Republic of the Philippines

BASILAN STATE COLLEGE

COLLEGE OF EDUCATION
__________________________________________________________________________________________________________________

PED 107 – A (ASSESSMENT IN LEARNING 1)

1ST SEMESTER, ACADEMIC YEAR 2024-2025
Josephine Antonia M. Gahapon – Assistant Professor IV

UNIT 2: TARGET SETTING (3 - 5 WEEKS)

A. STANDARD-BASED ASSESSMENT
1. Constructive Alignment
2. K-12 Assessment Guidelines
- Content Standards
- Performance Standards
- Assessment Types

B. APPROPRIATE TARGETS
1. Competencies, Objectives, Outcomes
2. Characteristics of Objectives (SMARTER)
3. Learning Domains and Taxonomies
- Cognitive
- Bloom‟s Taxonomy (Boom et al., 1964)
- Revised Bloom‟s Taxonomy (Anderson & Krathwohl, 2001)
- Affective
- Psychomotor
4. Other Taxonomies
- SOLO Taxonomy (Biggs & Collins, 1982)
- Marzano Taxonomy (Marzano & Kendall, 2007)

C. UNPACKING LEARNING COMPETENCIES

1. Unpacking Competencies Using 5Ps
2. ABCD of the Statement of Objectives
3. Writing Objectives from the Competencies

LEARNING OBJECTIVE: Formulate learning objectives and outcomes that are constructively aligned
with national standards.

REFERENCES:

1. Anderson, L. & Krathwohl, D., et al.; A Taxonomy

2. Gabuyo, Yonardo A.; Assessment of Learning I; Philippine Copyright 2012; Rex Book
Store
3. Navarro, Rosita L., et al.; Assessment of Learning 1; 2017; OBE and K-12 Based; Lorimar
Publishing, Inc.
4. https://vcsa.ucsd.edu
5. https://www.actdental.com
6. https://www.peoplegoal.com

SUGGESTED TEACHING LEARNING ACTIVITIES

 Review of related policies of DepEd (this includes MATATAG Curriculum) and literature on the
Revised Bloom‟s Taxonomy may be used as a springboard for discussion.
 Pre-service teachers research other emerging taxonomies to be presented in class.
 Advanced organizers like a path/flow diagram maybe used in unpacking competencies.
 Use these links (https://tinyurl.com/DO8s2015) or (https://tinyurl.com/DepEdOrder8s2015) to
read more about the Policies and Guidelines on Classroom Assessment for the K to 12 Basic
Education Program

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A. STANDARDS-BASED ASSESSMENT

What is a Standards-Based Assessment?

 Standards-Based Assessment is built on the idea that grades must have meaning, learning
expectations are clearly defined, students should have multiple opportunities to demonstrate
learning, and academic achievement should be reported from non-academic items such as
class participation and extra credit.
 It allows students to learn at their own pace and understands that not every student will
succeed on the first try.
 It is an approach that compares students‟ performances to the standards rather than
comparing them with other students (Dorothy Strater, 2006).
 Standard-Based Assessment is the measurement of student‟s learning performance according
to predetermined educational content and performance standards.

The standards define the skills and knowledge content which will need to be mastered by each student
in a certain time frame. Assessment is aligned to the attainment of the standards through the defined
skills of competencies.

Constructive Alignment

Constructive alignment means bringing into alignment the predetermined competencies, the learning
and teaching activities

When designing a program or course unit, you should consider the following three (3) questions:

1. What should students know or master after the program or the course unit? In other words,
which objectives (learning outcomes or course competencies) do you aim to reach with these
students?
2. Which teaching and learning activities are required to teach the students these
competencies?
3. How to assess whether or not students truly master the intended competencies?

Below is the diagram that illustrates the Principle of Constructive Alignment in the assessment process.
Study it well. What is the main message of this figure?

The figure illustrates the principle of constructive

alignment. The principle of constructive alignment
simply means that the teaching- learning activity
or activities and assessment tasks are aligned to
the intended learning outcome. The intended
learning outcome is "to drive a car". The teaching-
learning activity is driving a car not giving lectures
on car driving. The assessment task is to let the
student drive a car not to describe how to drive a
car.

You have been victims of teachers who taught

you one thing but assessed you on another. The
result? Much confusion and disappointment? If you
have been victims of lack of constructive
alignment, then break the cycle by not victimizing
your students, too. Observe the principle of
constructive alignment. Make sure your
assessment tasks are aligned to your learning
outcomes.

Why the term "constructive alignment” is based

on the constructivist theory (Biggs, 2007) that
learners use their own activity to construct their
knowledge or other outcome/s.

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Why is Constructive Alignment so Important?

Assessment strongly influences how students learn, which is why it is important that it is properly
aligned with education and teaching activities.

→ Does a certain course unit aim at students being able to run marathon? Then your teaching
activities had better not consist of formal lectures comprising an overview of various running disciplines.
Neither is an exam with multiple-choice questions about Olympic marathon winners appropriate.
Surely the students will then focus on cramming marathon winners rather than on training for a
marathon. The course unit then defeats its purpose.

