KING’S COLLEGE OF MARBEL, INC.

ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL EDUC 313
COLLEGE DEPARTMENT
MODULE 3: PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOME

Time Frame: 6 Hours

Learning Outcomes: At the end of this lesson, the students are expected to:
1. clarify the program outcomes for teacher education;
2. distinguish the 6 levels of knowledge under the cognitive domain;
3. discuss the psychomotor categories in the psychomotor domain of objectives contributed
by Simpson, Dave and Harrow;
4. discuss the 6 levels of learning objectives in the affective domain arranged
hierarchically; and
5. discuss Kendall’s and Marzano's new taxonomy.

ENGAGE

Welcome students! In the previous module, you were able to distinguish the difference
between measurement, assessment and evaluation, and at the same, you were able to explain
the various approaches to assessment. It is hoped that you will be able to apply those concepts
in understanding more about assessment, particularly in formulating objectives and learning
outcomes on different fields of specialization.
In this module, you will distinguish program outcomes from learning outcomes. Learning
outcomes come in three (3) different domains cognitive, psychomotor and affective. You will
also be introduced to Kendall's and Marzano's five levels of processing information, mental
procedures and psychomotor procedures.

EXPLORE

ACTIVITY 1: Decoding the Knowledge, Skills and Attitude (KSA) Domains

Directions: Decode the jumbled words and identify whether they fall under (a)
Cognitive/Knowledge domain, (b) Psychomotor/Skills domain or (c)
Affective/Attitude domain. Write your answer on the table provided. Just try to
answer as many as you can.
Jumbled Words Exact Words Domain
1. MEMERGNIREB R
2. BOESVNGIR O
3. NIGALVU V
4. INGSTANDERUND U
5. ACRETNGI C
6. CARPCINGTI P
7. GONDPRESIN R
8. IVINGRECE R
9. PPYGNILA A
10. IZORGINGAN O
11. VALUTEANIG E
12. TITAIMING I
13.GINDAPAT A
14. NARELIGINZINT I
15. LYNAZINGA A

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BRGY. MORALES, CITY OF KORONADAL EDUC 313
COLLEGE DEPARTMENT

EXPLAIN

3.1. Program Outcomes and Student Learning Outcomes

The shift of focus in education from content to student learning outcomes has changed
teachers’ instructional perspective. In the past, teachers were often heard about their concern to
finish their subject matter before the end of the term. Maybe because of the number of their
students or failure to clarity the desired learning outcomes, teacher's concern for outcomes was
secondary to the completion of the planned content for the subject. In short, teachers were
more content-centered than outcomes-centered.

The new educational perspective requires teachers to visualize the ideal graduates three
or more years after graduation and right after completion of the program, i.e., graduation time
(as stated in institutional outcomes and program outcomes). The Commission on Higher
Education (CHED), the body that regulates higher education in the Philippines memorandum
Order # 20, s. 2014 requires following program outcomes for all higher education the ability to:

a) Articulate and discuss the latest developments in the specific field of practice;
b) Effectively communicate orally and in writing using both English and Filipino;
c) Work effectively and independently in multi-disciplinary and multi-cultural teams;
d) Act in recognition of professional, social and ethical responsibility; and
e) Preserve and promote "Filipino historical and cultural heritage.
Some program outcomes are based on types of higher education institutional (HEI)
because this determines the focus and purpose of the HEI. For example:

 Graduates of professional institutions demonstrate a service orientation in one's

profession.
 Graduates of colleges participate in various types or employment, development activities
and public discourses, particularly in response to the needs of the communities one
serves.
 Graduates of universities participate in the generation or new knowledge or in research
and development projects.
 Graduates of State Universities and Colleges must, in addition, have the competencies
to support national, regional and local development plans.

