C

Establishment of
2
H
A
P
T
E
R
Learning Targets

Topic 2: Taxonomy of Educational Objectives

Learning Objectives

At the end of the topic, the students will be able to:

1. identify the different levels of Bloom’s taxonomy;
2. give the importance of Bloom’s taxonomy for assessing students’
outcomes;
3. identify the different levels of Krathwolh’s 2001 revised cognitive domain;
4. elucidate the major changes in the Anderson’s and Krathwolh’s Cognitive
Taxonomy; and
5. write specific cognitive, affective and psychomotor outcomes.

Presentation of Contents

Bloom's Taxonomy
In 1956, Benjamin Samuel 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, with the understanding that
higher levels of learning are dependent on having attained prerequisite knowledge and skills
at lower levels. It is often depicted in the form of a pyramid—similar to Maslow’s hierarchy
of needs.
Bloom (1956) and his associates categorized the objectives into three domains:
cognitive, affective, and psychomotor.

Cognitive Domain

Within the cognitive domain, Bloom groups and orders thinking skills and objectives
from lower order thinking skills to higher order thinking skills in six levels: knowledge,
comprehension, application, analysis, synthesis, and evaluation. The framework has since
been adapted for classroom use as a means to support purposeful development of
instructional content and specifically measurable learning objectives.
Bloom’s taxonomy has been actively used by teachers from elementary teachers to
college instructors for over five decades. Yet it is still just as important today as back in the

15
’50s. The taxonomy, as shown below, illustrates that thinking occurs at different levels of
complexity.

Complex Abstract

Simple Concrete

Table 1: Bloom's Taxonomy of Educational Objectives for Knowledge-Based Goals.

Level of Expertise Description of Level Words Typically Used
1. Knowledge It involves recall or recognition of identify, label, define, recall,
terms, facts, ideas, methods, recognize, list, match, name,
concepts, principles, and theories recite, select, and state.
2. Comprehension It is a step higher than mere paraphrase, explain, infer,
acquisition of facts and involves a predict, estimate, convert,
cognition of awareness of the rewrite.
interrelationships of facts and
concepts. Students translate,
extrapolate or interpret information
based on prior learning.

3. Application It applies previously learned compute, modify, operate,

information to reach an answer. organize, solve, transfer,
demonstrate, and use.
4. Analysis It separates complex idea into its diagram, differentiate,
constituent parts. It also includes distinguish, select, separate,
realizing the distinction between relate, and illustrate
hypothesis and fact as well as
between relevant and extraneous
variables.
5. Synthesis It entails putting together the compose, organize, create,
components in order to summarize design, devise, categorize,
the concept. Synthesis is the formulate, and summarize
opposite of analysis

6. Evaluation It makes a judgment of ideas or appraise, compare, contrast,

methods using external evidence or criticize, defend, justify,
self-selected criteria substantiated judge, and validate.

16
 by observations or informed
rationalizations.

Revised Version of Bloom’s Taxonomy

In 2001, a group of cognitive psychologists, curriculum theorists, instructional

researchers and testing assessment specialists led by Lorin Anderson, a colleague of
Krathwohl and former student of Bloom, revised Bloom’s taxonomy by putting together a
series of more dynamic concepts for the classification system versus the original static, one-
dimensional levels of educational objectives.
The revised taxonomy incorporates both the kind of knowledge to be learned
(knowledge dimension) and the process used to learn (cognitive process) allowing for the
instructional designer to efficiently align objectives to assessment techniques. The changes
are in terminology, structure, and emphasis.
The new revision uses verbs to replace nouns—providing learners with clearer
objectives for what is expected of them. It swaps the two final levels, Synthesis/Evaluation,
making create the ultimate level achievable. Additionally, Bloom’s revised taxonomy
separates the cognitive domain, which consists of all of the levels involved in learning noted
above, into four distinct types within a matrix: factual, conceptual, procedural and
metacognitive.
Factual knowledge is characterized by terminology and discrete facts. Conceptual by
categories, principles, theories, and models, looking at the relationships among all elements
within a larger structure that helps it work together. Procedural is the knowledge of a specific
technique, process, or methodology: essentially, how to do something. Finally, metacognitive
defines a student’s self-assessment of his ability and knowledge of different skills and
techniques. It is the student’s awareness of his/her own cognition.

