For instructional purposes only • 1st Semester SY 2020-2021 9

Lesson 2.1: Learning Targets

Lesson Summary
This lesson identifies three domains of educational activities: the
cognitive, referring to mental skills, affective referring to growth in feeling or
emotion, and psychomotor, referring to manual or physical abilities. These
terms were being regarded as too technical by practicing teachers and so the
domains were translated to simpler terms commonly used by teachers:
knowledge, skills and attitude (KSA).

Learning Outcomes
1. define learning targets and its types
2. identify a given statement according to the domains of learning
3. formulate objectives in varied domains

Motivation Question
For you, what do you think is the meaning of the goal? How about the
target? How about the objective? What are their differences?

Discussion

What are learning targets?

Before discussing what the learning targets are, it is essential first to
define educational goals, standards, and objectives.
Goals. Goals are a general statement about desired learner outcomes
in a given year or during the duration of a program (e.g., senior high school)
Standards. Standards are specific statements about what learners
should know and are capable of doing at a particular grade level, subject, and
course.
Educational Objectives. Educational objectives are specific statements
of learner performance at the end of the instructional unit. These are
sometimes referred to as behavioral objectives and are typically being stated
with the use of verbs. The most popular taxonomy of educational objectives
is Bloom’s Taxonomy of Educational Objectives.
Bloom’s Taxonomy of Educational Objectives
Bloom’s Taxonomy consists of three domains: cognitive, affective, and
psychomotor. These three domains correspond to the three types of goals
that teachers want to assess: knowledge-based goals (cognitive), skills-based
goals (psychomotor), and affective goals (affective). The taxonomy describes
six levels of expertise: knowledge, comprehension, application, analysis,
synthesis, and evaluation.

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 10 PrEd146: Assessment in Learning I

Domain I: Cognitive Domain

Table 2. Bloom's Taxonomy of Educational Objectives

Cognitive Level Description Illustrative Sample Objective

Verbs
Knowledge Recall or Defines, Enumerate the six
recognition of recalls, levels of expertise
learned materials names, in Bloom’s
like concepts, enumerates, taxonomy of
events, facts, ideas, and labels objectives in the
and procedures cognitive domain.
Comprehension Understanding the Explains, Explain each of
meaning of learned describes, the six levels of
material, including summarizes, expertise the
interpretation, discusses, Bloom’s
explanation, and and translates taxonomy of
literal translation objectives in the
cognitive domain.
Application Use of abstract Applies, Demonstrate how
ideas, principles, or demonstrates, to use Bloom’s
methods to specific produces, taxonomy in
concrete situations illustrates, formulating
and uses learning
objectives
Analysis Separation of a Compares, Compare and
concept or idea into contrasts, contrasts the six
constituent parts or categorizes, levels of expertise
elements and an classifies, and in Bloom’s
understanding of calculates taxonomy in
nature and formulating
association among learning
the elements objectives
Synthesis Construction of Composes, Compose learning
elements or parts constructs, targets using
from different creates, Bloom’s
sources to form a designs, and taxonomy
more complex or integrates
novel structure
Evaluation Making a judgment Appraises, Evaluate the
of ideas or methods evaluates, congruence
based on sound judges, between learning
and established concludes, targets and
criteria and criticizes assessment
methods

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The Revised Bloom’s Taxonomy of Educational Objectives

Anderson proposed a revision of Bloom’s Taxonomy in the cognitive
domain by introducing the cognitive process dimension, which consists of six
types: remembering, understanding, applying, analyzing, evaluating, and
creating.
Table 3. Revised Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain

Cognitive
Definition Illustration Verbs Sample Objective
Process
Remembering Recognizing and Identify, list, name, Name the 7th
recalling facts underline, President of the
remember Philippines
retrieve, locate
Understanding Understanding Describe, Explain the
what the determine, causes of
information interpret, malnutrition in the
means translate, country
paraphrase and
explain
Applying Applying the Apply, employ, Solve the
facts, rules, practice, relate, following
concepts, and use, implement, problems using
ideas in another carryout, and the different
context solve measures of
central tendency
Analyzing Breaking down Analyze, calculate, Classify the
information into examine, test, following
parts compare, chemical
differentiate, elements based
organize and on some
classify categories/areas
Evaluating Judging the Assess, measure, Critique the latest
value of estimate, film that you have
information or evaluate, critique, watched. Use the
data and judge critique
guidelines and
format discussed
in the class
Creating Combining parts Compose, Propose a
to make a whole produce, develop, program of action
formulate, devise, to help solve
prepare, design, Metro Manila’s
construct, traffic congestion
propose, and re-
organize

