Chapter 2ASSESSING LEARNING OUTCOMES

Taxonomy of Educational Objectives

Criteria for Selecting Appropriate Objectives

Clear Statement of Instructional Objectives

Matching Test Items to Instructional Objectives

Bloom’s Revised Taxonomy

Taxonomy of Educational Objectives

Definition:

a useful guide for developing a comprehensive list of instructional objectives and

useful in identifying the types of learning outcomes to be considered when making instructional objectives.

Benjamin S. Bloom- a well-known psychologist and educator lead the formulating and classifying the goals and objectives

of the educational processes

Three Domains of Learning in Educational Taxonomy

1. Cognitive Domain (mental skills)2. Affective Domain (growth in feelings/emotions)3. Psychomotor Domain (manual or physical skills)

1. Cognitive Domain

outcomes of mental activity (memorizing, reading, problem solving, analyzing, synthesizing and drawing conclusion

2. Affective Domain

Emphasize a feeling tone, an emotion, or a degree of acceptance or rejection

Refers to persons’ awareness and internalization of objects and simulations

It focuses on the emotions of the learners

3. Psychomotor Domain

Progressive levels of behaviors from observation to mastery of physical skills

Physical movement, coordination, and use of the motor-skill areas

Criteria for Selecting Appropriate Objectives

1) Should include all important outcomes of the course or subject matter

2) Should be in harmony with the content standards of the state and with the general goals of the school

3) Should be in harmony with the sound principles of learning

4) Should be realistic in terms of the abilities of the students, time and the available facilities

Clear Statement of Instructional Objectives

statement of the general objectives and specific learning outcomes. Example:

1. Understands the scientific principles

1.1 Describes the principle in their own words;1.2 Identifies examples of the principle;1.3 States reasonable hypotheses based on the

principle;1.4 Uses the principle in solving problem;1.5 Distinguishes between two given principles;1.6 Explains the relationships between the given

principles.

Matching Test Items to Instructional Objectives

Learning outcomes and learning conditions of test items

• should always match

Learning outcomes and learning conditions of the instructional objectives

• achieved Content Validity – assess or measure the achievement of the students

Basic rule:

MATCHING INSTRUCTIONAL OBJECTIVES TO TEST ITEMS

Objective: Circle the nouns and pronouns from the given list of words

Test Item: Give 5 examples of pronouns and 5 examples of verbs.

Objective: Discriminate fact from opinion from Pres. Aquino’s first SONA.

Test Item: From the State of the Nation Address of Pres. Aquino, give 5 examples of facts and 5 examples of opinions.

not match

match

Bloom’s Revised Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

To Verb form

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Noun

19562001

BLOOM’S Anderson

Using (applying, changing,

computing

Separating (analyzing, comparing, distinguishing, probing, contrasting

Judging (choosing, comparing

Building (composing, creating,

inventing)

Recalling ( defining, describing,

identifying)

Comprehending (explaining, interpreting)

Cognitive Domain Learning Objectives Arranged Hierarchy

creating

evaluating

analyzing

applying

understanding

remembering

Key Verbs to the Cognitive Domain

Remember Understand Apply Analyze Evaluate

State Cite examples of Apply Analize Appraise

Tell Differentiate Demonstrate Appraise Choose

Underline Describe Dramatize Calculate Assess

Locate Determine employ Compare compare

Match Discuss Generalize Conclude Estimate

State Explain Illustrate Contrast Evaluate

Spell express Interpret Correlate Measure

Identify Give in your own words

Operate criticize Judge

Relate Locate practice Determine rate

List interpret Relate Develop Score

Define Restate Schedule Distinguish Select

Recall review use draw validate

memorize respond initiate examine value

State

Krathwohls’ Level of Affective Domain

Characterization by value or value set

Responding

Receiving

Key Verbs for the Affective Domain

Receiving Responding Valuing Organization Characterization

Chooses Answers Differentiate Combine Listen

Describe Assist Initiate Compare Perform

Give Aid Justify Organize Propose

Hold Comply Propose Relate Question

Identify Conform Report Synthesize Revise

Points to Present Selects Modify Solve

select practice share generalize Verify

Reply Tell Study Prepare Qualify

Use Write Read Complete Influence

locate greet join formulate display

Levels of Psychomotor Domain• Origination – create new movement patterns to fit a particular situation or specific

problem

• Complex Overt Response – quick, accurate, highly coordinated

• Guided Response- learning a complex skill that includes imitation and trial and error

• Perception- ability to use perception cues to guide motor activity

• Set- readiness to act, includes mental, physical and emotional sets

•

• Mechanism – performed with some confidence and proficiency

• Adaptation – can modify movement pattern to fit special requirements

Other Psychomotor DomainBy R.H. Dave(1975)

Observing and patterning behavior after someone else

Being able to perform actions by following instructions and practicing

Refining, becoming more exact so few errors

Coordinating a series of actions, achieving harmony and internal consistency

Having high level performance become natural w/out needing to think much about it.

Harlow’s Taxonomy of Objectives in Psychomotor Domain

No Discursive Communication

Skilled Movements

Physical Abilities

Perception

Fundamental movements

Reflex MovementsReactions that are not learned/stimuli

Inherent movement formed by combining of reflex

Responses to stimuli such as visual, auditory

Require endurance, strength which produce sound and efficiently body

Advanced learned movements as sports or acting

Effective body language like gestures and facial expression

Key Verbs for the Psychomotor Domain

Reflex Fundamental Perceptual Physical Abilities

Skilled Non Discursive

Flex Crawl Catch Endure Waltz Gesture

Stretch Creep Bounce Improve Type Stand

Extend Slide Eat Increase Play the piano Sit

Inhibit Walk Write Stop Plane Express facially

Lengthen Run Balance Start File Dance skillfully

Shorten Jump Bend Move precisely

Skate Perform skillfully

Tense Grasp Explore Touch Joggle Paint skillfully

Relax Reach Touching Bend Paint Play skillfully

Tense Support Distinguish by touching

Dive

Stiffen Tighten To draw from memory

Fence

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