How to Use the Revised Table

17
 Learning objectives must fall under one of the 4 categories under the knowledge
dimension, and under one of the 6 categories of the cognitive process dimension.
The matrix organization of the revised version of Bloom’s taxonomy is designed to be
a more precise form of thinking about learning, making it easier for educators to create
clear objectives for lesson planning and student evaluation. It also makes it simpler for
students to understand what is expected of them.

Affective Domain

The affective domain describes instructional objectives that reflect feelings, emotions
and values. The hierarchical level in this domain are: a) receiving, b) responding, c) valuing,
d) organization, and e) characterization.
Receiving (Attending). This level includes awareness, willingness to receive, and
controlled attention. The behaviors may be stated in such terms as listen, observe, follow,
accept, and attend.
Responding. This category requires participation and involves acquiescence in
responding, willingness to respond and satisfaction in response. Objectives at this level
are comply, perform, practice and assist.
Valuing. Under this category, the following behaviors are included: acceptance of a
value, preference of a value, and commitment. In writing objectives at this level, the
following terms may be used: prefer, appreciate, believe, commit.
Organization. This level includes conceptualization of a value and organization of a
value system. The following terms maybe used: adhere, generalize, integrate and accept.
Characterization. A set of internalized values is called a value system. Values such as
courtesy, honesty, industry, punctuality, self-reliance, dignity, fairness become part of the
character of a person. Terms like display, demonstrate, practice and perform maybe used
to measure this category.

Psychomotor Domain

These instructional objectives involve reflex, basic, perceptual, skilled, and non-
discursive (non-verbal communication). This domain includes basic movements such as

18
walking, running, jumping and skilled movements related to dances, sports and other
performing arts. Non-discursive communication refers to gestures, facial expressions,
pantomimes, and other forms of body language. Psychomotor domain involves abilities that
can be directly observed. Terms like construct, manipulate, assemble, and draw are used to
measure psychomotor competencies.

WEBLINKS

To help you write specific, measurable, and observable

learning objectives using Bloom’s taxonomy, go to
https://www.youtube.com/watch?v=4DgkLV9h69Q.
You can access the Bloom’s wheel referenced in the
video by checking https://ep.jhu.edu/blooms.

Application

A. Fill in the “What I have Learned” column by writing down what you have learned from
this topic.
What I already Know What I Want to know What I have Learned

B. Answer the following questions comprehensively:

1. Why are learning targets important for students? teachers?

2. What is the importance of Bloom's Taxonomy for the assessment and the strategies
of the Cognitive Learning?

Feedback

A. Suppose you wish to teach the concept of subjective and objective measurement. Write
one instructional objective each representing each level of Bloom’s taxonomy, and one
objective each in the affective and psychomotor domain.
B. Explain the major changes in the Anderson’s and Krathwolh’s Cognitive Taxonomy.

19
 Now you’ve figured it out. That’s great!

Summary of the Lesson

• Aims are general statements that provide a sense of direction and serve as guiding
principles for educational policy. Goals translate aims into statements that will
describe what schools are expected to accomplish. Objectives are behavioral in
nature and state what students should know at the end of the course and what is
expected from them. Learning outcomes are statements that describe the knowledge
or skills students should acquire by the end of a particular assignment or class.
• Learning targets clearly state what a teacher expects students to know and be able
to do at the end of the lesson(s).
• Bloom's taxonomy is a set of three hierarchical models used to classify the different
objectives and skills that educators set for their students into levels of complexity and
specificity. The three lists cover the learning objectives in cognitive, affective and
psychomotor domains.
• In the original version of Bloom’s taxonomy, the cognitive domain is broken into the
following six levels of objectives: knowledge, comprehension, application, synthesis
and evaluation. In the 2001 revised edition of Bloom's taxonomy, the levels are slightly
different: remember, understand, apply, analyze, evaluate, create (rather than
synthesize).
•

Student Reflection on Learning

Think about what you have learned about learning targets and write three things
that you enjoyed learning about.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Explain why you chose these three things.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

References
Books

Buenaflor, Roberto C. 2012. Assessment of learning book one: The conventional approach.
Quezon City: Great Books Publishing.