3.2 Program Outcomes for Teacher Education

The program outcomes specific to degrees are programs spelled out in the specific
Policies, Standards and Guidelines (PSG) per program or degree issued by the same
Commission. The following are the program outcomes for teacher education in 2017-
Philippines.

a. Articulate the rootedness of education in philosophical, socio-cultural, historical,

psychological and political contexts
b. Demonstrate mastery of subject matter/discipline

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c. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches and resources for
diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
f. Demonstrate a variety of thinking skills planning, monitoring, assessing and reporting
learning processes and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national and
global realities
h. Pursue lite long learning for personal and professional growth through varied
i. Experiential and field-based opportunities
In addition to the program outcomes of teacher education as outcomes specific
discipline, there are programs outcome specific to Bachelor of Elementary Education
(No.74.S.2017);Bachelor of Secondary Education Major in English, Filipino, Mathematics,
Science, Social Studies (No.75.S.2017);Bachelor or Early Childhood Education (CMO
N0.76,S.2017); Bachelor of Special Needs Education (CMO No.77,S.2017); Bachelor of
Technology and Livelihood Education (CMO No.79,S.2017); Bachelor of Technical-Vocational
Studies (CMO No.79,S.2017); Bachelor of Physical Education (CMO No.80,S.2017); Bachelor
of Culture and Arts Education (CMO No.82,5.2017). For details, refer to the given CMOs.

3.3. 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 feelings 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) re-arranging the
order of the last two-synthesis and evaluation.

These three domains of learning are given in details in the succeeding pages.

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COLLEGE DEPARTMENT
3.4 DOMAIN I: Cognitive (Knowledge)
Table 1.1: Taxonomies of the Cognitive Domain: Bloom's, Anderson and Krathwohl's
Bloom’s Taxonomy (1956) Anderson and Krathwohl’s Taxonomy (2001)
1. Knowledge: Remembering or retrieving 1. Remembering:
previously learned material. Examples of Recognizing or recalling knowledge from
verbs that related to this function are: memory. Remembering is when memory is
know define record used to produce or retrieve definitions, facts,
identify recall name or lists, or to recite previously learned
relate memorize recognize information.
list repeat acquire
2. Comprehension: The ability to grasp or 2. Understanding:
construct meaning from material. Constructing meaning from different types of
Examples of verbs that relate to this functions be they are written or graphic
function are: messages or activities like interpreting,
restate discuss illustrate exemplifying, classifying, summarizing,
locate describe interpret inferring, comparing or explaining.
explain review draw
express infer conclude
3. Application: The ability to use learned 3. Applying:
material or to implement material in new Carrying out or using a procedure through
and concrete situations. Examples of executing or implementing. Applying relates
verbs that relate to this function are: to or refers to situations where learned
apply organize calculate material is used through products like
develop restructure illustrate models, presentations, interviews, or
translate demonstrate dramatize simulations.
use employ exhibit
4. Analysis: The ability to breakdown or 4. Analyzing:
distinguish the parts of material into its Breaking materials or concepts into parts,
components so that its organizational determining how the parts relate to one
structure may be better understood. another or how they interrelate or how the
Examples of verbs that relate to this parts relate to an overall structure or purpose.
function are: When one is analyzing, he/she can illustrate
analyze differentiate scrutinize this mental function by creating
examine compare inspect spreadsheets, surveys, charts or diagrams or
categorize contrast discover graphic representations.
probe deduce separate
5. Synthesis: The ability to put parts 5. Evaluating:
together to form a coherent or unique new Making judgments based on criteria and
whole. Examples of verbs that relate to standards through checking and critiquing. In
this function are: the new taxonomy, evaluating comes before
compose formulate construct creating as it is often a necessary part of the
produce combine organize precursory behaviour before one creates
design relate derive something.
create arrange write
6. Evaluation: The ability to judge, check 6. Creating
and even critique the value of material for Putting elements together to form a coherent
a given purpose. Examples of verbs that or functional whole; reorganizing elements
relate to this function are: into a new pattern or structure through
judge argue validate generating, planning or producing. This
assess decide value process is the most difficult mental function in
conclude choose criticize the new taxonomy.
measure estimate appraise