Assessment of Learning Outcomes in the K to 12 Program

Assessment Practices for the Guidance of all Teachers (lifted from DepEd Order 8, s. 2015)

1. Teachers should employ assessment methods that are consistent with standards. This means
that assessment as a process must be based on standards and competencies that are stated in
the K to 12 Curriculum Guide. Assessment must be based NOT on content but on standards and
competencies. Therefore, there must be alignment between assessment tools or tasks and
standards and competencies.

2. Teachers must employ both formative and summative assessments both individually or
collaboratively. Assessment is done primarily to ensure learning; thus, teachers are expected to
assess learning in every stage of lesson development – beginning, middle, and at the end.

3. Grades are a function of written work, performance task and quarterly test. This means that
grades come from multiple sources with emphasis on performance tasks from Grades 1 to 12.
Grade does not come from only one source rather than from multiple sources.

4. The cognitive process dimensions given by Krathwohl and Anderson (2001) – from
remembering, understanding, applying, analyzing, evaluating, and creating – governs
formulation of assessment tasks.

Content Standards

1. These cover a specific scope of sequential topics within each learning strand, domain, theme, or
component.
2. They answer the question “What should learners know?”

Performance Standards

1. These describe the abilities and skills that learners are expected to demonstrate in relation to
the content standards and integration of 21st Century Skills.

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 2. They answer the following questions:
- What can learners do with what they know?
- How well must learners do their work?
- How well do learners use their learning or understanding in different situations?
- How do learners apply their learning or understanding in real-life situations?
- What tools and measures should the learners use to demonstrate what they know?

Learning Competencies

Learning competencies refer to the knowledge, understanding, skills, and attitudes that learners need
to demonstrate in every lesson and/ or learning activity.

To align the assessment process with the K-12 curriculum, the adapted Cognitive Process Dimensions
may be used as a guide in the formulation of assessment task and activities.

The learner can recall information and retrieve relevant knowledge from long
Remembering term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat,
reproduce
The learner can construct meaning from oral, written, and graphic message:
Understanding interpret, exemplify, classify, summarize, infer, compare, , explain, paraphrase,
discuss
The learner can use information to undertake a procedure in familiar situations
Applying or in a new way: execute, implement, demonstrate, dramatize, interpret, solve,
use, illustrate, convert, discover
The learner can distinguish between parts and determine how they relate to one
Analyzing another, and to the overall structure and purpose: differentiate, distinguish,
compare, contrast, organize, outline, attribute, deconstruct
The learner can make judgments and justify decisions: coordinate, measure,
Evaluating
detect, defend, judge, argue, debate, critique, appraise, evaluate
The learners can put elements together to form a functional whole, create a new
Creating product or point of view: generate, hypothesize, plan, design, develop, produce,
construct, formulate, assemble, design, devise

B. APPROPRIATE TARGETS

There is considerate confusion about exactly what constitutes a learning outcome and how (or if) it is
distinguished from learning objectives or competencies. Even in the education literature, the usage of
these terms seems contradictory at times.

Competencies and learning outcomes are two related educational terms that can create confusion.
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). They DO NOT mean the
same thing. We will follow the lead of Hartel and Foegeding (2004) and use the following working
definitions:

Competency: A general statement that describes the desired knowledge, skills, and behavior of a
student graduating from a program (or completing a course). Competencies commonly define the
applied skills and knowledge that enable people to successfully perform in professional, educational,
and other life contexts.

Outcome: A very specific statement that describes exactly what a student will be able to do in some
measurable way. There may be more than one measurable outcome defined for a given competency.

A learning outcome describes the overall purpose or goal from participation in an educational activity.
Courses should be planned with a measurable learning outcome in mind. Objectives are used to
organize specific topics or individual learning activities to achieve the overall outcome. The learning
outcome is identified from the gap analysis. The learning outcome is a reflection of the desired state.

Objective: Statement that defines the expected goals/s of an educational activity. Learning objectives
can be used to structure the content of an educational activity. Objectives may include tasks such as
“list”, “discuss”, or “state”.

Outcome: A written statement that reflects what the learner will be able to do as a result of
participating in the educational activity. The outcome addresses the educational needs (knowledge,
skills, and/or practices) that contribute to the professional practice gap and achieving the learning

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outcome results in narrowing or closing that gap. The learning outcome can assess the overall impact of
multiple objectives.

Key Distinction: A true learning outcome is written so that it can be measured or assessed. It focuses on
what the student is able to do at the end of the program (or course). Thus, learning outcomes are the
basis for an assessment program that focuses on what a student can or should be able to do either
upon completion of a course or upon graduation from a program. The term competency is more
commonly used in relation to professional fields (i.e., dentistry, nursing).

