PROF EDUC 8 Midterm 1

MISSION OUR LADY OF LOURDES FOUNDATION
VISION
OLLCF is committed to provide dynamic, excellent, Vinzons Ave., Daet, Camarines Norte A locally responsible and globally competitive
and client-orientated services to ensure relevant and Tel. Number 154-721-3254 leaning institution capable of producing highly
quality higher education accessible to all.
competent, morally upright, and productive
citizenry.
COLLEGE OF TEACHER EDUCATION
PROF EDUC 8 - ASSESSMENT OF LEARNING 1
Photo adopted from: clipartkey.com
MIDTERM – MODULE 1
Prepared by:
JOY S. LABORTE
CTE-Faculty
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citizenry.
INTRODUCTION
In this chapter, 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.
OBJECTIVES
At the end of this module, you be able to:
◦ State the program outcomes expected of all educational institutions and educational institutions
according to type;
◦ Discuss the programs’ outcomes of teacher education;
◦ Distinguish learning outcomes in the 3 domains of learning and in the additional levels of
knowledge processing of Kendall and Marzano;
◦ Formulate learning outcomes in the cognitive, psychomotor, and affective domains in the
different levels and in the metacognitive and self-system knowledge processing of Kendall and
Marzano.
CONCEPT MAP
PROGRAM
OUTCOMES
AND
STUDENT
LEARNING
OUTCOMES
PROGRAM KENDALL'S
PROGRAM AND
OUTCOMES
FOR OUTCOMES MARZANO'S
TEACHER AND NEW
EDUCATION LEARNING TAXONOMY
OUTCOMES
THE THREE
TYPES OF
LEARNING
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PROGRAM OUTCOMES AND LEARNING OUTCOMES
Lesson 1. PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES
The shift of focus in education from content to students learning outcomes has changed teachers, instructional
perspectives. In the past years, teachers often heard about their concerns to finish their subject matter before the end
of the term. Maybe because of the number of their students or failure to clarify the desired learning outcomes, teacher’s
concern for outcomes was secondary to the completion of the planned content for the subject. In other words,
teachers were more content-centered than outcomes-centered.
The new education 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, the body that regulates higher education in the Philippines,
in its Memorandum Order #20, s. 2014 requires the following program outcomes for all higher education institutions
the ability to:
a. Articulate and discuss the latest development 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 professionals, social and ethical responsibility; and
e. Preserve and promote “Filipino historical and cultural heritage.”
Some program outcomes are based on HEI type 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 of employment, development activities, and public
discourses, particularly in response to the needs of the communities one serves.
◦ Graduates of universities participate in the generation of 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.
The program outcomes specific to degrees are programs spelled out in the specific Policies, Standards, and
Guidelines (PSGSs) per program or degree issued by the same Commission. The following are the program
outcomes for the Bachelor in Elementary Education (BEEd) degree/program that were endorsed to the Commission
en banc for approval as of writing time.
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Lesson 2: PROGRAM OUTCOMES FOR TEACHER EDUCATION

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and
political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
learners and their environments
d. Develop innovative curricula, institutional 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 in 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 lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
Lesson 3: THE THREE TYPES OF LEARNING

Believing that there was more than one (1) type of learning, Benjamin Bloom and a committee of colleagues
in 1956, identified three domains of educational activities; cognitive, referring to mental skills; affective, referring to
the growth of feeling or emotion, and psychomotor, referring to manual or physical skills. These terms were
regarded as 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 the 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) slightly rearranging
the order.
A. DOMAIN I: COGNITIVE (KNOWLEDGE)
Categories/Levels Outcomes Verbs Learning Outcomes Statements

