NIEZ, MARY ROSE T.

TLE-3B
LIMENDOG, ELGIM B. FEBRUARY 18, 2020
JULIAN, HANIE GAY G.
SANDUGAN, JIFFY

COMPREHENSIVE OUTLINE
ASSESSING LEARNING OUTCOMES
I. Purposes Of Instructional Goals And Objectives
A. It provides direction for the instructional process by clarifying the
intended learning outcomes.
B. It conveys instructional intent to other stakeholders such as students,
parents, school officials and the public.
C. It provides basis for assessing the performance of the students by
describing the performance to be measured.
II. Goals And Objectives
A. Goals
1. Broad
2. General Intention
3. Intangible
4. Abstract (less structured)
5. Cannot be validated as is
6. Long term aims what you want to accomplish
7. Hard to quantify or put in a timeline
B. Objectives
1. Narrow
2. Precise
3. Tangible
4. Concrete
5. Can be validated
6. Short term aims what you want to achieve
7. Must be given a timeline to accomplish to be more effective.
C. Goal, General Educational Program Objectives, and Instructional
Objectives
1. Goals- A broad statement of general educational outcomes that do
not include specific level of performance.
2. General Educational Program Objectives- more narrowly defined
as statements of educational outcomes that apply to specific
educational programs; formulated on the annual basis; developed
by program coordinators, principals and other school
administrators.
3. Instructional Objectives- Specific statement of the learners
behavior or outcomes that are expected to exhibited by the students
after completing a unit of instruction.
 D. Typical Problems encountered When Writing Objectives
1. Too broad or complex
2. False or missing behavior, condition, or degree
3. False given
4. False performance
E. Four Main Things That Objectives Should Specify
1. Audience
2. Observable Behavior
3. Special Conditions
4. Stating Criterion level
F. Types of Educational Objectives
1. Specific or behavioral objectives. Precise statement of behavior to
be exhibits by the students; the criterion by which mastery of the
objectives will be judged.
2. General or Expensive objectives. Statement wherein the behaviors
are not usually specified and the criterion of the performance level
is not stated.
III. Types Of Learning Outcomes
A. Observable Learning Outcome – well-developed learning outcome
are participant oriented, and observable and measurable. It describe
the skills, knowledge or attitudes, participants will be able to
demonstrate as a result of this activity.
B. Non-observable Learning Outcome – it consist of non-action verbs.
C. Types of Learning Outcomes To Be Considered
1. Knowledge
1.1 Terminology
1.2 specific Facts
1.3 Concepts and Principles
1.4 Methods and procedures
2. Understanding
2.1 Concepts and principles
2.2 Methods and Procedures
2.3 Written materials, graphs, maps, and numerical data
2.4 Problem situation
3. Application
3.1 Factual information
3.2 Concepts and principles
3.3 Methods and procedures
III.4 problem solving skills
4. Thinking skills
4.1 Critical thinking
4.2 scientific thinking
5. General skills
 5.1 Laboratory skills
5.2 Performance skills
5.3 Communication skills
5.4 Computational skills
5.5 Social skills
6. Attitudes
6.1 Social attitudes
6.2 scientific attitudes
7. Interest
7.1 Personal interest
7.2 Educational interest
7.3 Vocational interest
8. Appreciation
8.1 literature, arts and music
8.2 Social and scientific achievements
9.Adjustments
9.1 Social adjustments
9.2 emotional adjustments
IV. Taxonomy Of Educational Objectives
A. Cognitive Domain – called for outcomes of mental activity such as
memorizing, reading problem solving, analysing, synthesizing, and
drawing conclusions.
B. Affective domain – describes learning objectives that emphasizes a feeling
tone, an emotion, or a degree of acceptance.
C. Psychomotor domain – characterized by the progressive level of
behaviours from observation to mastery of physical skills (Simpson, 1972
as cited by Esmane, 2011).
V. Criteria For Selecting Appropriate Objectives
1. The objective should include all important outcomes of the course or
subject matter.
2. The objectives should be in harmony with the content standards of the
state and with the general goals of the school.
3. The objectives should be in harmony with the sound principles of learning.
4. The objectives should be realistic in terms of the abilities of the students,
time and the available facilities.
VI. Clear Statement Of Instructional Objective
A. Understands the scientific principles.

1. Describes the principles in their own words.

2. Identifies examples of the principle.
3. States reasonable hypothesis based on the principle.
4. Uses the principle in solving problem.
 5. Distinguishes between two given principles.
6. Explains the relationships between the given principles
VII. Matching Test Items To Instructional Objectives
A. The learning outcomes and the learning conditions specified in the test
items should match with the learning outcomes and conditions stated in the
objectives.
VIII. Bloom’s Revised Taxonomy
A. Bloom’s Taxonomy in 1956
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
B. Anderson/Krathwolh’s Revision in 2001
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
IX. Affective Domain
1. Krathwols Affective Domain
1.1 Receiving
1.2 Responding
1.3 Valuing
1.4 Organization
1.5 Characterization by value or value set
X. Psychomotor Domain
A. Levels of Psychomotor Domain
1. Perception
2. Set
3. Mechanism
4. Guided Response
5. Complex overt response
6. Adaptation
7. Origination
B. Other psychomotor domains
1. Daves 1975
1.1 imitation
1.2 manipulation
1.3 precision
1.4 articulation
1.5 naturalization
2. harrow’s (1972), kubiszyn and Borich (2007)
2.1 Reflex Movements
2.2 Fundamental Movements
2.3 Perception
2.4 Physical Activities
2.5 Skilled Movements
2.6 No Discursive communication