Let‟s have another meaning to these learning targets:

Learning Competency refers to a general statement that describes the use of desired knowledge, skills,
behaviors and abilities. Competencies often define specific applied skills and knowledge that enables
people to successfully perform specific functions in a work or educational setting. Some examples
include:

 Functional competencies: Skills that are required to use on a daily or regular basis, such as
cognitive, methodological, technological, and linguistic abilities.
 Interpersonal competencies: Oral, written and visual communication skills, as well as the ability
to work effectively with diverse teams.
 Critical thinking competencies: The ability to reason effectively, use systems thinking and make
judgments and decisions toward solving complex problems.

A key differentiator between learning competencies are the specific abilities necessary to accomplish
the learning competency.

Learning Objective is a statement that describes what a faculty member will cover in a course and
what a course will have provided students. They are generally broader that student learning outcomes.
For example, “By the end of the course, students will use change theory to develop family-centered
care within the context of nursing practice.” Statements like this help determine what the student
learned and what the teacher taught.

Overall, learning objectives determine what the course will have provided to the student. Both learning
outcomes and learning objectives are used to gauge the effectiveness of a course.

Learning outcomes: A specific statement that outlines the overall purpose or goal from participation in
an educational activity. These statements often start by using a stem phrase – a starter statement at
the beginning of each learning outcome – such as “students will be able to”. This is then followed by an
action verb that denotes the level of learning expected, such as understand, analyze, or evaluate. The
final part is to write the application of that verb in context and describe the desired performance level,
such as “write a report” or “provide three peers with feedback”. An example of a well-structured
outcome statement is: “Students will be able to locate, apply, and cite effective secondary sources in
their essays”

These statements written at a class level help students have a clear picture of where the course is
taking them and what is expected of them in order to be successful in the course. These statements also
help educators guide the design of courses through the selection of content, teaching strategies, and
technologies so that course components are aligned to specific outcomes.

Writing Learning Objectives, Competencies, and Outcomes

When building a college or university course, identifying learning competencies, objectives and
outcomes is an important step in making learning student centered and output oriented. The
particular process used in drafting these course-specific statements may depend on the established

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learning objectives, competencies or outcomes written at a program level that can be used to frame
these statements. Another way this can be done is by systematically looking back from the ultimate
desired end. Regardless of the writing process, it‟s important that competencies, objectives and
outcomes are clear, observable and measurable, allowing both students and faculty to understand the
learning process.

Characteristics of Objectives
Learning objectives describe the measurable skills, abilities, knowledge, or values that students should
be able to do or demonstrate as a result of a completing a program of study, a course, or lesson.
Learning objectives are student-centered rather than teacher-centered, in that they describe what the
students will do, not what the instructor will teach.
Articulating learning objectives for students is a valuable part of the students' learning experience. This
is especially critical to the development of online courses, where instruction is broken into technology-
mediated forms of presentation, activity and assessment. Contents of online courses, or learning objects,
should directly relate to the stated learning objectives.
If you inform students what is expected of them, and provide both instruction and an opportunity to
apply the learning, this can help student achievement, and provide opportunities for assessment. For
legal education, learning objectives can help students read dense texts and focus on the essential
learning concepts. If you do not tell them what they will be expected to do, then they are left guessing
what you want.
As you consider learning objectives, you may answer the following three questions:

 What learning or transference of knowledge do you want to accomplish?

 How are you going to accomplish it? (What steps will you take to accomplish your objective? What
activities will you do? How will students acquire the learning? Under what conditions will the
learning occur)?
 How you will measure your objective? (What evidence will you have to demonstrate that learning
has taken place? What criteria will be used to evaluate your evidence)?

Learning Objectives Using the SMARTER Approach

One way of determining learning objectives is the S.M.A.R.T. Approach:

 Specific - The learning objective should be well defined and clear. It

states exactly what will be accomplished.
 Measurable - The learning objective should provide a benchmark or
target so that the institution can determine when the target has been
reached, by how much it has been exceeded or by how much it has
fallen short.
 Attainable - Can the objective be accomplished in the proposed time
frame with the available resources and support? Do the students
have the prior learning necessary to accomplish the objective?
 Relevant - Does the objective address the overall program goal(s)?
Will the objective have an impact on the goal(s)?
 Time-Bound - A learning objective should include a specific date (or
point in the course) by which it will be completed. It is important to
allow enough time to successfully implement the steps needed to
achieve the objective, but not so much as to elicit procrastination.

Lots of people talk about SMART goals. But that leaves out two critical considerations. So, to help you
shoot for the stars, here is the SMARTER system. And remember, whatever your goal is, make sure it is
fun chasing it.

Why is it that, so many of our goals are never met? Where do we falter?

The fault is not in the actual goals themselves, yet instead, in the way we set our goals and then never
plan to execute them. Setting the goal is only one piece of the puzzle; when merely stating what we
want to achieve, we miss a huge part of the process.