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COLLEGE DEPARTMENT

Figure 2: Bloom’s and Anderson’s Compared

(https://tofasakademi.com/blooms-revised-taxonomy/)

Benjamin Bloom critically examined his own cognitive taxonomy and he noted that there
is a fundamental difference between the knowledge category (first level in his taxonomy) and
the mental operation (higher 5 levels in his taxonomy-comprehension, application, analysis,
synthesis and evaluation) performed on that knowledge or with that knowledge. Mere recall of
knowledge is different from comprehension, application, analysis, synthesis and evaluation of
that knowledge.

Bloom also identified specific types of knowledge as:

 Terminology
 Specific facts
 Conventions
 Trends and sequences
 Classifications and categories
 Criteria
 Methodology
 Principles and generalizations
 Theories and structures
In the revised cognitive taxonomy, Anderson and Krathwohl (identified 4 levels of
knowledge: 1) factual knowledge 2) conceptual knowledge, 3) procedural knowledge and 4)
metacognitive knowledge. If you compare the specific types of knowledge given by Bloom, take
note that the first 3 categories factual, conceptual and procedural knowledge - were cited by
Bloom.

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BRGY. MORALES, CITY OF KORONADAL EDUC 313
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How do the 4 categories of knowledge differ from one another?
Factual Knowledge- As the name implies, this refers to facts. This refers to essential facts,
terminology, details or elements students must know or be familiar with in order to understand a
discipline or solve a problem in it.

Conceptual Knowledge - This refers to the interrelationship of facts. It is facts put together
within a within a larger structure that enable them to function together. It is knowledge of
classifications, principles, generalizations, theories, models or structures pertinent to a particular
disciplinary area.

Procedural Knowledge - This is knowing how to do something refers to information or

knowledge that helps students to do something specific to a discipline, subject or area of study.
It includes knowledge of methods of inquiry, criteria for using skills, algorithms, techniques and
methods.

Metacognitive Knowledge- This is knowing that you know. This is thinking about your own
thinking in a purposeful way. It is awareness and knowledge of one's own cognition. It is a
reflective knowledge about how to go about solving problems and cognitive task. It includes
contextual and conditional knowledge and knowledge of self.

As shown in Table 1.1 in the revised cognitive taxonomy, the cognitive processes start with
remembering and end with creating knowledge along factual, conceptual, procedural and
metacognitive dimensions.

Figure 3: Categories of Knowledge

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(https://www.researchgate.net/figure/Types-and-subtypes-of-knowledge-described-in-the-
revised-Blooms-Taxonomy-13_fig1_331207674)
Table 1.2: Cognitive Processes Across the Knowledge Dimensions

Table 1.3: Domain I: Cognitive (Knowledge)

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3.5 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. Development of these skills requires constant practice in accuracy and speed.
Simpson contributed 7 categories, Dave 5 categories and Harrow 6 categories.
Table 2.1: Domain II: Psychomotor (Skills) –Simpson

Category Example and Key Words (Verbs)

Perception (awareness): The ability to use Examples: Detects non-verbal communication
sensory cues to guide motor activity. This cues. Estimate where a ball will land after it is
ranges from sensory stimulation, through cue thrown and then moving to the correct location
selection, to translation. to catch the ball. Adjusts heat of stove to
correct 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
physical, and emotional sets. These three sets of steps in a manufacturing process. Recognize
are dispositions that predetermine a person's one's abilities and limitations. Shows desire to
response to different situations (sometimes learn a new process (motivation). NOTE: This
called mindsets). subdivision of Psychomotor is closely related
with the “Responding 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
learning a complex skill that includes imitation as demonstrated. Follows instructions to build a
and trial and error. Adequacy of performance is model. Responds hand-signals of instructor
achieved by practicing. while learning to operate a forklift.

