ASSESSMENT OF LEARNING 1

MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

MODULE 4

ESTABLISHING LEARNING TARGETS/OUTCOMES

Purposes of Instructional Goals and Objectives

 Instructional goals and objectives provide direction for instructional process

byclarifying the intended learning outcomes.

 Educational goals are general statements of what students will know and be
able to do. Goals are written to cover most of the instructional time, such as
a unit, semester, or year, and indicate in broad terms what will be
emphasized during the time period.

 Instructional objectives are usually relatively specific statements of the

student performance that should be demonstrated at the end of
instructional unit. They are meant as standard learning outcomes.

 Precise behavioural objectives include the following criteria:

1. Audience. This is a description of the students who are expected to

perform or demonstrate the behaviour of a specific grade level.

2. Behaviour. Specific behaviour is indicated by action verbs.

3. Criterion. This is a description of the criteria used to indicate whether the

behaviour has been demonstrated, like answering eight out of ten
questions correctly.

4. Condition. This may be circumstances, equipment, or materials used when

demonstrating the behaviour, such as with or without the use of a
calculator, an open book or a dictionary.

Example: Given one and a half hour without calculator (condition),

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students in the honor program (audience) will compute (behaviour) the
indexes of discrimination and difficulty of 15 multiple choice item
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(criterion).

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

Behavioural Learning Objectives

What is a Learning Objective?

A learning objective is a statement of what students will be able to do

when they have completed instruction. A learning objective has three major
components:

1. A description of what the student will be able to do.

2. The conditions under which the student will perform the task.
3. The criteria for evaluating student performance.

What is the difference between a GOAL and a Learning Objective?

A GOAL is a statement of the intended general outcome of an

instructional unit or program. A goal statement describes a more global learning
outcome while a learning objective is a statement of one of several specific
performances, the achievement of which contributes to the attainment of the
goal. A GOAL may have many specific subordinate learning objectives. For
example:

GOAL: The goal of the Learning Assessment course is to enable the students to
make reliable and accurate assessments of learning.

Learning Objective #1: Given a learning objective the student will be able to
develop an appropriate multiple-choice question to measure student
achievement of the objective.

Learning Objective #2: Given a printout from an item analysis of a multiple

choice exam the student will be able to state the accuracy of the test scores.

Learning Objective #3: Given the discrimination and difficulty indices of an item
the student will be able to determine if the item contributes to the reliability of
the exam.

Why are Learning Objectives important? Learning objectives are guides to:
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1. Selection of content
2. Development of an instructional strategy.
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3. Development and selection of instructional materials.

4. Construction of tests and other instruments for assessing and then
evaluating student learning outcomes.

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

How do you write a Learning Objective?

In writing a Learning Objective:

1. Focus on student performance not teacher performance.

2. Focus on product - not process.
3. Focus on terminal behavior - not subject matter.
4. Include only one general learning outcome in each objective.

A learning objective is a statement describing a competency or

performance capability to be acquired by the learner. There are three
characteristics essential to insuring clear statements of objectives.

The simple method of stating the learning objectives according to Palma

(2009) is through the use of the so called ABCD format, where –

“A” stands for “audience” or target group of learners who will learn the
new behavior in terms of knowledge to be gained, skill to be perfected, or
attitude or value to be imbibed.

“B” means “behavior” that the learners will perform or exhibit to indicate
achievement of the objective. This must be described in clear, concise and
concrete terms.

“C” is for “condition” under which the behavior will be performed by the
learners. In other words, any given or restriction that will obtain when the learner
exhibits the desired behavior should be identified and specified.

“D” signifies “degree” of acceptable performance of the behavior, which

may either be for the individual student or the whole class.

OBJECTIVE: “Given a set of data the student will be able to compute the
standard deviation.”

Condition - Given a set of data

Behavior - the student will be able to compute the standard deviation.

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Criterion - the number computed will be correct (implied).

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Characteristics of Learning Objectives

The characteristics of behavioral learning objectives must reflect the

acronym SMART. S means specific; M – measurable; A – attainable; R – result-

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

oriented/relevant/realistic; and, T – time-bound and terminal. It is noteworthy

that objectives can be assessed through any types of test which are clearly
stated in behavioral terms. The verbs know, understand, analyze, evaluate,
appreciate, comprehend and realize are not behavioral in nature or observable
actions and cannot be used in writing learning objectives except when they are
paired with an adverb of manner which will demarcate its measurability.

Taxonomies of Behavioural Learning Objectives

A. Gagne’s Taxonomy of Learning Outcomes

Dr. Robert M. Gagne (1965 in Driscoll, 2000) is best known for his Nine
Events of Instruction. He was born in 1916 in North Andover, Massachusetts. In
1937, he earned his A.B. from Yale University. After receiving his Ph.D. from
Brown University in psychology in 1940, he taught at Connecticut College for
Women and Pennsylvania State University.

In 1949, he became the research director for the perceptual and motor
skills laboratory of the United States Air Force and studied military training
problems. He also served as a consultant to the United States Department of
Defense. It was during this time that he began to develop ideas known as the
"conditions of learning."

Gagne believes that effective instruction should reach beyond traditional

learning theories. He supports cumulative teaching that transitions from simple
to complex skills. This hierarchical framework is widely used in many instructional
environments. Now, he advocates his own taxonomy of learning outcomes as
presented in Table 1 below.