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Author and motivational speaker Zig Ziglar, who spent a lifetime helping others grow, tell us, „A goal
properly set is halfway reached.‟ Enter the S.M.A.R.T.E.R. goal-setting process. Rather than simply
stating goal, winging it, and hoping you get there, somehow, in the end, S.M.A.R.T.E.R. goals provide
an excellent framework for your success.

How to get S.M.A.R.T.E.R. Goals

The process of S.M.A.R.T.E.R. goal-setting follows the acronym, which stands for Specific, Measurable,
Achievable, Relevant, Time-Bound, Evaluate, and Reward.

When setting a S.M.A.R.T.E.R. goal, you begin not only with the end in mind; the entire process for
achieving the goal is discussed, and a realistic plan is put in place. Working through each of the terms
mentioned above, will identify precisely what needs to be accomplished, know how to measure success,
and know when to complete the steps along the way.

S – SPECIFIC. Your goals need to be specific. They need to provide you with clarity and a concise aim
as to where you are going with your objective. Ask yourself some of these questions.
 What do I want to achieve?
 Is anyone else involved?
 Is it likely I will face any challenges and what may these challenges be?
 How will I achieve this?

M – MEASURABLE. Your goals need to be measurable. Giving yourself a metric to work alongside
makes achieving your goals easier. You can create a timeline and benchmark your progress along to
see if you are meeting your goals in time or not. Ask yourself:
 Do I have a timeline?
 When do I want to achieve this goal?
 How will I know when I have accomplished this goal?

A – ACHIEVABLE. Your goals need to be achievable. Are your goals realistic? Is it feasible for you to
achieve them in the given timeframe? We like to think that we can achieve big targets but sometimes
this just isn‟t the case. Make your goals big enough to put yourself when trying to achieve them. But
don‟t make them unachievable.

R – RELEVANT. Your goals should be relevant. Every goal should have a reason behind it. Smaller
goals should link to the larger picture and most should align to team, departmental, or organization
objectives.
 Do my goals align to the team, department, and organizational targets?
 Is the task worthwhile?

T – TIMELY. Make sure you set deadlines to your goals. It is harder to achieve timely goals without one.
You may want to extend this to have a timeline of deadlines. Breaking down your superordinate goals
to smaller ones can track your progress along the way.
 When is my task deadline?
 Should I create a timeline? If so, what are my smaller goals?

SO, what about the new letters? Let‟s take a look…

E – EVALUATE. As opposed to winging it and hoping that by the end of the process you have achieved
your goals, continuously evaluate your goals all the way along the process. This can differ by person.
Some people may want to evaluate the progress of their goal daily, some weekly, and some bi-
monthly. Whatever you prefer, make sure you are continuously evaluating your goals to help make
sure you achieve them. This goal links very well with timely, in that; you have a timeline-based
approach to goal setting.

It also means evaluating your performance at the end of the process so that you can learn from your
mistakes and optimize your next goal setting process. Evaluating your goals will help you stay focused
all the way along the process.

R – REWARD/RECOGNIZE or REVISIT (REVIEW). Celebrating success is important. Make sure you take
the time to recognize your efforts or your members‟/team‟s efforts through the process and celebrate
the processes you have along the way? Ask yourself: Why am I doing this? This is the part where you
HAVE to know what your values are. Know what motivates you and keeps you driving forward if and
when things get tough.

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LEARNING Domains and Taxonomies

Introduction to Bloom’s Taxonomy

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of
levels of intellectual behavior important in learning. Bloom‟s Taxonomy divides educational objectives
into learning domains, at lower levels.

First level: Knowledge

Example: Exhibit memory of previously learned materials by
recalling facts, terms, basic concepts and answers
Second level: Comprehension
Example: Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving
descriptions, and stating the main ideas
Third level: Application
Example: Using new knowledge. Solve problems in new
situations by applying acquired knowledge, facts, techniques and
rules in a different way
Fourth level: Analysis
Example: Examine and break information into parts by identifying
motives or causes. Make inferences and find evidence to support
generalizations
Fifth level: Synthesis
Example: Compile information together in a different way by
combining elements in a new pattern or proposing alternative
solutions
Sixth level: Evaluation
Example: Present and defend opinions by making judgments
about information, validity of ideas or quality of work based on a
set of criteria.