Key Words: copies, traces, follows, react,

reproduce, responds
Mechanism (basic proficiency): This is Examples:  Use a personal
the intermediate stage in learning a computer. Repair a leaking faucet. Drive a
complex skill. Learned responses have car.
become habitual and the movements can Key Words: assembles, calibrates,
be performed with some confidence and constructs, dismantles, displays, fastens,
proficiency. fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes,
sketches.
Complex Overt Response (Expert): The Examples:  Maneuvers a car into a tight
skillful performance of motor acts that parallel parking spot. Operates a computer
involve complex movement quickly and accurately. Displays
patterns. Proficiency is indicated by a competence while playing the piano.
quick, accurate, and highly coordinated Key Words: assembles, builds, calibrates,
performance, requiring a minimum of constructs, dismantles, displays, fastens,
energy. This category includes performing fixes, grinds, heats, manipulates,

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without hesitation, and automatic measures, mends, mixes, organizes,
performance. For example, players are sketches.
often utter sounds of satisfaction or NOTE: The Key Words are the same as
expletives as soon as they hit a tennis ball Mechanism, but will have adverbs or
or throw a football, because they can tell adjectives that indicate that the
by the feel of the act what the result will performance is quicker, better, more
produce. accurate, etc.
Adaptation: Skills are well developed and Examples:  Responds effectively to
the individual can modify movement unexpected experiences.  Modifies
patterns to fit special requirements. instruction to meet the needs of the
learners. Perform a 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.
patterns to fit a particular situation or Develops a new and comprehensive
specific problem. Learning outcomes training programming. Creates a new
emphasize creativity based upon highly gymnastic routine.
developed skills. Key Words: arranges, builds, combines,
composes, constructs, creates, designs,
initiate, makes, originates.

Table 2.2: Dave (1975)

Category Example and Key Words (verbs)

Imitation — Observing and Examples: Copying a work of art. Performing a skill
patterning behavior after someone while observing a demonstrator.
else. Performance may be of low Key Words: copy, follow, mimic, repeat, replicate,
quality. reproduce, trace
Manipulation — Being able to Examples: Being able to perform a skill on one's
perform certain actions by own after taking lessons or reading about it.
memory or following instructions. Follows instructions to build a model.
Key Words: act, build, execute, perform
Precision — Refining, becoming Examples:  Working and reworking something, so it
more exact. Performing a skill will be “just right.” Perform a skill or task without
within a high degree of precision assistance. Demonstrate a task to a beginner.
Key Words: calibrate, demonstrate, master,
perfectionism
Articulation — Coordinating and Examples: Combining a series of skills to produce
adapting a series of actions to a video that involves music, drama, color, sound,
achieve harmony and internal etc. Combining a series of skills or activities to
consistency. meet a novel requirement.
Key Words: adapt, constructs, combine, creates,
customize, modifies, formulate
Naturalization — Mastering a Examples:  Maneuvers a car into a tight parallel
high level performance until it parking spot. Operates a computer quickly and
become second-nature or natural, accurately. Displays competence while playing the
without needing to think much piano. Michael Jordan playing basketball or Nancy
about it. Lopez hitting a golf ball.
Key Words: create, design, develop, invent,
manage, naturally

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Table 2.3: Harrow (1972)

Category Example and Key Words (verbs)

Reflex Movements — Reactions that Examples:  instinctive response
are not learned, such as a involuntary Key Words: react, respond
reaction
Fundamental Movements — Basic Examples:  perform a simple task
movements such as walking, or Key Words: grasp an object, throw a ball,
grasping. walk
Perceptual Abilities — Response to Examples:  track a moving object, recognize
stimuli such as visual, auditory, a pattern
kinesthetic, or tactile discrimination. Key Words: catch a ball, draw or write
Physical Abilities (fitness) — Stamina Examples:  gain strength, run a marathon
that must be developed for further Key Words: agility, endurance, strength
development such as strength and
agility.
Skilled movements — Advanced Examples:  Using an advanced series of
learned movements as one would find integrated movements, perform a role in a
in sports or acting. stage play or play in a set of series in a sports
game.
Key Words: adapt, constructs, creates,
modifies
Nondiscursive communication — Examples:  Express one's self by using
Use effective body language, such as movements and gestures
gestures and facial expressions. Key Words: arrange, compose, interpretation 