Table 1. Gagne’s Taxonomy of Learning Outcomes

Learning Critical Learning

Definition Example
Outcomes Conditions
 Draw attention to
distinctive feature by
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variations in print or
Stating previously
speech.
learned materials Listing the seven
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VERBAL  Present information so

such as facts, major symptoms of
INFORMATION that it can be made
concepts, principles cancer.
into chunks.
and procedures.
 Provide a meaningful
context for effective
encoding of

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College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

information.
 Provide cues for
effective recall and
generalization of
information.
INTELLECTUAL SKILLS
Distinguish objects,  Call attention to Feeling the
features, or symbols. distinctive features. difference in texture
Discrimination  Stay within the limits of between two fabrics
working memory. being considered for
 Stimulate the recall of drapery linings.
Identifying classes of previously learned Picking all the
Concrete concepts concrete objects, component skills. wrenches out of the
features or events.  Present verbal cues to tool box.
Classifying new the ordering or Noting the armed
example of events or combination of conflict between two
Defines concepts component skills.
ideas by their peoples in country as
definition.  Schedule occasions for a “civil war.”
practice and spaced
Applying a single Calculating the
review.
relationship to solve a earned run averages
Rules  Use a variety of contexts
class of problems. (ERAs) of the Atlanta
to promote transfer.
Braves.
Applying a new Generating a plan to
combination of rules manage a major
Higher order rules
to solve a complex change in a client
problem. organization.
 Describe or
demonstrate the
strategy.
 Provide a variety of
Employing personal Incorporating visual
occasions for practicing
COGNITIVE ways to guide displays into a
using the strategy.
STRATEGIES learning, thinking, presentation for a
 Provide informative
acting and feeling. client.
feedback as to
creativity or originality of
the strategy or
outcome.
 Establish an expectancy
of success associated
with the desired
attitude.
 Assure student
Choosing personal
identification with an
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actions based on Choosing to respond
admired human model.
ATTITUDES internal states of to all incoming e-mail
 Arrange for
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understanding and within 24 hours.

communication or
feeling.
demonstration of
choice personal action.
 Give feedback for
successful performance,
or allow observation of

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College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

feedback in the human

model.
 Present verbal or other
guidance to cue
subroutine.
 Arrange repeated
Executing
practice. Performing CPR on a
performances
MOTOR SKILLS  Furnish immediate person who has
involving the use of
feedback as to the stopped breathing.
muscles.
accuracy of
performance.
 Encourage the use of
mental practice.
(Adapted from Driscoll, M.P. (2000). Psychology of learning for instruction. Needham Heights,
Massachusetts: Allyn & Bacon A Pearson Educational Company.)

B. Cognitive Domain

The cognitive domain involves knowledge and the development of

intellectual skills. This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the development of intellectual
abilities and skills. There are six major categories, which are listed in order below,
starting from the simplest behavior to the most complex. The categories can be
thought of as degrees of difficulties. That is, the first one must be mastered
before the next one can take place.

Table 2. Behavioral Terms in the Cognitive Domain

Category Key Words (verbs) Examples

Knowledge: Recall data or defines, describes, identifies,  Recite a policy.
information. labels, lists, matches, names,  Quote prices from
outlines, recalls, recognizes, memory to a customer.
reproduces, selects, states.  Identify the safety rules
Comprehension: Understand comprehends, converts,  Rewrite the principles of
the meaning, translation, defends, distinguishes, test writing.
interpolation, and estimates, explains, extends,  Explain in one's own
interpretation of instructions generalizes, gives an example, words the steps for
and problems. State a problem infers, interprets, paraphrases, performing a complex
in one's own words. predicts, rewrites, summarizes, task.
translates.  Translates an equation
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into a computer
spreadsheet.
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Application: Use a concept in applies, changes, computes,  Use a manual to

a new situation or unprompted constructs, demonstrates, calculate an employee's
use of an abstraction. Applies discovers, manipulates, vacation time.
what was learned in the modifies, operates, predicts,  Apply laws of statistics to
classroom into novel situations prepares, produces, relates, evaluate the reliability of
in the work place. shows, solves, uses. a written test.

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College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

Analysis: Separates material or analyzes, breaks down,  Troubleshoot a piece of

concepts into component compares, equipment by using
parts so that its organizational contrasts, diagrams, logical deduction.
structure may be understood. deconstructs, differentiates,  Differentiate logical
Distinguishes between facts discriminates, distinguishes, fallacies in reasoning.
and inferences. identifies, illustrates, infers,  Gather information from
outlines, relates, selects, a department and
separates. selects the required tasks
for training.
Synthesis: Builds a structure or categorizes, combines,  Write a company
pattern from diverse elements. compiles, composes, creates, operations or process
Put parts together to form a devises, designs, explains, manual.
whole, with emphasis on generates, modifies, organizes,  Design a machine to
creating a new meaning or plans, rearranges, reconstructs, perform a specific task.
structure. relates, reorganizes, revises,  Integrates training from
rewrites, summarizes, tells, several sources to solve a
writes. problem.
 Revises and process to
improve the outcome.
Evaluation: Make judgments appraises, compares,  Select the most effective
about the value of ideas or concludes, contrasts, criticizes, solution.
materials. critiques, defends, describes,  Hire the most qualified
discriminates, evaluates, candidate.
explains, interprets, justifies,  Explain and justify a new
relates, summarizes, supports. budget.

Another version of Bloom’s Cognitive Taxonomy is that of the revised

interpretation made by Lorin Anderson, a popular student of Benjamin Bloom,
with his companions modified the nomenclature to make learning more active
and vigorous.