BLOOM’S TAXONOMY
Learning Objective Verbs at each Bloom‟s Taxonomy Level
COGNITIVE LEVEL ILLUSTRATIVE VERBS DEFINITIONS
arrange, define, describe, duplicate, identify, label,
list, match, memorize, name, order, outline, Remembering previously learned
Knowledge
recognize, relate, recall, repeat, reproduce, select, information.
state
classify, convert, defend, discuss, distinguish,
estimate, explain, express, extend, generalize, give
Grasping the meaning of
Comprehension example(s), identify, indicate, infer, locate,
information.
paraphrase, predict, recognize, rewrite, report,
restate, review, select, summarize, translate
apply, change, choose, compute, demonstrate,
discover, dramatize, employ, illustrate, interpret,
Applying knowledge to actual
Application manipulate, modify, operate, practice, predict,
situations.
prepare, produce, relate schedule, show, sketch,
solve, use, write
analyze, appraise, breakdown, calculate,
categorize, classify, compare, contrast, criticize,
Breaking down objects or ideas
derive, diagram, differentiate, discriminate,
Analysis into simpler parts and seeing how
distinguish, examine, experiment, identify,
the parts relate and are organized.
illustrate, infer, interpret, model, outline, point out,
question, relate, select, separate, subdivide, test
arrange, assemble, categorize, collect, combine,
comply, compose, construct, create, design,
develop, devise, explain, formulate, generate, Rearranging component ideas into
Synthesis
plan, prepare, propose, rearrange, reconstruct, a new whole.
relate, reorganize, revise, rewrite, set up,
summarize, synthesize, tell, write
appraise, argue, assess, attach, choose, compare,
conclude, contrast, defend, describe, discriminate, Making judgments based on
Evaluation estimate, evaluate, explain, judge, justify, internal evidence or external
interpret, relate, predict, rate, select, summarize, criteria.
support, value

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The Three Types of Learning

Believing that there were more than one (1) type of learning, Benjamin Bloom and a committee of
colleagues in 1956, identified three domains of educational activities; the cognitive, referring to mental
skills; affective referring to growth in feeling or emotion; and psychomotor, referring to manual or
physical skills. These terms were regarded as too technical by practicing teachers and so the domains
were translated to simpler terms commonly used by teachers; knowledge, skills and attitudes (KSA).
These domains are organized into categories or levels and arranged in hierarchical order from the
simplest behavior to the most complex behavior. To ensure that the learning outcomes are measurable,
demonstrable and verifiable, the outcomes should be stated as concrete and active verbs. In mid-
nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive domain objectives and
effected some changes. The two most prominent of these are (a) changing the names in the six
subdivisions from noun to verb and (b) slightly re-arranging the order.

DOMAIN I. COGNITIVE (KNOWLEDGE)

Categories/Levels Outcomes Verbs Learning Outcomes Statements

define, describe, identify, label, Recite the multiplication tables;
1.1 Remembering: recall of
match, list, name, outline, recall, match the word with the parts of
previously learn information
recognize reproduce, select, state the picture of a sewing machine
1.2 Understanding: Comprehending Explain in one's own words the
distinguish, estimate, explain, give
the meaning, translation and stages in the life cycle of a
example, interpret, paraphrase,
interpretation of instructions; state butterfly; distinguish the different
summarize
a problem in one's own word geometric figures
Use a mathematical formula to
1.3 Applying: using what was Apply, change, compute, construct,
solve an algebra problem; prepare
learned in the classroom into demonstrate, discover, modify,
daily menus for one week for a
similar new situations prepare, produce, show, solve, use
family of six.
1.4 Analyzing: separating materials analyze, compare, contrast, Observe a classroom and list down
or concept into component parts diagram, differentiate, distinguish, the things to be improved;
to understand the whole illustrate, outline, select differentiate the parts of a tree
Compare, conclude, criticize, Defend a research proposal; select
1.5 Evaluating: judging the value
critique, defend, evaluate, relate, the most effective solution; critique
of an idea, object or material
support, justify a class demonstration
Categorize, Combine, compile,
Compile personal records and
1.6Creating: building a structure or compose, devise, design, plan,
documents into a portfolio; write a
pattern; putting parts together organize, revise, rearrange,
syllabus for a school subject
generate, modify

Figure 1: The Categories/level of Cognitive Domain Learning Objectives arranged hierarchically

DOMAIN II: PSYCHOMOTOR (SKILLS)

In the early seventies, E Simpson, Dave and A.S. Harrow recommended categories for the Psychomotor
Domain which included physical coordination, movement and use of the motor skills body parts.

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Development of these skills requires constant practice in accuracy and speed. Simpson contributed 7
categories, Dave, 5 categories and Harrow, 6 categories.

Category Example of Key Words(verbs)

Perception (awareness): The ability to use Examples: Detects non-verbal communication cues Estimate
sensory cues to guide motor activity. This where a ball will land after it is thrown and then moving to the
ranges from sensory stimulation through correct location to catch the bal. Adjusts heat of stove to correct
cue selection, to translation. temperature by smell and taste of food. Adjusts the height of the
forks on a forklift by comparing where the forks are in relation to
the pallet.

Key Words: chooses, describes, detects, differentiates distinguishes,

identifies, isolates, relates, selects.

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

Key Words: begins, displays, explains, moves, proceeds, reacts,

shows, states, volunteers

Guided Response: The early stages in Examples: Performs a mathematical equation as demonstrated.
learning a complex skill that includes Follows instructions to build a model. Responds hand-signals of
imitation and trial and error. Adequacy of instructor while learning to operate a forklift.
performance is achieved by practicing.
Key Words: copies, traces, follows, react, reproduce, responds

Mechanism (basic proficiency): This is the Examples: Use a personal computer. Repair a leaking faucet.
intermediate stage in learning9 a complex Drive a car.
skill. Learned responses have become
habitual and the movements can be Key Words: assembles, calibrates, constructs, dismantles, displays,
performed with some Confidence and fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
proficiency. organizes, sketches.

