ASSESSING LEARNING

OUTCOMES
LEARNING OUTCOMES
At the end of the chapter, you should be able to:
1. Define the following terms: goals, objectives, and educational objectives/instructional
objectives, specific/behavioral objectives, general/expressive objectives, learning
outcome, learning activity, observable outcome, unobservable outcome, cognitive
domain, affective domain, psychomotor domain, and educational taxonomy;
2. Write specific and general objectives;
3. Identify learning outcomes and learning activities;
4. Determine observable outcome and non-observable learning outcomes;
5. Identify the different levels of Bloom’s taxonomy;
6. Identify the different levels of Krathwolh’s 2001 revised cognitive domain;
7. Write specific cognitive outcomes;
8. Write specific affective outcomes;
9. Write specific psychomotor outcomes; and
10. Write measurable and observable learning outcomes.
INTRODUCTION
• Instructional goals and objectives play a very important
role in both instructional process and assessment process.
• Assessing the learning outcomes of the students is one of
the very critical functions of teachers.
• Classify the objectives of the lesson for the selection of
the teaching method and the selection of the instructional
materials.
• The objectives can be classified according to the learning
outcomes of the lesson that will be discussed.
PURPOSES OF INSTRUCTIONAL GOALS
AND OBJECTIVES
1. It provides direction for the instructional process by
clarifying the intended learning outcomes;
2. It conveys instructional intent to other stakeholders such
as the students, parents, school officials, and the public;
and
3. It provides basis for assessing the performance of the
students by describing the performance to be measured.
GOALS AND OBJECTIVES

•The terms goals and objectives are two different concepts

but they are related to each other.
•Goals can never be accomplished without objectives and
you cannot get the objectives that you want without goals.
•This means that goals and objectives are both tools that
you need in order that you can accomplish what you want
to achieve.
GOAL, GENERAL EDUCATIONAL PROGRAM
OBJECTIVES, & INSTRUCTIONAL OBJECTIVES

GOALS
•A broad statement of very general educational outcomes that
do not include specific level of performance.
•It tend to change infrequently and in response to the societal
pressure, e.g., learn problem solving skills; develop high level
thinking skills; appreciate the beauty of an art; be creative; and
be competent in the basic skills in the area of grammar.
GOAL, GENERAL EDUCATIONAL PROGRAM
OBJECTIVES, & INSTRUCTIONAL OBJECTIVES

GENERAL EDUCATIONAL PROGRAM OBJECTIVES

•More narrowly defined statements of educational
outcomes that apply to specific educational programs;
•Formulated on the annual basis; and
•Developed by program coordinators, principals, and
other school administrators.
GOAL, GENERAL EDUCATIONAL PROGRAM
OBJECTIVES, & INSTRUCTIONAL OBJECTIVES
INSTRUCTIONAL OBJECTIVES
•Specific statement of the learners behavior or outcomes that are
expected to be exhibited by the students after completing a unit of
instruction.
•Unit of instruction may mean: a two-week lesson plan on polynomials;
one week lesson on “parallelism after correlatives”; one class period
on “katangian ng wika”. At the end of the lesson the students should
be able to add fractions with 100% accuracy; the students should be
able to dissect the frog following the correct procedures.
EXAMPLE:
Goal