These contributions from Simpson, Dave and Harrow have been re-organized and
simplified into 4 categories or levels.
Table 3: Simplified and Re-organized Categories or Levels of Learning in the Psychomotor
Domain

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3.6 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 order
into 5 levels as the person progresses towards internalization in which the attitude or feeling
consistently guides or controls a person’s behavior.

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Figure 4: The Categories/Levels of Affective Domain Learning Objectives Arranged

Hierarchically
(https://mochmoch.weebly.com/blog/krathwohls-affective-domain-of-objectives)
NOTE: In some other resources, instead of the term “Internalizing”, they often used
“Characterizing”

Table 4: The Categories/Levels of the Affective Domain

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3.7. Kendall's and Marzano's New Taxonomy

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Instead of categorizing learning activities which Bloom and Anderson did, Kendall and
Marzano reframed the three domains of knowledge (information, mental procedures and
psychomotor procedures) by describing six levels of processing knowledge. (Refer to Figure 6).
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 leaner's learning. (See Figure 5) 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.

Figure 5: Kendall’s and Marzano’s New Taxonomy

(https://zavalatkt.wordpress.com/2012/11/28/thinking-of-cognitive-skills-blooms-taxonomy/)

For additional information on the new taxonomy of Marzano and Kendall, refer to figure 6.

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Figure 6: The New Taxonomy in Detail

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ELABORATE

ACTIVITY 2: Taxonomic Classification

Directions: Determine which domain and level of learning are targeted by the following
competencies taken from the Basic Education curriculum guide. Use the revised
taxonomy of Anderson for cognitive domain, the simplified and re-organized
categories by Simpson, et al. for the psychomotor domain and Krathwohl’s
taxonomy for affective domain.

Learning Competencies Domain Level/Categories

1. Identify parts of a microscope
2. Employ analytical listening to make
predictions
3. Exhibit correct body posture
4. Recognize the benefit of patterns in
special products and factoring
5. Infer that body structures help animals
adapt and survive in their particular
habitats.
6. Differentiate linear inequalities in two
variables
7. Follow written and verbal directions
8. Perform jumping over a stationary object
several times in succession, using
forward-and-back and side-to-side
movement patterns
9. Compose musical pieces using a
particular style of the 20th century
10. Describe movements skills in response
to sound
11. Prove statements on triangle
congruence
12. Work independently and with others
under time constraints
13. Design an individualized exercise
program to achieve personal fitness.
14. Use different kinds of sentences in a
dialogue (e.g. declarative, interrogative,
exclamatory, imperative)
15. Explain how the organs of each organ
system work together

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EVALUATE

ACTIVITY 3: Learning Objectives (Maximum of three Members)

Directions: Choose a specific and a familiar topic of your own field of specialization from the
Most Essential Learning Competencies (MELCs – First Grading). Formulate and
Write the learning objectives for each of the 3 domains arranged from the simplest
to the most complex level or category. Typewritten (Arial,12) on a short bond paper.
The margin must be: 1.5 inch (left) and 1 inch (top, bottom and right).

 For cognitive domain, use the Revised Taxonomy of Bloom by Anderson.

 For psychomotor domain, use the simplified and re-organized categories by Simpson, et
al.
 For affective domain, use the taxonomy of Krathwohl
Note: This output will be included as part of your separate compilation.
Closure:
In this module, you were able to distinguish and discuss the different program outcomes,
levels of knowledge under the cognitive domain, the psychomotor categories in the
psychomotor domain, the 6 levels of learning objectives under the affective domain and the new
taxonomy proposed by different educators. Make use of those concepts especially in
formulating learning objectives/outcomes that can be used in making the Table of Specifications
(TOS) and test items. Focus your attention on topics where you can comfortably work with.
Keep you pace up and enjoy learning.