1. Remembering: Recall Define, describe, identify, label, match, Recite the multiplication tables; match
previously learned list, name, outline, recall, recognize, the word the parts of the picture of a
information. reproduce, select, state sewing machine
2. Understanding: Distinguish, estimate, explain, give, Explain in one’s own words the stages
Comprehending the meaning, example, interpret, paraphrase, in the life cycle of a butterfly;
translation, and interpretation summarize distinguish the different geometric
of instructions; Stating a figures
problem in one’s own words.
3. Applying: Using what was Apply, change, compute, construct, Use a mathematical formula to solve
learned in the classroom in demonstrate, discover, modify, prepare, an algebra problem; prepare daily
similar new situations. produce, show, solve, use menus for one week for a family of six
4. Analyzing: Separating Analyze, compare, contrast, diagram, Observe a classroom and list down the
materials or concepts into differentiate, distinguish, illustrate, things to be improved; differentiate the
outline, select parts of a tree
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component parts to
understand the whole.
5. Evaluating: Judging the value Compare, conclude, criticize, critique, Defend a research proposal; select the
of an idea, object, or material. defend, evaluate, relate, support, justify most effective solution; critique a class
demonstration
6. Creating: Building a structure Categorize, combine, compile, compose, Compile personal records and
or pattern; Putting parts devise, design, plan, organize, revise, documents into a portfolio; write a
together. rearrange, generate, modify syllabus for a school subject
Table 1. Domain: Cognitive (Knowledge)
(Source: Bloom, Benjamin S. Taxonomy of Educational Objectives, Book 1: Cognitive Domain, 2nd edition June 1984)
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Figure 1. The Categories/Levels of Cognitive Domain Learning Objectives Arranged Hierarchically

(Source: Bloom, Benjamin S. Taxonomy of Educational Objectives, Book 1: Cognitive Domain, 2nd edition June 1984)
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B. DOMAIN II. PSYCHOMOTOR (SKILLS)

In the early seventies, E Simpson, Dave, and A.S. Harrow recommended categories for the
Psychomotor Domain which include physical coordination, movement, and use of the motor skills of body parts.
Development of these skills requires constant practice in accuracy and speed. Simpson contributed 7 categories,
Dave 5 categories, and Harrow 6 categories.
Category Example and Key Words (Verbs)

Perception (Awareness): The ability to Examples: Detects non-verbal communication cues. Estimate where a ball will
use sensory cues to guide motor activity. land after it is thrown and then move to the correct location to catch the ball.
This ranges from sensory stimulation, Adjust the heat of the stove to the correct temperature by smell and taste of
through cue selection, to translation. food. Adjust the height of the forks on a forklift by comparing where the forks
are in relation to the pallet.
Keywords: chooses, describes, detects, differentiates, distinguishes, identifies,

isolates, relates, selects.
Set: Readiness to act. It includes mental, Examples: Knows and acts upon a sequence of steps in the manufacturing
physical, and emotional sets. These three process. Recognize one’s abilities and limitations. Shows desire to learn a new
sets are dispositions that predetermine a process (motivation). NOTE: This subdivision of Psychomotor is closely related
person’s response to different situations with the “Responding to phenomena” subdivision of the Affective domain.
(sometimes called mindsets).
Keywords: begins, displays, explains, moves, proceeds, reacts, shows, shows,
states, volunteers.
Guided Response: The early stages in Examples: Performs a mathematical equation as demonstrated. Follows
learning complex skills include imitation instructions to build a model. Responds hand-signals of instructor while learning
and trial and error. Adequacy of to operate a forklift.
performance is achieved by practicing.
Keywords: copies, traces, follows, react, reproduce, responds
Mechanism (Basic Proficiency): This is the Examples: Use a personal computer. Repair a leaking faucet. Drive a car.
intermediate stage in learning a complex
skill. Learned responses have become Keywords: assembles, calibrates, constructs, dismantles, displays, fastens, fixes,
habitual and the movements can be grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
performed with some confidence and
proficiency.
Complex Overt Response (Expert): The Examples: Maneuvers a car into a tight parallel parking spot. Operates a
skillful performance of motor acts that computer quickly and accurately. Displays competence while playing the piano.
involve complex movement patterns.
Proficiency is indicated by a quick, Keywords: assembles, builds, calibrates, constructs, dismantles, displays, fastens,
accurate, and highly coordinated fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
performance, requiring a minimum of
energy. This includes performing without NOTE: The Keywords are the same as Mechanism, but will have adverbs or
hesitation and automatic performance. adjectives that indicate that the performance is quicker, better, more accurate,
For example, players often utter sounds etc.
of satisfaction or expletives as soon as
they hit a tennis ball or throw a football
because they can tell by the feel of the
act what the result will produce.
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Adaptation: Skills are well developed and Examples: Responds effectively to unexpected experiences. Modifies instruction
the individual can modify movement to meet the needs of the learners. Perform a task with a machine that it was
patterns to fit special requirements. not originally intended to do (the machine is not damaged and there is no
danger in performing the new task).
Keywords: adapts, alters, changes, rearranges, reorganizes, revises, varies.