Complex Overt Response (Expert): The Examples: Maneuvers a car into a tight parallel parking spot.
skillful performance of motor acts that Operates a computer quickly and accurately. Displays
involve complex movement patterns. competence while playing the piano.
Proficiency is indicated by a quick,
accurate, and highly coordinated Key Words: assembles, builds, calibrates, constructs dismantle,
performance, requiring a minimum of displays, fastens, fixes, grinds, heats, manipulates, measures,
energy. This category includes performing mends, mixes, organizes, sketches.
without hesitation and automatic
performance. NOTE: The Key Words are the same as Mechanism, but will have
For example, players are often utter sounds adverbs or adjectives that indicate that the performance is
of satisfaction or expletives as soon as they quicker, better, more accurate, etc.
hit a tennis ball or throw a football,
because they can tell by the feel of the act
what the result will produce

Adaptation: Skills are well developed and Examples: Responds effectively to unexpected in experiences.
the individual can modify movement Modifies instruction to meet the needs of the learners. Performa
patterns to fit special requirements. task with a machine that it was not originally intended to do
(machine is not damaged and there is no danger in performing
the new task).

Key Words: adapts, alters, changes, rearranges, reorganizes,

revises, varies.

Origination: Creating new movement Examples: Constructs a new theory. Develops a new and
patterns to fit a particular situation or comprehensive training programming. Creates a new gymnastic
specific problem. Learning outcomes routine.
emphasize creativity based upon highly
developed skills. Key Words: arranges, builds, combines, composes, constructs,
creates, designs, initiate, makes, originates.

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Psychomotor Domain Taxonomy

Dave (1975)
Category Example and Key Words (verbs)
Imitation-Observing and patterning Examples: Copying a work of art. Performing a skill while
behavior after Someone else. observing a demonstrator.
Performance may be of low quality.
Key Words: copy, follow, mimic, repeat, replicate, reproduce,
trace

Manipulation -Being able to perform Examples: Being able to perform a skill on one's Own after
certain actions by memory or following taking lessons or reading about it. Follows instructions to build a
instructions. model.

Key Words: act, build, execute, perform

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

Key Words: calibrate, demonstrate, master, perfectionism

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

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

modifies, formulate

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

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

Harrow (1972)
Category Example and Key Words (verbs)
Reflex Movements - Reactions that are not learned, Examples: instinctive response
such as an involuntary reaction
Key Words: react, respond

Fundamental Movements - Basic movements such Examples: perform a simple task

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

Perceptual Abilities - Response to stimuli such as Examples: track a moving object, recognized pattern
visual, auditory, kinesthetic, or tactile discrimination.
Key Words: catch a ball, draw or write

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

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

Key Words: adapt, constructs, creates, modifies

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

Key Words: arrange, compose, interpretation

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 DOMAIN III: AFFECTIVE (ATTITUDE)

The affective domain refers to the way in which we deal with situations emotionally such as feelings,
appreciation, enthusiasm, motivation, values, and attitude. The taxonomy is ordered into 5 levels as
the person progresses towards internalization in which the attitude or feeling consistently guides or
controls a person's behavior.

OTHER TAXONOMIES

SOLO Taxonomy: SOLO taxonomy provides a measure of cognitive learning outcomes or

understanding of thinking. T can be used across different subjects and types of assignments.
Furthermore, the framework represents student learning of diverse materials in stages of ascending
structural complexity. Also, these stages exhibit a similar sequence across tasks.

In 982, Kevin Collins and John Briggs devised Structure of Observed Learning Outcomes (SOLO)
taxonomy, which is an alternative to Bloom‟s taxonomy. The framework serves to describe the levels of
increasing complexity in a learner‟s understanding of subjects or performance tasks.

What Can SOLO Taxonomy Be Used For?

The taxonomy can be used for :

 To increase the quality and complexity of thought by integrating relevant activities and
innovative lesson deliveries in sync with the content.

 To establish learning objectives to provide students with clear and concise directives for
achieving academic goals.

 To create assessment criteria that eventually guides students to prepare for exams and conduct
tests as per standardised methods.
 To create and evaluate learning programs that would serve to boost self-confidence and
motivation within students and ultimately help to achieve learning outcomes.

Bloom‟s Taxonomy vs SOLO Taxonomy

 Bloom‟s cognitive taxonomy is a traditional taxonomy that focuses on knowledge based on the
judgments of educational administrators. Whereas, SOLO is a concept about teaching and learning
based on research on student learning.
 Bloom‟s taxonomy indicates that there is a significant relationship between the questions asked and
their responses. While in SOLO taxonomy levels, both the questions and answers can have different
levels.
 Bloom‟s taxonomy particularly differentiates „‟knowledge‟‟ from the intellectual processes and
abilities that function on the knowledge component. In stark contrast, the SOLO taxonomy
essentially is based upon the processes of understanding used by the learners while responding to
the prompts. Therefore, knowledge integrates across each level of the taxonomy.