To develop highly skilled competent, and

globally competitive teachers and educational
leaders.
EXAMPLE:
General Objectives
The college of education is committed to attain the following objectives:
•Provide quality education and training to prospective teachers especially
those in Madaris;
•Offer advanced professional training for school administrators;
•Strengthen the extension programs through non-formal education;
•Enrich programs on values education to promote inter-cultural
understanding, solidarity, peace and development;
•Serve as prime mover in the preservation and enrichment of the cultural
heritage of the country;
TYPICAL PROBLEMS ENCOUNTERED WHEN
WRITING OBJECTIVES
FOUR MAIN THINGS THAT OBJECTIVES
SHOULD SPECIFY
1. Audience
✓Who? Who are the specific people the objectives are aimed
at?
2. Observable Behavior (Behavior)
✓What? What do you expect them to be able to do? This
should be an overt, observable behavior, even if the actual
behavior is covert or mental in nature.
✓If you cannot see it, hear it, touch it, or smell it, you cannot be
sure your audience really learned it.
FOUR MAIN THINGS THAT OBJECTIVES
SHOULD SPECIFY
3. Special Conditions (Condition)
✓The behavior must be displayed by the students.
✓How? Under what circumstances will the learning occur?
✓What will the student be given or already be expected to know to
accomplish the learning?
4. Stating Criterion Level (Degree)
✓The criterion level of acceptable performance specifies how many of the
items must the students answer correctly for the teacher to attain his/her
objectives.
✓How much? Must a specific set of criteria be met? Do you want total mastery
(100%), do you want them to respond correctly 90% of the time, among
others?
EXAMPLE
CONDITION AUDIENCE

Given a specific case study, the student will be

DEGREE BEHAVIOR

able to successfully conduct needs analysis.

TYPES OF EDUCATIONAL OBJECTIVES
SPECIFIC OR BEHAVIORAL OBJECTIVES
➢Precise statement of behavior to be exhibited by the students;
➢The criterion by which mastery of the objectives will be judged; and
➢The statement of the conditions under which behavior must be
demonstrated.

Examples:
a) Multiply three-digit numbers with 95% accuracy.
b) List the months of the year in proper order, with 100% accuracy.
c) Encode 30 words per minute with at most three (3) errors using computer.
TYPES OF EDUCATIONAL OBJECTIVES
GENERAL OR EXPRESSIVE OBJECTIVES
➢The behaviors are not usually specified and the criterion of the
performance level is not stated.
➢It describes the experience or educational activity to be done.
➢It is not expressed in specific terms but in general terms such as
understand, interpret, or analyze.

Examples:
a) Interpret the novel the Lion, the Witch, and the Wardrobe.
b) Visit Manila Zoo and discuss what was of interest.
c) Understand the concept of normal distribution.
Instructional Objectives
❑ Clear and concise statement if skill or skills that
students are expected to perform or exhibit after
discussing a certain lesson or unit of instruction.
❑The components of instructional objectives are
observable behaviors, special conditions which the
behavior must be exhibited and performance level
considered sufficient to demonstrate mastery.
❑When a teacher developed instructional objectives, he
must include an action verb that specifies learning
outcomes.
Learning Outcome – an activity that implies a certain product or end result
of instructional objectives.
Learning Activity – if you write instructional objectives as a means or
process of attaining the end product.
TYPES OF LEARNING OUTCOMES
After developing learning outcomes the next step the teacher must consider
is to identify whether the learning outcome is stated as a measurable and
observable behavior. The following are examples of verbs in terms of
observable learning outcomes and unobservable learning outcomes.
EXAMPLES OF OBSERVABLE LEARNING OUTCOMES
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.
EXAMPLES OF NON-OBSERVABLE LEARNING
OUTCOMES
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.
TYPES OF LEARNING OUTCOMES TO CONSIDER
Below are the lists of learning outcomes classified as a learning objective;
there are merely suggestive as categories to be considered (Gronlund, Linn,
Miller, 2009).
TYPES OF LEARNING OUTCOMES TO CONSIDER
Below are the lists of learning outcomes classified as a learning objective; there
are merely suggestive as categories to be considered (Gronlund, Linn, Miller,
2009).
TYPES OF LEARNING OUTCOMES TO CONSIDER
Below are the lists of learning outcomes classified as a learning objective;
there are merely suggestive as categories to be considered (Gronlund, Linn,
Miller, 2009).
TAXONOMY OF EDUCATIONAL OBJECTIVES
✓Taxonomy of Educational Objectives is a useful guide for developing
a comprehensive list of instructional objectives.
✓A taxonomy is primarily useful in identifying the types of learning
outcomes that should be considered when developing a comprehensive
list of objectives for classroom instruction.
✓Benjamin S. Bloom (1948, as cited by Gabuyo, 2011), a well-known
psychologist and educator, took the initiative to lead in formulating and
classifying the goals and objectives of the educational processes.
✓Three domains of educational activities were determined: the cognitive
domain, affective domain, and the psychomotor domain.
TAXONOMY OF EDUCATIONAL OBJECTIVES
Cognitive Domain
-Outcomes of mental activity such as memorizing, reading, problem solving,
analyzing, synthesizing and drawing conclusions.

