Balanquit, Jennifer Alemania

Section: Bocobo
Prof. Ed – 7
September 11, 2021
7:00 am – 10am

Activity # 4

1. Identify the different levels of Blooms Taxonomy and explain

each level.
Answer:
A. Knowledge: Remembering or retrieving previously learned
material.

Examples of verbs that relate to this function are: identify,

relate, list, define, recall, memorize, repeat, record name,
recognize, acquire.

B. Comprehension: The ability to grasp or construct meaning from

material.

Examples of verbs that relate to this function are: restate, locate,

report, recognize, explain, express, identify, discuss, describe, review,
infer, conclude, illustrate, interpret, draw, represent, differentiate.

C. Application: The ability to use learned material, or to

implement material in new and concrete situations.
 Examples of verbs that relate to this function are: apply, relate
develop, translate, use, operate, organize, employ, restructure,
interpret, demonstrate, illustrate, practice, calculate, show, exhibit,
dramatize.

D. Analysis: The ability to break down or distinguish the parts of

the material into their components so that their organizational
structure may be better understood.

Examples of verbs that relate to this function are analyze,

compare, probe, inquire, examine, contrast, categorize, differentiate,
investigate, detect, survey, classify, deduce, experiment, scrutinize,
discover, inspect, dissect, discriminate, separate.

E. Synthesis: The ability to put parts together to from a coherent

or unique new whole.

Example of verbs that relate to this function are: compose,

produce, design, assemble, create, prepare, predict, modify, plan,
invent, formulate, collect, set up, generalize, document, combine,
propose, develop, arrange, construct, organize, originate, derive,
write.

F. Evaluation: The ability to judge, check, and even critique the

value of material for a given purpose.

Examples of verbs that relate to this function are: judge,

assess, compare, evaluate, conclude, measure, deduce, argue,
decide, choose, rate, select, estimate, validate, consider, appraise,
value, criticize, infer.
 2. Explain the elements of an observable learning outcome.

Answer: The elements of an observable learning outcome are

the guide for the students in learning. It will help them to gain
more knowledge and skills in practicing and analyzing the
elements of learning outcome.

Learning Outcome statements may be broken down into three

main components: an action word that identifies the
performance to be demonstrated; a learning statement that
specifies what learning will be demonstrated in the
performance; a broad statement of the criterion or standard
for acceptable performance.

3. Compare and contrast the following:

A. Specific objective and General objective

Answer:
Specific objectives are detailed objectives that describe what will be
researched during the study, whereas the general objective is a
much broader statement about what the study aims to achieve
overall.
Difference between general and specific objectives. The general
objective is a statement that summarizes the central idea and
purpose of a work. The specific objectives detail the processes
necessary for the complete performance of the work.
B. Observable outcome and unobservable outcome
Answer:
Observable Learning outcome : Draw, Build, List, Recite and Add
Unobservable Learning outcome: Understand, Appreciate, Value,
Know and Be Familiar
If learning outcomes is measurable then it is observable, therefore,
always state the learning outcomes in observable behavior.

Learning outcomes are statements of what a learner is expected to

know, understand and/or be able to demonstrate at the end of a
particular (set of) learning opportunities.

These are the examples of Unobservable learning outcome:

1. Be familiar with the constitutional provisions relevant to
agrarian reforms.
2. Understand the process of evaporation.
3. Enjoy speaking Spanish.
4. Appreciate the beauty of an art.
5. Know the concept of normal distribution.

While these are the Observable learning outcome:

1. Recite the names of the characters in the story MISERY by
Anton Chechov.
2. Add two-digit numbers with 100% accuracy.
3. Circle the initial sounds of words.
4. Change the battery of an engine.
5. List the steps of hypothesis testing in order.
 C. Learning outcome and learning activity
Answer:
A learning objective is the instructor's purpose for creating and
teaching their course. In contrast, learning outcomes are the answers
to those questions. They are the specific, measurable knowledge and
skills that the learner will gain by taking the course.
Simply put, learning objectives indicate intended outcomes students
should develop or master at the end of a lesson, unit, course, or
program. Learning activities, as the name applies, are a set of
activities students need to complete to achieve the learning
objectives.
Learning activities, as the name suggests, are activities designed or
deployed by the teacher to bring about or create the conditions for
learning.

4. Explain the main changes in the Krathwolhs 2001 Cognitive

Taxonomy.
Answer: Thus, Anderson and Krathwohl’s (2001) revised Bloom’s
taxonomy became: Remember, Understand, Apply, Analyze, Evaluate
and Create.

5. Differentiate Blooms Cognitive Taxonomy from Krathwolhs

2001 Cognitive Taxonomy.
Answer: Anderson’s taxonomy was developed directly from Bloom’s
Cognitive taxonomy, with three important differences: Bloom uses
nouns, and Anderson uses verbs. The Anderson taxonomy introduces
the idea of creativity, and puts it at the very top, the highest form of
learning.