Table 3. Revised Bloom’s Taxonomy of Cognitive Domain (Anderson, et al., 2001)

Cognitive Ability Keywords Definition & Examples

Remember: Retrieve relevant knowledge from memory.
Identify Matching description with visual representations. For example,
Recognizing
Match identifying the components of a microcomputer system.
State Retrieving knowledge from long term memory. For example, stating
Recalling Define four characteristics of information or defining the meaning of an
acronym.
Describe
Understand: Construct meaning from instructions.
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Estimate Changing from one form of representation to another. For example,
Interpreting Convert interpreting an advert for computer hardware or converting one
Translate unit or measurement to another (e.g. bytes to megabytes).
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Give examples Finding a specific example of a concept or principle. For example,

Illustrate relating a specific package features to the generic features of a
Demonstrate type of package.
Exemplifying
Show

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College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
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Arrange Assigning something to a specific class or category or re-ordering

Classify the list. For example, classifying specific software products by
Classifying
Categories software type (freeware, shareware, commercial, etc.).
Sort
Summarize Abstracting a general theme or major points. For example, writing a
Summarizing
Review short review of a specific software product.
Predict Drawing a conclusion from presented information. For example,
Inferring Deduce given a number of specific cases, produce rules using an expert
Extrapolate system.
Compare
Contrast Detecting correspondences between ideas and/or objects. For
Comparing Evaluate example, contrast two programming languages in terms of their
Map data structure facilities.

Give reasons
Constructing a cause-and-effect model of a system. For example,
Explaining Explain
give reasons for the emergence of the internet.
Justify
Apply: Carry out or use a procedure in a given situation.
Carry out
Applying a procedure to a familiar task. For example, carrying out
Executing Perform
the procedure to install an applications package on a PC.
Complete
Use Applying a procedure to an unfamiliar task. For example, using
Implementing Apply applications software to solve a given problem or writing a piece of
Implement code to perform a specific task.
Analyze: Break material into its constituent parts and determine how these parts relate to one another and
to the overall structure or purpose.
Select Identifying similarities and differences, and important and
Choose unimportant attributes of objects or systems. For example, choosing
Differentiating
Discriminate a computer system (from two or more provided) for a specific task,
or selecting a specific data structure to model a given problem.
Arrange Determining how elements fit together within a system. For
Find example, constructing a flowchart to represent a given problem
Organizing
Structure description or producing a data flow diagram to model a supplied
Organize case study.
Assign Determine a point of view, bias, values or intent. For example,
Attributing Attribute determining the point of a view of an author of an essay on the
Deconstruct social implications of IT.
Evaluate: Make judgments based on criteria and standards.
Check
Verify Determining inconsistencies or fallacies within a process or product.
Checking Confirm For example, dry running a given algorithm to check its correctness
Monitor or testing a program to locate errors.
Test
Evaluate
Comment on
Review
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Appraise Detecting the appropriateness of a given procedure for a given
Critique problem; measuring a product or process using criteria. For
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Critiquing example, judging appropriateness of two algorithms for a given

Judge
situation, or evaluating the data security arrangement s for a
Critically assess specific scenario.

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College of Education, Polytechnic University of the Philippines – Ragay Branch
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Create: Put elements together to form a coherent or functional whole; re-organize elements into a new
pattern.
Suggest
Producing alternative hypotheses based on criteria. For example,
Produce
Generating given a description of a hardware error, propose possible causes.
Hypothesis
Imagine
Plan Devising a procedure for accomplishing a task. For example,
Design designing a problem solving routine to diagnose and correct
Planning
Set-up hardware problems or planning the creation of a new software
product.
Produce
Make Inventing a product. For example, creating a new piece of
Producing
Construct software or constructing a website.
Create
(Adapted from Elliot, B. (February, 2002). Using the revised Bloom’s taxonomy for creation of
examination questions. Scottish Qualification Authority, Version 1.1)

Webb's DOK model

Depth of knowledge (DOK) forms another important perspective of cognitive

complexity. The best known work in this area, that of Norman Webb (1997, 1999),
compelled states to rethink the meaning of test alignment to include both the content
assessed in a test item and the depth to which we expect students to demonstrate
understanding of that content. Similarly, it is significant to formulate the behavioral
learning objectives in daily lesson plan using DOK as to consider the concepts or
knowledge mastered by the learners. In other words, the complexity of both the
content (e.g., interpreting literal versus figurative language) and the required task (e.g.,
solving routine versus non-routine problems) both define each DOK level shown in Table
4 (Hess et al., 2009).

Table 4. Webb’s Depth-of-Knowledge (DOK) Levels (Webb 1997, 1999)

Level Description
Recall a fact, term, principle, or concept; perform a routine
DOK-1 Recall & Reproduction
procedure.
Use information, conceptual knowledge; select appropriate
procedures for a task; perform two or more steps with decision points
DOK-2 Basic Application of
along the way; solve routine problems; organize or display data;
Skills/Concepts
interpret or use simple graphs.

Reason or develop a plan to approach a problem; employ some

decision-making and justification; solve abstract, complex, or non-
DOK-3 Strategic Thinking/Reasoning
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routine problems, complex. (DOK-3 problems often allow more than
one possible answer.)
Perform investigations or apply concepts and skills to the real world
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that require time to research, problem solve, and process multiple

DOK-4 Extended Thinking
conditions of the problem or task; perform non-routine manipulations
across disciplines, content areas, or multiple sources.
(Adapted from Hess, Karin K., Jones, Ben S., Carlock, Dennis & Walkup, John R. (2009, March 7). Cognitive rigor: Blending
the strengths of Bloom's taxonomy and Webb's depth of knowledge to enhance classroom-level processes. Education
Resource Information Center (ERIC) publication ED517804.)

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

According to Hess et al. (2009) Bloom's Taxonomy and Webb’s DOK

model differ in scope and application. Bloom's Taxonomy categorizes the
cognitive skills required of the brain when faced with a new task, therefore
describing the type of thinking processes necessary to answer a question. The
DOK model, on the other hand, relates more closely to the depth of content
understanding and scope of a learning activity, which manifests in the skills
required to complete the task from inception to finale e.g., planning,
researching, drawing conclusions.