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  According to Bloom‟s taxonomy, the learning level can be measured according to the complexity
level, and it also relates to a sequence of difficulties. But the SOLO framework does not require
increasing difficulty.
 Bloom‟s taxonomy does not have any criteria for guessing the results of any activity, but SOLO
taxonomy is beneficial for guessing the outcomes.

Five Hierarchical Levels of SOLO Taxonomy

1. Pre structural level: This is the initial stage, also known as the incompetent stage, where the learner
does not know about the task or subject. At this particular stage, the student gets unconnected
information, which makes no sense or organization. Therefore, the student is unable to understand the
information and does not demonstrate any understanding either.

2. Unistructural level: At this stage, the learner gets to know just a single relevant aspect of a task or
subject; the student gets a basic understanding of a concept or task. Therefore, a student is able to
make easy and apparent connections, but he or she does not have any idea how significant that
information be or not. In addition, the students‟ response indicates a concrete understanding of the
task, but it focuses on only one relevant aspect.

3. Multistructural level: At this stage, students gain an understanding of numerous relevant

independent aspects. Despite understanding the relationship between different aspects, its relationship
to the whole remains unclear. Suppose the teacher is teaching about several topics and ideas, the
students can make varied connections, but they fail to understand the significance of the whole. The
students‟ responses are based on relevant aspects, but their responses are handled independently.

4. Relational level: This stage relates to aspects of knowledge combining to form a structure. By this
stage, the student is able to understand the importance of different parts in relation to the whole. They
are able to connect concepts and ideas, so it provides a coherent knowledge of the whole thing.
Moreover, the students' response indicates an understanding of the task by combining all the parts, and
they can demonstrate how each part contributes to the whole.

5. Extended abstract level: By this level, students are able to make connections within the provided
task, and they also create connections beyond that. They develop the ability to transfer and generalise
the concepts and principles from one subject area into a particular domain. Therefore, the students‟
response indicates that they can conceptualize beyond the level of what has been taught. They are
able to propose new concepts and ideas depending on their understanding of the task or subject
taught.

SOLO Taxonomy Examples

Written below are some of the verbs associated with each stage of SOLO taxonomy, along with a series
of respective examples:

1. Prestructural level: failed, successful, flunked, learner missed point, failed to comprehend.
Example: The students failed to execute the task due to a lack of understanding.

2. Unistructural level: name, list, memorize, define, identify. Example: What is the weather
today?

3. Multistructural level: define, describe, classify, combine, do algorithms. Example: List some of
the clothes that we might wear today.

4. Relational level: explain, analyze, integrate, sequence, relate, apply, compare, contrast.
Example: Which type of weather do you prefer? Explain your reason. How does today‟s
weather compare with the weather at other times of the year?

5. Extended abstract level: evaluate, reflect, theorize, hypothesize, create, and imagine. Example:
What happens to the weather throughout the year? Describe the connection between the
weather, the seasons, and where we are in the world?

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Kendall's and Marzano's New Taxonomy

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

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C. UNPACKING LEARNING COMPETENCIES

What is unpacking? It is a technique teachers can use to make sense of standards, and then create
focused learning targets to make them actionable. This process is called “deconstructing” or
“unwrapping” standards, fosters a collaborative dialogue that supports growth and effectiveness.
Unpacking is the process of deconstructing student learning outcomes into component parts
/competencies to identify key life-long transferable learning skills and the types of learning experiences,
activities, tasks, and assessments that align with those outcomes.
Why do we need to unpack Learning Competencies?

It helps us to target the different concepts such as content knowledge, reasoning and cognitive areas,
and skills and performance of the students. By unpacking, it shows teachers how students learn and
discover through their learning process.

Unpacking learning targets serves as our guide in lesson planning and to make learning targets easier
to achieve for students.
What is MELC? Most Essential Learning Competencies or MELC, according to DepEd, “are defined as
what the students need, considered indispensable, in the teaching-learning process to building skills to
equip learners for subsequent grade levels, subsequently, for lifelong learning.
Steps in Unpacking Learning Competencies
1. Get your learning competencies from MELC. Example: Analyze literature as a means of valuing
other people.
2. Identify the target skills and the prerequisite skills.
Learning Objectives:
1. LIST down the kinds of literature.
2. CLASIFY the kinds of literature.
3. INTERPRET the message of the poem.
4. DIFFERENTIATE the short story from other stories.
Unpacking Competencies using 5Ps
The 5Ps stand for Purpose, Preparation, Pitch, Pace and Progress.

Purpose

If a lesson is to be taught there must be a good reason for teaching it.