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 12 PrEd146: Assessment in Learning I

EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING

Original Bloom’s Taxonomy Revised Bloom’s Taxonomy

Learning Targets
A learning target is a statement of student performance for a relatively
limited type of learning outcome that will be accomplished in a single lesson
or a few days and provides both a description of what students will learn,
understand, and be able to do at the end of the course and a summary of the
criteria for judging the level of performance demonstrated. In other words,
Learning targets are statements on what learners are supposed to learn and
what they can do because of instruction. Compared with educational goals,
standards, and objectives, learning targets are the most specific and lead to
more specific instructional and assessment activities.
Type of Learning Targets
Many experts consider four primary types of learning targets:
knowledge, reasoning, skill, and product. Table 2.3 summarizes these types of
learning targets.
Table 4. Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain

Type of Learning
Description Sample
Targets
Refers to factual, conceptual, I can explain the role of
and procedural information the conceptual
Knowledge
that learners must learn in a framework in a
subject or content area research.
Knowledge-based thought I can justify my
Reasoning processes that learners must research problems with
learn. It involves the a theory
application of knowledge in

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problem-solving, decision-
making, and other tasks that
require mental skills.
Use of knowledge and/or I can facilitate a focus
reasoning to perform or group discussion (FGD)
Skills
demonstrate physical skills with research
participants.
Use of knowledge, reasoning, I can write a thesis
Product and skills in creating a proposal.
concrete or tangible product

Other experts consider a fifth type – affect, which refers to affective

characteristics that students can develop and demonstrate because of
instruction. It includes attitude, beliefs, interests, and values. For example, I
can appreciate the importance of addressing potential ethical issues in the
conduct of thesis research.
Domain II: Psychomotor Domain
Table 2.4 Comparison of Categories for Psychomotor Domain from Four Contributors

DAVE SIMPSON HARROW ROMISZOWSKI

Acquiring
- Perception Reflex Movement
Knowledge
Basic Fundamental Executing
Imitation Set
Movements Actions
Guided
Manipulation Perceptual Abilities Transfer
Response
Develop
Mechanism Physical Abilities Automatization
Precision
Complex
Articulation Overt Skilled Movements Generalization
Response
Naturalization Adaptation Non-discursive -

- Origination - -

These contributions from Simpson, Dave, and Harrow, have been re-
organized and simplified into four categories or levels.

Table 5 Psychomotor Domain

Sample
Levels Description Illustration Verbs
Objective

Observing Watching active identify, discern, Pick non-verbal

mental distinguish, communication
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 14 PrEd146: Assessment in Learning I

attention to a differentiate, cues

physical activity describe, relate,
select
Attempt to copy Begin, explain, move, Recognize one’s
a physical display, proceed, limitations
Imitating
behavior react, show, state,
volunteer
Performing a Bend, calibrate, Operate quickly
Practicing specific activity construct, fasten, and accurately
repeatedly grasp, manipulate
Fine-tuning the Organize, relax, Construct a new
skill and making shorten, sketch, scheme or
minor write, create, design sequence
Adapting
adjustments to
attain
perfection

Domain III: Affective Domain

The affective domain refers to how we deal with situations
emotionally such as feelings, appreciation, enthusiasm, motivation, values,
and attitude. The taxonomy is ordered into five levels as the individual
progresses towards internalization where the belief or senses constantly
influencing or regulating a person’s behavior.
Table 6 Affective Domain

Sample
Levels Description Illustration Verbs
Objective
Being aware of click, point to, sit, Listen to others
something or alert choose, explain, respectfully.
Receiving to it and able to describe, follow,
listen or pay hold, identify,
attention. name, reply
Showing answer, assist, Participate in
commitment to comply, conform, discussion
respond in some discuss, greet,
Responding measure to the help perform,
idea or practice, read,
phenomenon recite, report,
write, tell
Showing a Complete, Show ability to
willingness demonstrate, resolve
perceived as differentiate,
valuing or favoring explain, follow,
Valuing
specific ideas invite, join, justify,
propose, report,
share, study,
perform

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Arranging values Arrange, combine, Prioritize time

into priorities, complete, adhere, effectively for
creating a unique alter, defend, family
value system by explain, formulate,
Organizing
comparing, integrate,
relating and organize, connect,
synthesizing synthesize
values
Practicing value Act, view, control, Show self-trust
system that listen, execute, when asking
controls one’s modify, perform,
behavior, revise, solve,
exhibiting verify
Characterizing behavior
consisted of
pervasive,
predictable and
characteristics of
the person.

Moreover, learning objectives must be SMART (Specific, Measurable,

Attainable, Realistic and Time-bounded).

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