However, it is because no simple one-to-one correspondence relates

Bloom's Taxonomy and depth of knowledge, Hess (2006) superposed them. The
resulting cognitive rigor (CR) matrix in Table 5 below vividly connects, yet clearly
distinguishes, the two schemata, allowing educators to examine the rigor
associated with tasks that might seem at first glance comparable in complexity.

The cognitive rigor matrix soon found use in states just beginning to
appreciate the role cognitive complexity played in test design and item
development and, as well as formulating learning objectives (Hess, 2006a,
2006b; Hess et al., 2009).

Table 5. Cognitive rigor (CR) matrix with curricular examples

Webb’s Depth-of-Knowledge (DOK) Levels

Revised Bloom’s Level 1 Level 2 Level 3 Level 4
Taxonomy Recall and Skills and Strategic Thinking/ Extended
Reproduction Concepts Reasoning Thinking
Remember:  Recall, recognize,
Retrieve knowledge locate basic facts,
from long-term ideas, principles
memory, recognize,  Recall or identify
recall, locate, conversions: between
identify units of measure
 Identify facts/details in
texts
Understand:  Compose/decompose  Specify and  Explain, generalize,  Explain how
Construct meaning, numbers explain or connect ideas concepts or
clarify, paraphrase,  Evaluate an expression relationships using supporting ideas
represent, translate,  Locate points on a  Give non- evidence specifically
illustrate, give grid examples/exampl  Explain phenomena relate to other
examples, classify,  Symbolize math e in terms of concepts content
relationships  Make and record  Write full domains or
44
categorize,summarize,
generalize, infer a  Write simple sentences observations composition to concepts
logical conclusion,  Describe/explain how  Summarize results, meet specific  Develop
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predict, compare or why concepts, ideas purpose generalizations

/contrast, match like  Infer or predict  Identify themes of the results
ideas, explain, from data or texts obtained or
construct models  Identify main strategies used
ideas and apply
them to new
problem
situations

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College of Education, Polytechnic University of the Philippines – Ragay Branch
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Apply:  Follow simple/routine  Select a  Use concepts to  Select or

Carry out or use a procedures procedure solve non-routine devise an
procedure in a  Solve a one-step according to task problems approach
given situation; carry problem needed and  Design investigation among many
out (apply to a  Calculate, measure, perform it for a specific alternatives to
familiar task), or use apply a rule  Solve routine purpose or research solve a novel
(apply) to an  Apply an algorithm or problem applying question problem
unfamiliar task formula multiple concepts  Conduct a  Conduct a
 Represent in words or or decision points designed project that
diagrams a concept  Retrieve investigation specifies a
or relationship information from  Use reasoning, problem,
 Apply rules or use a graph and use it planning, and identifies
resources to edit solve a multi-step evidence solution paths,
spelling and grammar problem  Revise final draft for solves the
 Use models to meaning or problem, and
represent progression of ideas reports results
concepts  Illustrate how
 Write paragraph multiple
using appropriate themes
organization, text (historical,
structure geographic,
social) may be
interrelated
Analyze:  Retrieve information  Categorize,  Compare  Analyze
Break into constituent from a table or graph classify materials information within or multiple
parts, determine to answer a question  Compare/ across data sets or sources of
how parts relate,  Identify or locate contrast figures or texts evidence or
differentiate between specific information data  Analyze and draw multiple works
relevant-irrelevant, contained in maps,  Select conclusions by the same
distinguish, focus, charts, tables, graphs, appropriate  Generalize a author, or
select, organize, or diagrams display data pattern across genres
outline, find  Extend a pattern  Organize/interpret  Analyze
coherence,  Identify use of data complex/
deconstruct (e.g., for literary devices  Analyze author’s abstract
bias or point of view)  Identify text craft or viewpoint themes
structure of  Gather,
paragraph analyze, and
organize
information
 Analyze
discourse styles
Evaluate:  Cite evidence and  Gather,
Make judgments develop a logical analyze, and
based on criteria, argument for evaluate
check, detect concepts relevancy and
inconsistencies or  Describe, compare, accuracy
fallacies, judge, and contrast  Draw and
critique solution methods justify
conclusions
 Verify  Apply
reasonableness of understanding
results in a novel way,
 Justify conclusions provide
made argument or
justification for
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the application
Create:  Brainstorm ideas,  Generate  Synthesize  Synthesize
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Reorganize elements concepts, or conjectures or information within information

into new patterns/ perspectives related hypotheses based one source or text across multiple
structures, generate, to a topic or concept on observations or  Formulate an sources or texts
hypothesize, design, prior knowledge original problem  Design a
plan, construct,  Develop a complex model to
produce model for a given inform and
situation solve a real-

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
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world,
complex, or
abstract
situations.
(Adapted from Hess, Karin K., Jones, Ben S., Carlock, Dennis & Walkup, John R. (2009, March 7). Cognitive rigor: Blending
the strengths of Bloom's taxonomy and Webb's depth of knowledge to enhance classroom-level processes. Education
Resource Information Center (ERIC) publication ED517804.)

SOLO (Structure of Observed Learning Outcomes) Taxonomy

The alternative to Blooms’ Cognitive Domain that is commonly utilised in

Higher Education is the SOLO Taxonomy. It has been used to not only assist in
writing learning outcomes but has also been used to categorise answers and is
often used in assessment criteria. There are five hierarchical levels (Biggs & Collis,
18982; Biggs, 1992) that range from incompetence to expertise (Boulton-Lewis,
1994; http://www.learningandteaching.info/learning/solo.htm).