- What are you teaching? Why are you teaching this?
- Where does it fit into the curriculum/Schemes of Learning?
- How will it benefit the pupils?
- Will it increase knowledge, understanding or skills?
- How will you prepare the children for learning?
- How will the children know the Learning objective (give LO)?
- How will you remind the children of previous learning?
- How will the children know the Success Criteria (give SC)?

Preparation

Are you ready to deliver the lesson?

- Do you have the right resources?
- Is the classroom fit for purpose?
- Do you need any special arrangements for the lesson?
- Are you safe (risk assessments)?
- How will you establish the appropriate atmosphere (behavior for learning)?

Pitch

The pitch of the lesson must ensure that all pupils can access the materials.
- Describe the type and range of differentiation required.
- Identify the range of „Levelness‟ and what this looks like.

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 - Identify how extensions might be made if necessary (higher or lower).
- Are there any „Special Needs‟ (higher, lower, vulnerable groups) and how will the needs be
met?

Pace

The pace must maintain interest and ensure learning.

- What are the activities for the lesson going to be?
- How frequently will the activities change?
- How will the pupils know the time frame for each activity?
- What ways will be used for recording such that pace is maintained?

Progress

You and children must know that progress has been made.
- How will you know that progress has been made?
- When will pupils refer to and reflect on the Learning Objectives?
- How do you know progress has been made?
- How do the children know they have made progress?
- Will there be opportunity for peer assessment?

The first two areas, purpose and

preparation, are the scene setting,
contextual elements, while the other
three provide the meat of the lesson.
When these questions have been
considered it is far more likely that a
teacher will have a good idea of what
their successful lesson should look like
rather than undertaking a simple, linear
lesson plan. This approach also provides
a powerful framework for lesson
observations and feedback.

ABCD of the Statement of Objectives

One method that can be useful when writing a learning objective or outcome is the ABCD
method (Heinich, et al., 1996). This method considers:

1. Audience: Who are your learners (who will be doing the performance)? The audience describes
who the learner is. Example: The _____ will be able to ...
2. Behavior: Describe the task or behavior using action verbs -- be sure it is something that can be
heard or something that is observable. The behaviour is the action, skill, competency, or learning
that the audience (the learner) will accomplish as a result of your teaching/ activity. Review
Bloom‟s Taxonomy for example of power verbs. (Avoid using verbs like know, understand, learn,
appreciate, realize, etc. that cannot be measured.)
3. Conditions: Under what conditions (what tools, aids or reference materials can the learner use? Are
there things that they won't be able to use?). The condition describes the circumstances under
which the learning will occur. In other words, it describes required resources or materials the student
would need to access when completing the task. Examples: After watching a video the student
will…, Given a list of ______ the student will …
4. Degree: To what degree of mastery -- how well must it be done (speed, accuracy, quality, etc.)?
The degree describes the level of mastery the student must demonstrate to indicate he/she
successfully mastered the objective. Examples: at least 3 out of 4 (75%) causes of the Civil War, at
least 90 out of 100% (90%) accuracy…

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Assessment of Objectives:

Objectives are directly tied to assessment in that the behaviour expressed as an action verb suggests
what form appropriate assessment might take.

Examples of ABCD statement of Objectives

Audience – learner that the Condition – the circumstances under

objective is written for which the objectives must be
completed
Behaviour – verb that describes Degree – the standard that the
what the learner will do after the learner must meet to reach
instruction acceptable performance

b. Given a bar, line, or circle graph, the seventh-grade mathematics student will verbally present the
statistical or numerical information shown on the graph with at least 7 out of 8 (87%) accuracy.

c. The ninth-grade science student when provided with a copy of the periodic table will describe
characteristic properties of assigned groups of elements in at least 70% instances.

d. Given a sentence written in the past or present tense, the student will be able to re-write the sentence in
future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday).

e. At the end of the lesson, the student will be able to solve quadratic equations using quadratic formula
with skills and accuracy.

GUIDELINES in Writing Objectives from Competencies

1. Describe specific activities a student will do to show that he or she has learned
2. Include 2-10 learning objectives for each Learning Competency (main idea or skill)
3. Audience + Behavior + Condition + Degree = Learning Objective (ABCD)
Examples:

Audience Behavior Condition Degree

 Students  Described  in a written assignment…  report exhibits correct
 Graduate  Diagnose  in a classroom setting… grammar, usage, spelling,
students  List  by the end of the punctuation
 Performed semester…  relevant history items are all
 Interpret  using the given set of lab complete and accurate
values…  anatomical structures are
 provided a case study… identified with complete
accuracy within 5 minutes

Examples:

Learning Competency: Show how the components of innate immune system interact.
(Behavior are bolded, Conditions are italicized, and Degree is underlined)

Effective Learning Objectives Less Effective Learning Objectives

 Given scenario of a stressed animal, the  Understand what happens with the margination
student will explain, succinctly and including all pool and neutrophil counts stressed animals.
key mechanisms, how margination pool - No behavior, condition or degree.
influences neutrophil count.

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