Origination: Creating new movement Examples: Constructs a new theory. Develops new and comprehensive training
patterns to fit a particular situation or programming. Creates a new gymnastics routine.
specific problem. Learning outcomes
emphasize creativity based on highly Keywords: arranges, builds, combines, composes, constructs, creates, designs,
developed skills. initiate, makes, originates.
Table 2. Domain II: Psychomotor (Skills)
(Source: http://nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html Retrieved, February 3, 2017)
PSYCHOMOTOR DOMAIN TAXONOMIES
Dave (1975)
Imitation – Observing and patterning Examples: Copying a work of art. Performing a skill while observing a
behavior after someone else. demonstrator.
Performance may be of low quality.
Keywords: copy, follow, mimic, repeat, replicate, reproduce, trace.
Manipulation – Being able to perform Examples: Being able to perform a skill on one’s own after taking lessons or
certain actions by memory or following reading about it. Follows instructions to build a model.
instructions.
Keywords: act, build, execute, perform.
Precision – Refining becoming more Examples: Working and reworking something, so it will be “just right”. Perform
exact. Performing a skill with a high a skill or task without assistance. Demonstrate a task to a beginner.
degree of precision.
Keywords: calibrate, demonstrate, master, perfectionism
Articulation – Coordinating and Examples: Combining a series of skills to produce a video that involves music,
adapting a series of actions to achieve drama, color, sound, etc. Combining a series of skills or activities to meet a
harmony and internal consistency. novel requirement.
Keywords: adapt, constructs, combine, creates, customize, modifies, formulate

Naturalization – Mastering a high-level Examples: Maneuvers a car into a tight parallel parking spot. Operates a
performance until it becomes second computer quickly and accurately. Displays competence while playing the piano.
nature or natural, without needing to Michael Jordan playing basketball or Nancy Lopez hitting a golf ball.
think much about it.
Keywords: create, design, develop, invent, manage, naturally
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Harrow (1972)
Reflex Movements – Reactions that are Examples: instinctive response
not learned, such as involuntary
reactions. Keywords: react, respond
Fundamental Movements – Basic Examples: perform a simple task
movements such as walking, or grasping.
Keywords: grasp an object, throw a ball, walk
Perceptual Abilities – Response to Examples: track a moving object, recognize a pattern
stimuli such as visual, auditory,
kinesthetic, or tactile discrimination. Keywords: catch a ball, draw or write
Physical Abilities (fitness) – Stamina that Examples: gain strength, run a marathon
must be developed for further
development such as strength and Keywords: agility, endurance, strength
agility.
Skilled Movements - Advanced learned Examples: using an advance series of integrated movements, perform a role in a
movements as one would find in sports stage play or play in a set of series in a sports game.
or acting.
Keywords: adapt, constructs, creates, modifies
Nondiscursive Communication – Use Examples: express one’s self by using movements and gestures
effective body languages, such as
gestures and facial expressions. Keywords: arrange, compose, interpretation
C. 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 ordered into 5 levels as the person
progresses toward internalization in which the attitude or feeling consistently guides or controls a person’s
behavior
Figure 2. The Categories/Levels of Affective Domain Learning Objectives Arranged Hierarchically

Source: D.R. Krathwohl, B.S. Bloom, B.B. Masia (1964) Taxonomy of Educational Objectives: Handbook II-Affective Domain, New York: David Mckay Co.
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These
COLLEGE OF contributions
TEACHER EDUCATIONfrom Simpson, Dave, and
Harrow have been reorganized and simplified into 4 categories or levels.