(Additional Sample of Behavioral Objectives)

TALAAN NG MGA LAYUNING PANGKAUGALIAN
(List of Behavioral Objectives)

I.PANGKABATIRAN (COGNITIVE)
Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang:
a.Mga layuning pangkabatiran (Knowledge Objectives)

1.Nakakagunita, nakakilala ng mga datos at paglalahat na nauugnay sa… (recall, recognize data,
concepts and generalizations related to…)
2.Nakahihinuha… (deduce that…)
3.Nakakikilala… (identify or recognize…)
4.Nasasabi ang pagkakaiba ng (tell the difference between…)

b.Mga layuning ukol sa pagsisiyasat at kasanayan (Inquiry and Skills Objectives)

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1.Nakapagliliwanag kung paano… (explain how…)

2.Nakapaglalarawan at nakapaghahambing (describe and compare…)
3.Nakapagpapakita ng paraan kung paano (demonstrate how…)
4.Nakakakilala ng pagkakaiba… sa… (demonstrate…from…)
5.Naisasalang-alang at nagagamit (consider and use…)
6.Maingat na nakapagbabalak at… (plan carefully and…)
7.Nakapag-iisip ng iba’t-ibang paraan… (conceive varied ways of…)
8.Nakapagbubuo ng mabisa ng… (formulate effectively…)
9.Nakapagbibigay ng mga katibayan o mga patunay ng… (give evidences or proofs of…)
10.Napagtitimbang-timbang ang katumpakan ng… (weigh the validity of…)
11.Nakakagamit ng iba’t-ibang… (use of variety of…)
12.Nakahahanap, nakakatipon, nakapagbibigay halaga, nakapaglalago at nakapag-uulat…
(locate, gather, appraise, summarize and report…)
13.Nababasa ng masusi ang kagamitang… (read…material critically…)
14.Nakapaghahambing, nakapagbibigay kahulugan at nakapagbubuod… (compare, interpret and
abstract…)
15.Nakapaghihinuha buhat sa mga nakukuhang katibayan pantulong na… (conclude from
available supporting evidences that…)
16.Nakapagpapahayag ng mga kaisipan ng mabisa sa… (express ideas effectively in…)
17.Nakabubuo ng mga kagamitan buhat sa ilang mapagkukunan gaya ng… (organize materials
from several sources as…)
18.Nabibigyang pansin ang pagkakasunod-sunod ng mga pangyayari… (note consequences of
events…)
19.Nakapagsisiyasat nang masusi… (examine critically…)
20.Nakagugunita ng mga karanasang may kinalaman sa… (recall experiences pertinent to…)
21.Nakapapapahayag ng… nang maliwanag… (state…clearly..)
22.Naisaalang-alang ang lahat ng panig/bahagi ng… (consider every aspect of…)
23.Nakapipili ng mga kagamitang may kaugnayan sa… (select materials relevant to…)
24.Nakapag-uuri ng… (classify…)
25.Nakapagsusuri… (analyze…)
26.Nakikita ang pagkakaiba ng… sa… (differentiate…from…)
27.Nabibigyang kahulugan ang… nang maliwanagan… (define… clearly…)
28.Nahihinuha o napaghuhulo… (infer or deduce…)
29.Napag-uugnay… (correlate…)
30.Nakapagsasaayos or naisasaayos… (arrange…)
31.Natatalakay ng buong talino… (discuss… intelligently…)
32.Nakapagtutunay/Napananatili… (establish…)
33.Nabibigyang-diin na… (emphasize that…)
34.Nahuhulaan na… (predict that…)
35.Natutukoy/Natitiyak… (specify…)
36.Nakapagmamasig ng masusi… (observe carefully…)
37.Nakapagtatalang tumpak… (record accurately…)
38.Naabot/Natatamo… (attain…)
39.Nasisiyasat na mabuti… (examine carefully…)
40.Nakapagpapalaganap/Napalalaganap… (disseminate…)