Table 6. SOLO Taxonomy

Level Characteristic Some verbs

Pre-Structural Incompetent, nothing known about the
area
Uni-Structural One relevant aspect is known list, name, memorize
Multi-structural Several relevant independent aspects describe, classify, combine
are known
Relational Aspects of knowledge are integrated into analyse, explain, integrate
a structure
Extended Knowledge is generalised into a new predict, reflect, theorise
Abstract domain
(Adapted from Atherton, J. S. (2005) Learning and teaching: SOLO taxonomy. [On-line] UK: Retrieved from
http://www.learningandteaching.info/learning/solo.htm last May 17, 2012.)

Fink’s Taxonomy

Unlike the previous two taxonomies, Fink (2009) presents a taxonomy that
is not hierarchical. In addition it covers a broader cross section of domains with
the exception of a psychomotor domain. It is similar to Anderson’s taxonomy
(2001) in its emphasis is on metacognition (learning to learn) and also includes
more affective aspects such as the ‘human dimension’ and ‘caring:
identifying/changing one’s feelings’. Table 7 highlights some appropriate verbs
46

linked to particular learning behaviours that may be of use in writing your

Page

learning outcomes (http://www.ou.edu/pii/significant/ WHAT%20IS.pdf).

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

Table 7. Fink’s Taxonomy

Dimension Description Some verbs

Foundational Understand and remember name, list, describe
Knowledge
Application Critical, creative and practical thinking; analyse, interpret, apply
problem solving
Integration Make connections among ideas, subjects, describe, integrate
people
Human Dimensions Learning about and changing one’s self; reflect, assess
understanding and interacting with others
Caring Identifying/changing one’s feelings, reflect, interpret,
interests, values.
Learning to learn Learning how to ask and answer questions, critique, analyze
becoming a self-directed learner
(Adapted from Fink, D.L, (2009) A self directed guide to designing course for significant learning.
Retrieved from http://www.ou.edu/pii/significant/selfdirected1.pdf from May 17, 2012. )

B. Affective Domain

This domain includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
The five major categories listed from the simplest behaviours to the most
complex:

Table 8. Behavioral Terms in the Affective Domain

Category Key Words (verbs) Example

Receiving Phenomena: Awareness, asks, chooses,  Listen to others with respect.
willingness to hear, selected attention. describes, follows,  Listen for and remember the name of
gives, holds, identifies, newly introduced people.
locates, names, points
to, selects, sits, erects,
replies, uses.
Responding to Phenomena: Active answers, assists, aids,  Participates in class discussions.
participation on the part of the complies, conforms,  Gives a presentation.
learners. Attends and reacts to a discusses, greets, helps,  Questions new ideals, concepts,
particular phenomenon. Learning labels, performs, models, etc. in order to fully understand
outcomes may emphasize compliance in practices, presents, them.
responding, willingness to respond, or reads, recites, reports,
satisfaction in responding (motivation). selects, tells, writes.

Valuing: The worth or value a person completes,  Demonstrates belief in the democratic
attaches to a particular object, demonstrates, process. Is sensitive towards individual
phenomenon, or behavior. This ranges differentiates, explains, and cultural differences (value diversity).
47
from simple acceptance to the more follows, forms, initiates,  Shows the ability to solve
complex state of commitment. Valuing is invites, joins, justifies, problems. Proposes a plan to social
based on the internalization of a set of proposes, reads, improvement and follows through with
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specified values, while clues to these reports, selects, shares, commitment.

values are expressed in the learner's overt studies, works.  Informs management on matters that
behavior and are often identifiable. one feels strongly about.

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College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
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Organization: Organizes values into adheres, alters,  Recognizes the need for balance
priorities by contrasting different values, arranges, combines, between freedom and responsible
resolving conflicts between them, and compares, completes, behavior.
creating an unique value system. The defends, explains,  Accepts responsibility for one's behavior.
emphasis is on comparing, relating, and formulates, generalizes,  Explains the role of systematic planning in
synthesizing values. identifies, integrates, solving problems.
modifies, orders,  Accepts professional ethical standards.
organizes, prepares,  Creates a life plan in harmony with
relates, synthesizes. abilities, interests, and beliefs.
 Prioritizes time effectively to meet the
needs of the organization, family, and
self.
Internalizing values (characterization): Has acts, discriminates,  Shows self-reliance when working
a value system that controls their displays, influences, independently.
behavior. The behavior is pervasive, listens, modifies,  Cooperates in group activities (displays
consistent, predictable, and most performs, practices, teamwork).
importantly, characteristic of the proposes, qualifies,  Uses an objective approach in problem
learner. Instructional objectives are questions, revises, solving.
concerned with the student's general serves, solves, verifies.  Displays a professional commitment to
patterns of adjustment (personal, social, ethical practice on a daily basis.
emotional).  Revises judgments and changes
behavior in light of new evidence.
 Values people for what they are, not
how they look.

C. Psychomotor Domain

The psychomotor domain (Simpson, 1972) includes physical movement,

coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution. The seven major categories are listed
from the simplest behavior to the most complex.

Table 9. Behavioral Terms in the Psychomotor Domain

Category Key Words (verbs) Example

Perception: The ability to use chooses, describes, detects,  Detects non-verbal
sensory cues to guide motor differentiates, distinguishes, identifies, communication cues.
activity. This ranges from sensory isolates, relates, selects Estimate where a ball
stimulation, through cue selection, will land after it is thrown
to translation. and then moving to the
correct location to
catch the ball.
 Adjusts heat of stove to
correct temperature by
smell and taste of food.
48
 Adjusts the height of the
forks on a forklift by
comparing where the
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forks are in relation to

the pallet.