1. Observing: active mental Watch, detect, distinguish, differentiate,
Detect non-verbal communication
attention to a physical activity describe, relate, select cues; watch a more experienced
person; observe and read directions.
2. Imitating: attempt to copy a Begin, explain, move, display, proceed, Show understanding and sequence of
physical behavior react, show, state, volunteer steps with assistance; recognize one’s
limitations.
3. Practicing: performing a Bend, calibrate, construct, differentiate, Operate quickly and accurately; display
specific activity repeatedly. dismantle, display, fasten, fix, grasp, competence while performing,
grind, handle, measure, mix, operate, performance is moving towards
manipulate, mend becoming automatic and smooth.
4. Adapting: fine-tuning the skill Organize, relax, shorten, sketch, write, Perform automatically; construct a new
and making minor adjustments re-arrange, compose, create, design, scheme/sequence; apply the skill in new
to attain perfection originate situations; create a new routine;
develop a new program.
Table 3. Simplified and Reorganized Categories or Levels of Learning in the Psychomotor Domain

1. Receiving: being aware or Select, point to, sit, choose, describe, Listen to others with respect, and try
being sensitive to something follow, hold, identify, name, and reply. to remember profiles and facts.
and being willing to listen or
pay attention.
2. Responding: showing Answer, assist, comply, conform, Participate in discussion, gives
commitment to respond in discuss, greet, help, perform, practice, expectation; know the rules and
some measure to the idea or read, recite, report, tell, write practice them; question concepts in
phenomenon. order to understand them well.
3. Valuing: showing a willingness Complete, demonstrate, differentiate, Demonstrate belief in the concept and
to be perceived as valuing or explain, follow, invite, join, justify, process; show ability to resolve
favoring certain ideas. propose, report, share, study, and
perform.
4. Organizing: arranging values Arrange, combine, complete, adhere, Accept responsibility, recognize the
into priorities, creating a alter, defend, explain, formulate, need for balance between freedom
unique value system by integrate, organize, relate, and and responsible behavior, and explain
comparing, relating, and synthesize. how to plan to solve problems;
synthesizing values. prioritize time effectively for family,
work and personal life
problems/conflicts propose a plan for
improvement, and inform
management/supervisor on matters
that need attention.
5. Internalizing: practicing a values Act, display, influence, listen, Show self-reliance when asking;
system that controls one’s discriminate, listen, modify, perform, cooperate in group activities;
behavior; exhibiting behavior revise, solve, and verify. demonstrate objectivity in problem-
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that is consisted of pervasive, solving; revise judgment in light of new
predictable characteristics of evidence, and value people for what
the person. they are and not for how they look.
Figure 3. the Categories/Levels of the Affective Domain
(Source: Krathwool, David R. and Benjamin Bloom. Taxonomy of Educational Objectives, Handbook II: Affective Domain (The Classification of Educational Goals) 1956)
Lesson 4: KENDALL’S AND MARZANO’S NEW TAXONOMY
Kendall and Marzano instead of categories learning activities which Bloom and Anderson did, reframed the
three domains of knowledge (information, mental procedures and psychomotor procedures) by describing six levels
of processing knowledge (Refer to Figure 4). The first four levels of processing are cognitive, beginning with the
lowest (retrieval) and 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, and clarity and accuracy of the learner’s own
learning. (See Figure 4)
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 for learning.
Figure 4: Kendall’s and Marzano’s New Taxonomy

(Source: Marzano, R.J. and J.S. Kendall. The New Taxonomy of Education Objectives, 2nd edition)
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The New Taxonomy (Marzano and Kendall, 2007)
Figure 5. The New Taxonomy in Detail

(Source: http://www.greatschoolspartnership.org/wp-content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf)
For additional information on the new taxonomy of Marzano and Kendall, refer to Figure 5.
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Self-Assessment Question
A. Instructions: The following are examples of learning outcomes; on the second column, write the
domain in which each outcome is classified, and on the third column the level/categories to
which the learning outcome belongs.
Domain Level/Category
1. Formulate a procedure to
follow in preparing for class
demonstration.
2. Formulate new program
3. Perform repeatedly with
speed and accuracy
4. Listen to others with
respect
5. Select the most effective
among number of solutions.
6. Watch a more experienced
performer
7. Know the rules and practice
them
8. Show ability to resolve
problems/conflicts
9. Apply learning principles in
studying pupil behavior
10. Recite prices of
commodities from memory
*For the psychomotor domains, use Harrow’s Classification to determine the level.
*For the cognitive domain use Bloom’s and Anderson’s taxonomy.
B. Using the indicated topic or subject matter, write the learning outcomes for each of the 3
domains arranged from the simplest to the most complex level or category.
1. Cognitive: Topic – Investigate Project in Biological Science