II.PANDAMDAMIN (MGA SALOOBIN, PAGPAPAHALAGA, MITHIIN AT KAWILIHAN)/

COGNITVE (ATTITUDES, APPRECIATION, IDEALS AND INTERESTS)

Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang:

1.Naisasabalikat ang pananagutan para sa… (assume responsibility for…)
2.Nakakagamit ng… nang matino at mabisa (utilize… wisely and effectively)
3.Mahigpit na nakapagmamasid… (observe… strictly…)

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BRGY. MORALES, CITY OF KORONADAL EDUC 313
COLLEGE DEPARTMENT
4.Nakapapakinig ng masusi at may layunin… (listen critically and purposively…)
5.Nakalalahok ng masigla sa… (participate actively in…)
6.Naipagpapatuloy ang kawilihan sa… (sustain interest in…)
7.Nakibabahagi… sa… (share… with…)
8.Nagpapaubaya/Nagpaparaya… (tolerate…)
9.Pumapayag na… (tolerate…)
10.Tumatanggap/Kumikilala… (accept…)
11.Nakasusunod sa… (comply with…)
12.Nakatatamo ng kasiyahan sa… (find pleasure in…)
13.Nakapagpapasaya ng tumpak… (form sound judgment…)
14.Nagbibigay-pitagan… (venerate…)
15.Napipigil… (control…)
16.Napagtitimbang… (equalize…)
17.Napapahalagahan/Nakapagpapahalaga… (appreciate…)

18.Humahanga/Nasisiyahan… (appreciate…)
19.Nasusunod/Nakasusunod… (follow…)
20.Naibabagay/Naiaangkop… (adjust to…)
21.Pahalagahan/Napahahalagahan… (value...)
22.Nasisiyahan/Nabibigyang kasiyahan… (satisfy…)
23.Napapanatili/Naninindigan… (maintain…)
24.Nadadalaw… (visit…)
25.Humahanga sa… (admire…)
26.Naibabagay ang sarili sa… (adjusts to…)
27.Nakapangangalaga/Napangagalagaan… (conserve…)
28.Nakapagmamalas ng paggalang sa… (show respect for…)
29.Nakapagsisimula ng proyektong kapaki-pakinabang… (initiate worthwhile projects…)
30.Alalahanin/Gunitain… (commemorate…)
31.Napalalakas/Napagtitibay… (strengthen…)
32.Napasisidhi/Napatitindi… (intensify…)
33.Napatatalas/Napatatalim… (sharpen…)
34.Nakapagsisikap ng higit sa… (exert more effort in…)
35.Nakalilikha/Nakapagbibigay… (generate…)

III.SAYKOMOTOR/PAG-UUGNAY NG KAISIPAN AT KILOS/PANGKASANAYAN

(PSYCHOMOTOR/MANIPULATIVE)
Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang:
1.Nakayayari/Nakabubuo… (construct..)
2.Nakagagawa/Nakatatayo… (build…)
3.Nakahahawak/Nakagagawa… (manipulate…)
4.Nakagagamit ng… (make use of…)
5.Nakagagawa/Nakagaganap…( perform…)
6.Nakasusukat… (measure…)
7.Nakahahawak… (handle…)
8.Naisasakatuparan/Naisasagawa… (execute…)
9.Napagkakabit/Nakapaglalagay… (install…)
10.Nakasisipi/Nakakakopya… (copy…)
11.Nakapagpapaandar/Nakapagpapalakad… (operate…)
12.Nakapagdudugtong/Nakakapag-uugnay-ugnay… (connect…)
13.Nakagagawa ng pagsubok sa…/Nakakapag-eksperimento sa… (experiment on…)
14.Makapagtipon (makapag-ipon, makapagkabit-kabit, makapagbuo) ng… (assemble…)

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