIN
Level Definition Sample Verbs
[Link] Refers to the commitment in Examples:
some measure to the ideas, Participates in class
materials, or phenomena discussions actively.
involved by actively Sample verbs appropriate for
responding to them. The objectives written at the
learning outcomes responding level:
emphasize compliance in answers, assists, aids,
responding willingness to complies, conforms,
respond, or satisfaction in discusses, greets, helps,
responding. The learners are labels, performs, practices,
willing to appreciate. presents, reads, recites,
reports, select, tells, writes
 LEVELS OF AFFECTIVE DOMAIN
Level Definition Sample Verbs
[Link] Refers to the willingness to be Examples:
perceived by others as valuing Demonstrate belief in the
certain ideas, materials, democratic process.
phenomenon or behavior. It is Show the ability to solve
based on the internalization of a problems.
set of specified values, while
clues to these values are Sample verbs appropriate for
expressed in the learner’s overt objectives written at the valuing
behavior and are often level:
identifiable. This ranges from completes demonstrates,
simple acceptance to the differentiates, explains, follows,
commitment. The learners are forms, initiates, invites, joins,
willing to be involved. justifies, proposes, reads, repots,
selects, shares, studies, work
 LEVELS OF AFFECTIVE DOMAIN
Level Definition Sample Verbs
[Link] Refers to the ability to relate Examples:
the value to those already Explains the role of systematic
planning in solving problems.
held and bring it into a Prioritize time effectively to meet
harmonious and internally the needs of the organization,
consistent philosophy. family, and self.
Commits to using ideas and
incorporate them to different Sample verbs appropriate for
objectives written at the
activities. It emphasizes on organizing level:
comparing, relating, and Adheres, alters, arranges, combines,
synthesizing values. The compares, completes, defends,
learners are willing to be an explains, formulates, generalizes,
advocate. identifies, integrates, modifies,
orders, organizes, prepares, relates,
synthesizes
 LEVELS OF AFFECTIVE DOMAIN
Level Definition Sample Verbs
5. Characterization by value Incorporate ideas completely Examples:
or value test into practice, recognized by Shows self-reliance when
the use of them. The value working independently.
system that controls their Values people for what they
behavior. Instructional are, not how they look.
objectives are concerned with Sample verbs appropriate for
the students’ general patterns objectives written at the
of adjustment such as characterizing level: acts,
personal, social, and discriminates, displays,
emotional. The learners are influence, listens, modifies,
willing to change one’s performs, practices, proposes,
behavior, lifestyle, or way of qualifies, questions, revises,
serves, solves, verifies
life.
 Psychomotor domain is characterized by the
progressive levels of behaviors from observation to
mastery of physical skills. Esmane (2011) includes
physical movement, coordination, and use of the
motor-skill areas. Development of these skills
PSYCHOMO requires practice and is measured in terms of speed,
TOR precision, distance, procedures, or techniques in
DOMAIN execution. The seven major categories are listed
from the simplest behavior to he most complex. The
psychomotor domain includes objectives that require
basic motor skills and/or physical movement such as
construct, kick or ski.
 LEVELS IN PSYCHOMOTOR DOMAIN
LEVEL DEFINITION EXAMPLE
[Link] The ability to use Examples:
Detects nonverbal
sensory cues to guide communication cues.
motor activity. This Estimate where a ball will
ranges from sensory land after it is thrown and
then moving to the correct
stimulation, through location to catch the ball.
cue selection, to Sample verbs appropriate
translation. for objectives written at the
perception level: chooses,
describes, detects,
differentiates, distinguishes,
identifies, isolates, relates,
selects
 LEVELS IN PSYCHOMOTOR DOMAIN
LEVEL DEFINITION EXAMPLE
[Link] Readiness to act. It Example:
Recognizes one’s abilities and
includes mental, limitations. Shows desire to learn
physical, and emotional a new process (motivation)
sets. These three sets are Note: This subdivision of
psychomotor domain is closely
dispositions that related to the “responding to
predetermine a person’s phenomena” subdivision of the
response to different affective domain.
Sample verbs appropriate for
situations(sometimes objectives written at the set
called mindsets.) level: begins, displays, explains,
moves, proceeds, reacts, shows,
states, volunteers
 LEVELS IN PSYCHOMOTOR DOMAIN
LEVEL DEFINITION EXAMPLE
[Link] Response The early stages in Example:
learning a complex Performs a mathematical
equation as demonstrated.
skill that includes Follows instructions to
imitation and trial and build a model.
error. Adequacy of Sample verbs appropriate
performance is for objectives written at
the guided response level:
achieved by copies, trace, follow, reacts,
practicing. reproduces, respond.