1.1. Remembering
1.2. Understanding
1.3. Applying
1.4. Analyzing
1.5. Evaluating
1.6. Creating
2. Psychomotor: Topic – Table Setting

2.1. Observing
2.2. Imitating
2.3. Practicing
2.4. Adapting
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3. Affective: Topic – Developing and Nurturing Honesty

3.1. Receiving
3.2. Responding
3.3. Valuing
3.4. Organizing
3.5. Internalizing
CONCEPT INVENTORY
Read each item carefully. Indicate on the answer sheet how well you think you understand each
concept by using the numerical system below.
_____________________________________________________________________________________
_____________________________________________________________________________________
On the answer sheet, write:

5 – If you think you understand the concept well enough to explain it clearly to someone else.
4 – If you think you understand the concept but not well enough to explain it to someone else.
3 – If you think you have a fair but not good understanding of the concept.
2 – If you are not sure what the concept means.
1 – If you feel that you do not understand the concept at all.
_____________________________________________________________________________________
_____________________________________________________________________________________
UNIT 1. CONCEPT INVENTORY
Name of Student: ___________________________________

Course/Program: ___________________________________
Address: _________________________________________
__________1. Program outcomes and student learning outcomes
__________2. Program outcomes for teacher education
__________3. The three types of learning
__________4. Kendall's and Marzano's new taxonomy
ANSWERS TO SELF-ASSESSMENT QUESTIONS
Answers from the students may vary.
REFERENCES
Navarro, R.L., Santos, R.G., Corpuz, B.B. et. Al (2017) Assessment of Learning 1
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MISSION OUR LADY OF LOURDES FOUNDATION

PROF EDUC 8 - ASSESSMENT OF LEARNING 1

Photo adopted from: clipartkey.com

At the end of this module, you be able to:

PROGRAM OUTCOMES AND LEARNING OUTCOMES

Lesson 1. PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES

◦ Graduates of professional institutions demonstrate a service orientation in one’s profession

Lesson 2: PROGRAM OUTCOMES FOR TEACHER EDUCATION

Lesson 3: THE THREE TYPES OF LEARNING

A. DOMAIN I: COGNITIVE (KNOWLEDGE)

Categories/Levels Outcomes Verbs Learning Outcomes Statements

Figure 1. The Categories/Levels of Cognitive Domain Learning Objectives Arranged Hierarchically

B. DOMAIN II. PSYCHOMOTOR (SKILLS)

Category Example and Key Words (Verbs)

Keywords: chooses, describes, detects, differentiates, distinguishes, identifies,

Keywords: adapts, alters, changes, rearranges, reorganizes, revises, varies.

PSYCHOMOTOR DOMAIN TAXONOMIES

Keywords: adapt, constructs, combine, creates, customize, modifies, formulate

C. DOMAIN III: AFFECTIVE (ATTITUDE)

Figure 2. The Categories/Levels of Affective Domain Learning Objectives Arranged Hierarchically

Categories/Levels Outcomes Verbs Learning Outcomes Statements

Categories/Levels Outcomes Verbs Learning Outcomes Statements

Lesson 4: KENDALL’S AND MARZANO’S NEW TAXONOMY

Figure 4: Kendall’s and Marzano’s New Taxonomy

The New Taxonomy (Marzano and Kendall, 2007)

Figure 5. The New Taxonomy in Detail

1. Cognitive: Topic – Investigate Project in Biological Science

2. Psychomotor: Topic – Table Setting

3. Affective: Topic – Developing and Nurturing Honesty

On the answer sheet, write:

UNIT 1. CONCEPT INVENTORY

Name of Student: ___________________________________

ANSWERS TO SELF-ASSESSMENT QUESTIONS

Answers from the students may vary.

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