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College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
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Set: Readiness to act. It includes begins, displays, explains, moves,  Knows and acts upon a
mental, physical, and emotional proceeds, reacts, shows, states, sequence of steps in a
sets. These three sets are volunteers manufacturing process.
dispositions that predetermine a  Recognize one's abilities
person's response to different and limitations. Shows
situations (sometimes called desire to learn a new
mindsets). process (motivation).
NOTE: This subdivision of
Psychomotor is closely
related with the
“Responding to
phenomena”
subdivision of the
affective domain.
Guided Response: The early stages copies, traces, follows, react,  Performs a
in learning a complex skill that reproduce, responds mathematical equation
includes imitation and trial and as demonstrated.
error. Adequacy of performance is  Follows instructions to
achieved by practicing. build a model.
 Responds hand-signals
of instructor while
learning to operate a
forklift.
Mechanism: This is the intermediate assembles, calibrates, constructs,  Use a personal
stage in learning a complex dismantles, displays, fastens, fixes, computer.
skill. Learned responses have grinds, heats, manipulates, measures,  Repair a leaking faucet.
become habitual and the mends, mixes, organizes, sketches.  Drive a car.
movements can be performed with
some confidence and proficiency.
Complex Overt Response: The skilful assembles, builds, calibrates,  Maneuvres a car into a
performance of motor acts that constructs, dismantles, displays, tight parallel parking
involve complex movement fastens, fixes, grinds, heats, spot.
patterns. Proficiency is indicated by manipulates, measures, mends, mixes,  Operates a computer
a quick, accurate, and highly organizes, sketches. quickly and accurately.
coordinated performance,  Displays competence
requiring a minimum of energy. This NOTE: The Key Words are the same as while playing the piano.
category includes performing Mechanism, but will have adverbs or
without hesitation, and automatic adjectives that indicate that the
performance. For example, players performance is quicker, better, more
are often utter sounds of accurate, etc.
satisfaction or expletives as soon as
they 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 adapts, alters, changes, rearranges,  Responds effectively to
developed and the individual can reorganizes, revises, varies. unexpected
modify movement patterns to fit experiences.
49
special requirements.  Modifies instruction to
meet the needs of the
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learners.
 Performs a task with a
machine that it was not
originally intended to
do (machine is not
damaged and there is
no danger in

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

performing the new

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

Thomas’ Psychomotor Taxonomy

Ken Thomas (2005) attempted to provide a more categorized view of the

psychomotor domain (as opposed to either a baseline abilities checklist or a
progressive mastery perspective). This taxonomy is designed to classify
psychomotor learning outcomes that could be applied to corporate or industrial
training. However, for the purpose of this paper, it is viewed by the author that
Thomas perspective is equally significant which describe both academic and
technical performances of the learners as he also borrowed pieces from both
Harrow and Simpson. (see Table 10 below)

Table 10. Thomas’ Psychomotor Taxonomy

Level Description Foundation Verbs

Perception Gathering stimuli through the examine, feel, hear, identify, inspect,
(Level 1) senses. listen, locate, notice, scan, see, smell,
taste
Communication Physical aspects of diagram (verb), send/receive signals
(Level 2) communication (e.g., (e.g., Semaphore, Marse Code, Sign
organizing persuasive speech Language), shout, sing, speak, vocalize,
would rely on elements of the write
cognitive domain, but actually
delivering that speech would
be psychomotor).
Movement Physical movement from simple ascend/descend, bend, climb, crawl,
(Level 3) body positioning to complex crouch, fall, jump, kneel, reach, run,
locomotion. slide, step, stoop, stretch, swim, walk
Strength Actions on tasks requiring a break, carry, drag, haul, hoist, lift,
(Level 4) degree of physical strength load/unload, march, move (relocate an
and/or endurance. object), paddle, pull, push, row, stack,
50
throw, twist
Dexterity Task requiring hand control and adjust, aim, assemble/ disassemble/
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(Level 5) skill. reassemble, cut (surgical), grip,

manipulate, solder, splice, sulure, tie,
trace, tore, wind (as in wind a watch)
Coordination Synchronous of multiple Adapt, adjust, balance, catch,
(Level 6) physical activities. coordinate, dance, multitask, pitch,
swing & hit (golf, baseball bat etc.),

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College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
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throw (with aim)

Operation of Tools Actions and skills associated
adapt, adjust, align, avoid (steer), bore,
& Equipment with operating tools and/or calibrate, click (mouse, touchscreen),
(Level 7) pieces of equipment. compile, configure, correct, connect,
dig, drill, drive, fill, fit, flip (switches),
focus (lenses),hammer, log on/off,
lubricate, maneuver (vehicle), mortar,
mouse, nail, navigate, open/close,
operate, pile, plug/unplug, press, push
(buttons), regulate, replace, run
(operate), sand, saw, screw, select, set,
sharpen/hone, shift (gears), shut down,
stand/stop, steer, test, tighten/loosen,
turn (dials), turn on/off, twist, type
Construction Activities or tasks involved in apply (glue/paint), arrange, assemble,
(Level 8) building or constructing an attach, break, build, clean, combine,
object or structure. connect, disconnect, construct, create,
dismantle, fasten, fill, fix, gauge,
hammer, install, knock, down, level, mix,
mold, order, organize, package, plane,
plant, pound, pour, prepare, repair,
saw, shape, sift, smooth, sort, stitch, tear
down, wire
Art Refined and/or skilled actions arrange, bend, chisel, compose, create,
(Level 9) associated with creating art. design draw, manipulate, mold, paint,
play (instrument), sculpt
(Adapted from Thomas, K. (2005). Learning taxonomies in the cognitive, affective and
psychomotor domain. Rocky Mountain Alchemy, Version 2.1, White Paper)

D. Social Domain of Learning

Benjamin Bloom did not author a social domain of learning skills to

complement his cognitive, affective, and psychomotor taxonomies. However,
sociocultural and constructivist philosophies of education strongly incorporate
social domain learning skills. Cobb and Yachel (1996) provide an overview of
these theories.