Affective Domain
-Describes learning objectives that emphasize a feeling tone, an emotion, or a
degree of acceptance or rejection.
-Vary from simple attention to selected phenomena to complex but internally
consistent qualities of character and conscience.
-It refers to the persons’ awareness and internalization of objects and simulations, it
focuses on the emotions of the learners.
TAXONOMY OF EDUCATIONAL OBJECTIVES
Psychomotor Domain
-Characterized by the progressive levels of behaviors from
observation to mastery of physical skills (Simpson, 1972 as cited
by Esmane, 2011).
-This includes physical movement, coordination, and use of the
motor-skill areas.
-It focused on the physical and kinesthetic skills of the learner.
-This domain is characterized by the progressive levels of
behaviors from observation to mastery of physical skills.
SAMPLES OF EDUCATIONAL OBJECTIVES & LEARNING
OUTCOMES IN ARALING PANLIPUNAN (K TO 12)
Educational Objectives
Pagbibigay sa mga mag-aaral ng
kaalaman at pang-unawa tungkol sa
tao, kapaligiran at lipunan (Cognitive
objective)
Learning Outcomes
• Nailalarawan ang sariling buhay
simula sa pagsilang hanggang sa
kasalukuyang edad
• Nasasabi at naipapaliwanag ang
mga alituntunin sa silid-aralan at sa
paaralan
• Naiisa-isa ang mga tungkulin ng
isang mabuting mamamayan sa
pangangalaga ng kapaligiran
 SAMPLES OF EDUCATIONAL OBJECTIVES & LEARNING
OUTCOMES IN ARALING PANLIPUNAN (K TO 12)
Educational Objectives Learning Outcomes
Paglinang ng kakayahan na • Nakakasulat ng sanaysay na
magsagawa ng proyektong naglalarawan ng mga taong
pangtahanan at pampamayanan bumubuo ng sariling pamilya
(Psychomotor objective) • Nakapagsasagawa ng panayam
sa ilang mahahalagang pinuno ng
sariling barangay at naisusulat
ang mga nakalap na kaalaman
 SAMPLES OF EDUCATIONAL OBJECTIVES & LEARNING
OUTCOMES IN ARALING PANLIPUNAN (K TO 12)
Educational Objectives Learning Outcomes
Pagganyak sa mga mag-aaral • Nakasusulat ng tula, awit o
uoang maipamalas ang malalim maikling kuwento tungkol sa
na pagpapahalaga sa kahalagahan ng kapaligiran
kapaligiran (affective objective) • Nakagagawa ng video
presentation tungkol sa
wastong pag-aalaga ng
kapaligiran
TAXONOMY OF EDUCATIONAL OBJECTIVES

Bloom and other educators work on cognitive domain,

established and completed the hierarchy of educational
objectives in 1956, it was called as the Bloom’s Taxonomy
of the cognitive domain.
CRITERIA FOR SELECTING APPROPRIATE
OBJECTIVES
1. The objectives 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.
CLEAR STATEMENT OF INSTRUCTIONAL
OBJECTIVES
❑To obtain a clear statement of instructional objectives you should define
the objectives in two steps:
➢First, state the general objectives of instruction as intended learning
outcomes.
➢Second, list under each objective a sample of the specific types of
performance that the students should be able to demonstrate when they
have achieved the objective (Gronlund, 2000as cited by Gronlund, Linn,
& Miller, 2009).
❑This procedure should result in the statement of general objectives and
specific learning outcomes.
EXAMPLE:

1. Understands the scientific principles

1.1 Describes the principle in their own words.
1.2 Identifies examples of the principle.
1.3 States reasonable hypotheses based on the principle.
1.4 Uses the principle in solving problem.
1.5 Distinguishes between two given principles.
1.6 Explains the relationships between the given principles.
EXAMPLE:

2. Understands the parts and functions of animals and importance

to humans
2.1 describe animals in their immediate surroundings
2.2 identify the parts and functions of animals
2.3 classify animals according to body parts and uses
2.4 state the importance of animals to humans
2.5 describe ways of proper handling of animals
EXAMPLE:
3. Understands the motion of objects
3.1 describe the position of a person or an object in relation
to a reference point such as chair, door, another
person
3.2 identify things that can make objects move such as people,
water, wind, magnets
3.3 describe the movements of objects such as fast/slow,
forward/backward, stretching/compressing
MATCHING TEST ITEMS TO INSTRUCTIONAL
OBJECTIVES
•When constructing test items, always remember that they should match the
instructional objectives.
•If a test developer followed this basic rule, then the test is ensured to have
content validity.
•Always remember that your goal is to assess the achievement of the
students, hence, do not ask tricky questions.
•To measure the achievement of the students ask them to demonstrate a
mastery of skills that was specified in the conditions in the instructional
objectives.
Consider the following examples of matching test items to instructional objectives:
Match?
INSTRUCTIONAL OBJECTIVES WITH TEST ITEM
Yes No
1 Objective: Discriminate fact from opinion from Pres. Duterte’s first State of the Nation Address
(SONA).
Test item: From the State of the Nation Address (SONA) speech of Pres. Duterte, give five (5)
examples of facts and five (5) examples of opinions.
2 Objective: Recall the names an capitals of all different provinces of Regions I and II in the
Philippines.
Test item: List the names and capitals of two provinces in Region I and three provinces in Region II.
3 Objective: List the main event in chronological order, after reading the short story A VENDETTA
by Guy de Maupassant.
Test item: From the short story A VENDETTA by Guy de Maupassant, list the main event in
chronological order.
4 Objective: Circle the nouns and pronouns from the given list of words.
Test item: Give five examples of pronouns and five examples of verbs.
5 Objective: Make a freehand drawing about Region II using your map as a guide.
Test item: Without using your map, draw the map of Region II.
Types of Objectives
1. Educational Objectives – stretch from objectives for specific curriculum areas
(often subjects of programs) at certain grade levels to specific outcomes of
classroom instruction
Brown and Green: instructional objectives should clearly indicate some
observable or quantifiable student behavior
Posner and Rudnisky: call instructional objectives “intended learning
outcomes,” which they define as statements of precisely what the student is to
learn (e.g. which facts, concepts, and techniques).
2. Behavioral Objectives – students can show that they have acquired
particular skills or knowledge
Mager: objectives must describe: 1) the behaviour that will indicate a learner
has achieved the objective; 2) the condition or situation imposed on the
learner when he or she demonstrates achievement; and 3) the minimum
proficiency level that will be acceptable.
BLOOM’S REVISED TAXONOMY
❑Lorin Anderson a former student of Bloom together with
Krathwolh, revised the Bloom’s taxonomy of cognitive domain in
the mid-90s in order to fit the more outcome-focused modern
education objectives.
❑There are two major changes:
- the names in the six categories from noun to active verb
- the arrangement of the order of the last two highest levels
Taxonomy of Educational Objectives
The Cognitive Domain (intellect – knowledge – ‘think’) by Benjamin Bloom
Revised Bloom’s Taxonomy – intended to address the changing nature of education and a
more relevant structure for the 21st century
Taxonomy of Educational Objectives
The Psychomotor Domain – (physical – skills – ‘do’)
Taxonomy of Educational Objectives
The Affective Domain – (feeling, emotions – attitude – ‘feel’)