Buendicho, Flordeliza C. 2010. Assessment of student learning 1. Quezon City: Rex Book
Store, Inc.

20
Chappuis, J., Stiggins, R. Chappuis, S., Arter, J. (2012). Classroom assessment for student
learning: Doing it right-using it well. 2/e. Assessment Training Institute

Gabuyo, Yonardo A. 2012. Assessment of learning 1. Quezon City: Rex Book Store, Inc.

Gutierrez, Danilo S. 2007. Assessment of learning outcomes. Malabon City, Philippines:

Keruso Publishing House.

Navarro, Rosita L. & Santos, Rosita G. 2012. Assessment of learning outcomes. Quezon City:
Adriana Printing Co., Inc.

Reganit, Arnulfo Aaron R., Elicay, Ronaldo S.P. & Laguerta, Crecencia C. 2010. Assessment of
student learning 1. Quezon: C & E Publishing, Inc.

Web Sources

https://ched.gov.ph/wp-content/uploads/2017/08/CHED-Strategic-Plan-2011-2016.pdf

https://cole2.uconline.edu/courses/46295/pages/introduction-to-blooms-taxonomy

cdenver.edu/faculty_staff/faculty/center-for-faculty-
development/Documents/tutorials/Assessment/module3/good_objectives.htm

https://teaching.uncc.edu/services-programs/teaching-guides/course-design/blooms-
educational-objectives

https://tophat.com/blog/blooms-taxonomy-ultimate-guide/

http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/ASIA_and
_the_PACIFIC/Philippines/Philippines.pdf

Wilson, Leslie Owen. 2014. Writing curriculum – Aims, goals, and objectives.
https://thesecondprinciple.com/instructional-design/writing-curriculum/

21
A. Answer the following questions:
1. Analyzing 6. synthesis
2. Creating 7. remembering
3. Creating 8. understanding
4. Applying 9. analyzing
5. Evaluating 10. Applying

B. Identify if each of the following objectives measures remembering, understanding,

applying, analyzing, evaluating or creating.

1. Remembering 6. evaluating
2. Applying 7. creating
3. Remembering 8. analyzing
4. Understanding 9. creating
5. Applying 10. comprehension

22
Image via http://pcs2ndgrade.pbworks.com/w/page/43727547/FrontPage
As shown, there are six types of learning objectives that focus on specific kinds of learning.
From the inner circle to the outer circle, the hierarchy of objectives range from simple to
complex and from concrete to abstract. Each level is briefly explained below (Krathwohl,
2002, p.214):

Aims (the most generally stated purposes) are too often sacrificed for specific learning objectives.
Although aims, unlike objectives, cannot be pursued and measured directly, their continued discussion is
essential; careful consideration of aims should guide our choices of curriculum and pedagogy and the
selection and evaluation of goals and objectives.

Moss, Connie M. & Brookhart, Susan M. 2012.LEARNING TARGETS: Helping Students Aim for
Understanding in Today’s Lesson. USA: ASCD Publications

In this section we will explore the meaning of these terms, and think about how they relate to
the process of designing or planning programmes, modules and learning activities.