The socio-cultural approach is associated with theorists such as the

Russian psychologist Lev Vygotsky (1934, 2006) and the American philosopher
and educator John Dewey (2005) who assumed that learning is a
developmental process that starts with “external” stimulation and emerges as
51

“internalized” abilities. In Process Education, this approach is used in the

“scoping” of learning activities to assure that the learning expectations are
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within the present capabilities of the learners and that they are compatible with
the time constraints and other available resources. It is essential to provide
appropriately designed, guided experiences to encourage a learner to
internalize knowledge.

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
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The emergent constructivist theories are often associated with Jean

Piaget’s (1970) developmental theory. These theories assume that the physically
maturing brain and environmental stimulation contribute equally to an
individual’s ability to construct knowledge. These theories are similar to those of
the socio-culturalists in the belief that learning is maximized if opportunities
stimulate emergence of new “schemas” (knowledge patterns or units). Process
Education assumes that learners not only continually construct knowledge but
that the quality of that construction can be facilitated as suggested by the five
levels of skill competency.

Description of the Social Domain

The learning processes included in the social domain feature

performances that directly focus on the development of social skills (e.g., being
courteous) as well as the uses of the social skills themselves to manage situations
or problems (e.g., improvising). There are general rules of thumb for identifying
key distinctions among the four domains. The cognitive domain involves
reasoning-related skills that need not be connected to a concrete context, the
affective domain involves valuing skills related to ways of being, the
psychomotor domain involves physical skills involving tool use or movement
coordination in specific contexts and, the social domain involves
communication-related skills in goal-oriented contexts.

The five process areas of the social domain as defined by Pacific Crest
include communicating, relating to others, relating culturally, managing, and
leading. As with the other domains, the social domain processes consist of a
hierarchy of complexity from the more basic or foundational (i.e.,
communicating) to the more complex (e.g., managing and leading).

Within each of the five social domain processes are four to six clusters of
skills whose titles indicate how specific skills are related to each other. The
combination of clusters for a process identifies the skill types for that process; the
skills identified within a cluster have no further subdivisions because they are
assumed to occur holistically in natural settings. There is no significance to the
order in which the specific skills are listed under each skill cluster.

Table 11. Social Taxonomy

52

Communicating Relating with Others

Page

Receiving a Message Inviting Interaction

Attending – mindful focusing by a listener Taking an interest in others – enjoying personal
Reading body language – gathering information from differences
nonverbal cues Initiating interaction – approaching and engaging others
Responding – giving appropriate and timely responses Hosting – using social events to build social cohesion
Checking perceptions – feeding back implied meaning Expressing positive nonverbal signals – accurately

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College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
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projecting feelings
Preparing a Message Assisting others – being kind without expecting a reward
Defining purpose – specifying outcomes for a message Being non-judgmental – responding with an assessment
Knowing the audience – predicting the background mindset
and interests of receivers
Organizing a message – sequencing elements for the Relating for Meaning
best impact Belonging – gaining acceptance in a group
Selecting word usage – using language that matches Befriending – initiating a supportive relationship
the audience’s background Empathizing – taking another’s emotional perspective
Formatting a message – selecting a mode or style that Collaborating – working together for mutual benefit
fits the purpose Parenting – guiding the social-emotional development of
Illustrating – enhancing a message with images, tables children
or drawings Mentoring – encouraging one’s growth through an
advisory
relationship
Delivering a Message
Selecting a venue – deciding when and where to Performing in a Team
present a message Goal setting – formulating shared outcomes
Generating presence – delivering a message with Achieving consensus – agreeing on decisions based on
authority shared values
Sharing knowledge – effectively presenting relevant Planning – deciding how to use resources to achieve
facts and interpretations goals
Persuading – using information selectively to convince Cooperating – respecting role boundaries and
Story telling – relating what happened responsibilities
Managing transitions – using planned techniques to Compromising – modifying positions to achieve common
lead an audience ground

Performing in an Organization
Accepting responsibility – demonstrating initiative and
persistence
Being assertive – advocating strongly on the basis of
reason and evidence
Making proposals – presenting plans for consideration
Documenting – creating a record of activities, work
products, and processes
Influencing decisions – using assessment data to support
decision paths
Relating Culturally Managing

Accepting Constraints Managing People

Obeying laws – complying with rules meant for the Building consensus – developing goals and plans that are
common good well-accepted
Inhibiting impulses – delaying one’s reaction until one is Motivating – arranging rewards that fit individual
aware of the situation aspirations
Noticing social cues – recognizing situational signs that Modeling performance – demonstrating high quality in
direct behavior action
Recognizing conventions – behaving politely within a Assessing performance – providing feedback for
context improving
performance
Evaluating performance – judging whether a
performance standard has been met

Building and Maintaining Teams

Living in Society Defining team roles – deciding on roles that support a
53
Sharing traditions – participating in mutually meaningful goal
rituals Setting rules – defining ethical and professional
Supporting institutions – upholding important
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expectations
organizations Delegating authority – authorizing others to manage
Valuing communities – recognizing the worth and needs of selected tasks
a group Confronting poor performance – requiring specific
Reacting to history – responding with knowledge of past change
events Recruiting – selecting qualified personnel for specific
Being a citizen – participating in the political process functions
Mediating – resolving interpersonal conflicts

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College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
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Demonstrating Cultural Competence