 LEVELS IN PSYCHOMOTOR DOMAIN
LEVEL DEFINITION EXAMPLE
[Link] This is the intermediate Example:
stage in learning a Uses a personal computer.
Repairs a leaking faucet.
complex skill. Learned Drives a car.
habitual and the Sample verbs appropriate
movements can be for objectives written at the
performed with some mechanism level: assembles,
confidence and calibrates, constructs,
dismantles, displays, fastens,
proficiency. fixes, grinds, heats,
manipulates, measures, mends,
mixes, organizes, sketches
 LEVELS IN PSYCHOMOTOR DOMAIN
LEVEL DEFINITION EXAMPLE
[Link] Overt Response The skillful performance of motor Example:
acts that involves complex Operates a computer
movement patterns. Proficiency is Quickly and accurately.
indicated by a quick, accurate, Displays competence while playing
and highly coordinated the piano.
performance, requiring a Sample verbs appropriate for
objectives written at the complex
minimum of energy. This overt response level: assembles
category includes performing builds, calibrates, constructs,
without hesitation, and automatic dismantles, displays, fastens, fixes,
performance. For example, grinds, heats, manipulates,
players often utter sounds of measures, mends, mixes, organizes,
satisfaction or expletives as soon sketches
as they hit a tennis ball, because Note: The key words are the same
they can tell by the feel of the act mechanism, but will have adverbs or
what the result will produce. adjectives is quicker, bitter , more
accurate, etc.
 LEVELS IN PSYCHOMOTOR DOMAIN6.
LEVEL DEFINITION EXAMPLE
6. Adaptation Skills are well Example:
Responds effectively to
developed and the unexpected experience.
individual can modify
movement patterns to Modifies instruction to meet
the need of the learners.
fit special Sample verbs appropriate
requirements. for objectives written at the
adaption level: adapts, alters,
changes, rearranges,
recognizes, revises, varies
 LEVELS IN PSYCHOMOTOR DOMAIN
LEVEL DEFINITION EXAMPLE
[Link] Creating new Example:
movement patterns to Creates a new gymnastic
routine.
fit a particular Sample verbs
situation or specific appropriate for written
problem. Learning at the origination level:
outcomes emphasize arranges, builds,
creatively based upon combines, composes,
highly developed constructs, creates,
designs, initials, makes,
skills. originates
 Aside from the discussion of
Simpson (1972) about the
psychomotor domain, there are two
OTHER other popular versions commonly used
PSYCHOMOT by educators. The works of Dave, R.
OR DOMAIN
H. (1975) and Harrow, Anita (1972)
and Kubiszyn and Borich (2007) were
discussed below.
Dave’s (1975)
Level Definition Example
Imitation Observing and patterning Copying a work of art.
behavior after someone
else. Performance may be
low quality
Manipulation Being able to perform Creating work on one’s
certain actions by own, after taking lessons,
following instructions and or reading about it.
practicing.
Precision Refining, becoming more Working and reworking
exact. Few errors are something, so it will be
apparent. “just right”
Dave’s (1975)
Level Definition Example
Articulation Coordinating a series of Producing a video that
actions, achieving involves music, drama,
harmony and internal color, sound, etc.
consistency.
Naturalization Having high level Michael Jordan playing
performance become basketball, Nancy Lopez
natural, without needing hitting a golf ball, etc.
to think much about it.
Reflex movements Reactions that are not Flexion, extension,
learned stretch, postural
adjustment.
Dave’s (1975)
Level Definition Example
Fundamental Inherent movement Basic movement such as
movements patterns which are formed walking, grasping,
by combinations of reflex twisting, manipulating
movement, the basis for
complex skilled
movements.
Perception Response to stimuli such Coordinated movements
as visual auditory, such as jumping rope,
kinesthetic, or tactile punting, catching
discrimination.
Dave’s (1975)
Level Definition Example
Physical abilities Stamina that must be Muscular exertion, quick
developed for further precise movement
development such as
strength and agility
Skilled movements Advanced learned Skilled activities in sports,
movements as one would recreation and dance
find in sports or acting.
No discursive Effective body language, Body postures, gestures,
communication such as gestures and facial facial expressions efficiently
expressions executed in skilled dance
movement and
choreographies