Answer key

Topic 1

How can students use the assessment as a learning tool and teachers use it as a support
for learning?
This is the essence of consequential relevance. When educators spend precious
instructional time administering and scoring assessments, the utility of the results should be
worth the time and effort spent. They want to understand the results and use them to
23
meaningfully adjust instruction and better support student learning. This is what
consequential relevance is.
Of course if we’re talking about formative assessment practices – the day-to-day and
minute-to-minute kind – then the assessment is not one of learning, but for learning. These
are the types of assessments that teachers can use regularly elicit evidence of student
learning and identify changes in their teaching that are needed to move students forward.
. How will students use the assessment to verify their self-assessment and monitor their
progress toward the targets/goals/objectives?
Engagement can be observed through response patterns, word count, time spent on the
item, etc., but motivation can only be inferred. Engagement and motivation are not the
same thing. A student demonstrates engagement because of his or her motivation. A
student can be motivated to do his or her best in an assessment experience for a variety of
reasons, generally organized into an external/internal schema. External motivations to
demonstrate engagement might come from prizes or rewards tied to assessment
performance, or, conversely, punishments or ‘consequences’. Internal motivation to
demonstrate engagement might come from the desire to do well on the test, or garner
positive attention or praise, or a competitive urge to outperform peers.

What this module is all about

How do you use this module

Learning Outcomes

• Performance Standards

• Materials/Resources

• Definition of Terms

24
• What Do You Already Know?

• What Do You Need to Know?

• How Much Have You Learned?

• How Do You Apply What You Learned?

• How Well Did You Perform?

• How Do You Extend Your Learning?

Learning Outcomes

Leading-in Statements

Inducing engagement

The module is organized into seven lessons. Chapter 1 situates learning targets in a

theory of action that students, teachers, principals, and central-office administra- tors can use to
unify their efforts to raise student achievement and create a culture of evidence-based, results-
oriented practice. Chapter 2 defines learning targets and provides examples of what they are and are
not. The chapter explains where learning targets come from, how they differ from yet are rooted in
instructional objectives, and how they propel a formative learning cycle during today’s lesson.
Advance Uncorrected Copy --- Not for distribution 4 Learning Targets Chapter 3 examines what we
mean by “sharing” learning targets. It provides strat- egies for weaving both the learning target and
its criteria for success into the fabric of today’s lesson. This chapter will also discuss designing a
strong performance of understanding (Moss, Brookhart, & Long, 2011b, 2011c; Perkins & Blythe,
1994), which is the most effective way to obtain evidence of student learning. Chapter 4 underlines
the importance of “feeding students forward” during a forma- tive learning cycle to set them up for
success. This chapter provides strategies to help students understand how to set mastery goals,
produce quality work, and monitor their own learning progress. Chapter 5 explains the important

25
role that learning targets play in increasing stu- dents’ capacity to assess their own work and choose
effective strategies to monitor and improve that work. In Chapter 6, we consider how learning
targets enable teachers to better commu- nicate exactly what individual students or groups of
students should focus on during a differentiated lesson, as well as to customize success criteria and
performances of understanding according to diverse student needs. In Chapter 7, we explain how
learning targets promote higher-order thinking through formative assessment and differentiated
instruction. Formative assessment and differentiated instruction help make learning targets that
involve higher-order thinking accessible to all students. We also demonstrate how learning targets
foster goal setting, self-assessment, and self-regulation—processes that influence student learning
and achievement. Chapter 8 looks at the relationships between learning targets and summative
assessment and grading. We explain how clearly articulated learning targets help teachers design
classroom assessments that summarize achievement over a set of learning targets. The chapter
discusses how learning targets connect reportable goals (broader goals for a unit or reporting
period) with narrower goals situated in each daily lesson. Chapter 9 concludes the book with a
discussion of how learning targets focus educational leadership practices and collaborative
professional development efforts. We explain how learning targets help teachers and administrators
align their efforts to improve student learning and achievement. Teachers need to know that there is
value in sharing learning targets and success criteria with their students. They also need to know
that administrators will look for what students are actually doing dur- ing today’s lesson to advance
their own understanding and recognize the importance and value of teaching this way. Advance
Uncorrected Copy --- Not for distribution Introduction: Why Should We Pursue Learning Targets? 5
Finally, we include an appendix of action tools that we created during our pro- fessional
development work with teachers, schools, and scThis module is developed as a result of the rising
demand for blended learning.

26