Clarifying stereotypes – checking assumptions about Managing Communication
people in different cultures Connecting with stakeholders – involving key individuals
Appreciating cultural differences – enjoying learning at appropriate times
cultural knowledge Networking – developing relationships with internal and
Generalizing appropriately – validly acknowledging external advocates
cultural differences Marketing – initiating messages to persuade clients of the
Using culture-specific expertise – possessing detailed value of something
knowledge about a culture Sustaining change – promoting creative proposals for
ongoing improvement

Managing Resources
Negotiating – making agreements with other stakeholders
to advance a position
Politicking – advocating positions with external
stakeholders
Securing resources – assuring appropriate funding,
scheduling, and staffing
Creating productive environments – arranging for
essential resources in a setting
Leading
Envisioning
Projecting the future – visualizing future status based on trends/logic
Seeing implications – describing the operational impacts of future trends
Balancing perspectives – maintaining the vision while working within constraints
Responding to change – being flexible in strategic thinking

Building a Following
Inspiring – being positive in the face of negative challenges
Sharing a vision – using empathy and imagery to help others see a vision
Generating commitment – asking for specific signs of willingness to tackle challenges required for a vision
Maintaining integrity – responding to personal issues with clear criteria/principles

Maintaining Commitment
Meeting individual needs – responding to evidence of needs with relevant resources
Taking meaningful stands – publicly articulating principles
Thinking opportunistically – using positive strategies to predict and reduce risks
Being charismatic – displaying confidence in action

Empowering
Giving credit – publicly and equitably acknowledging performance
Encouraging ownership – engaging others in important tasks for a vision
Grooming subordinates – developing future leaders to take over key roles
Being a servant leader – placing interests of others before personal interests

Social Domain Skill Competency Levels

The Table 12 below presents five levels of competency that can

potentially be achieved in any skill in the social domain. From the lowest to the
highest, these five levels of skill use are “non-conscious use,” “conscious use,”
54
“consistent performance,” “self-reflective use,” and “transformative use.” These
level descriptors provide a way to identify how much competence an individual
Page

has with any social domain skill. Brief examples are presented in Table 12 to
illustrate what the varying levels of competency look like in each of the five
levels in the skills of “attending” and “sharing a vision.”

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

Table 12. Social Domain Competency Levels

Level of Description of Individual Examples: a. Attending

Competency Response b. Sharing a vision
Level 5 Is highly skilled in the timely use a. Discerning subtle changes in audiences
Transformative of the skill to improve others’ and stakeholders
Use engagement or commitment b. Updating a vision to improve or
“capture” the future potential of the
organization
Level 4 Uses the skill within a planned a. Noticing the effectiveness of meetings
Self-Reflective strategy for organizational on the basis of one’s own criteria for
Use change, e.g., when running effective meetings
meetings b. Designing organizational teams to
implement a vision
through action projects
Level 3 Uses the skill to make a a. Task-oriented listening, questioning, and
Consistent difference in real time, e.g., paraphrasing
Performance cooperatively or b. Volunteering to be a member of a
collaboratively. college committee on vision;
presenting personal and peer
perspectives effectively

Level 2 Uses the skill passively but with a. Actively selecting information from
Conscious an awareness of the need to team comments
Use grow; is limited in confidence, b. Questioning a college president’s vision
social smoothness, and timing. in discussions with peers
Level 1 Is responsive if prompted by a. Passively present; able to respond if
Non-Conscious others; is attentive but does not asked a question
Use consciously identify social b. Noting the main features of a new
domain processes and skills college president’s vision
(Adapted from Liese, C., Beyerlein, S. W., & Apple, D. K. (n.d.). Social domain. Retrieved from
http://cetl.matcmadison.edu/efgb/2/2_3_5.htm last May 17, 2012.)

Bibliography/References

Atherton, J. S. (2005). Learning and teaching: SOLO taxonomy. [On-line] UK:

Retrieved from http://www.learningandteaching.info/learning/
solo.htm last May 17, 2012.

Driscoll, M.P. (2000). Psychology of learning for instruction. Needham Heights,

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Massachusetts: Allyn & Bacon A Pearson Educational Company.
Elliot, B. (February, 2002). Using the revised Bloom’s taxonomy for creation of
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examination questions. Scottish Qualification Authority, Version 1.1.

Fink, D.L, (2009. A self directed guide to designing course for significant learning.
Retrieved from http://www.ou.edu/pii/significant/selfdirected1.pdf from
May 17, 2012.

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch
 ASSESSMENT OF LEARNING 1
MODULE 4: ESTABLISHING LEARNING TARGETS/OUTCOMES

Hess, K. K., Jones, Ben S., Carlock, D. & Walkup, J. R. (2009, March 7).
Cognitive rigor: Blending the strengths of Bloom's taxonomy and Webb's
depth of knowledge to enhance classroom-level processes. Education
Resource Information Center (ERIC) publication ED517804.

Liese, C., Beyerlein, S. W., & Apple, D. K. (n.d.). Social domain. Retrieved from
http://cetl.matcmadison.edu/efgb/2/2_3_5.htm last May 17, 2012.

Reganit, A.A.R, Elicay, R.SP., & Laguerta, C.C. (2010). Assessment of student
learning 1. Quezon City: C & E Publishing, Inc.

Thomas, K. (2005). Learning taxonomies in the cognitive, affective and

psychomotor domain. Rocky Mountain Alchemy, Version 2.1, White
Paper.

Activity 1

Design learning assessment tasks based on the Six (6) Level of Bloom’s Cognitive
Dimension/Taxonomy.

Cognitive Dimension Learning Assessment Task/s

Creating

Evaluating/Judging

Analyzing

Applying

Understanding 56
Remembering
Page

Prof. Francis Ryan D. Año

College of Education, Polytechnic University of the Philippines – Ragay Branch