CHAPTER 2

Learning Outcomes

At the end of this chapter, the students should be able to:

1. Define the following terms: goals, objectives, and educational objectives/

instructional objectives, specific/behavioral objectives, general/ expressive
objectives, learning outcomes, 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 outcomes 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;
10. Write measurable and observable learning outcomes.

INTRODUCTION

Instructional goals and objectives play a very important role in both instructional
process and assessment process. This serves as a guide both for teaching and learning
process, communicate the purpose of instruction to other stakeholders, and to provide
guidelines for assessing the performance of the students. Assessing the learning outcomes of
the students is one of the very critical functions of teachers. A classroom teacher should
classify the objectives of the lesson because it is very important for the selection of the
teaching method and the selection of the instructional materials. The instructional material
should be appropriate for the lesson so that the teacher can motivate the students properly.
The objectives can be classified according to the leaning, outcomes of the lesson that will be
discussed.

PURPOSES OF INSTRUCTIONAL GOALS AND OBJECTIVES

The purposes of, the instructional goals and objectives.

1. It provides direction for the instructional process by clarifying the intended leaning
outcomes.
2. It conveys instructional intent to other stakeholders such as students, parents, school
officials, and the public.
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 and objectives are very important, most especially when you want to achieve
something for the students in any classroom activities. Goals can never be accomplished
without objectives and you cannot get the objectives that you need in order that you can
accomplish what you want to achieve. Below are the different descriptions between goals
and objectives.

Goals Objectives
Broad Narrow
General intention Precise
Intangible Tangible
Abstract (less structure) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to Short term aims what you want to achieve
accomplish
Hard to quantify or put in a timeline Must be given a timeline to accomplish to be
more effective

Goals, General Educational Program Objectives, and Instructional Objectives

Goals. A broad statement of very general educational outcomes that do not include
specific level of performance. It tends to change infrequently and in response to the societal
pressure, e.g., learn problem solving skills; develop high level thinking skills; appreciate the
beauty f an art; be creative; and be competent in the basic skills in the area or grammar.

General Educational Program Objectives. More narrowly defined statements of

educational outcomes that apply to specific educational program; formulated on the annual
basis; developed by program coordinators, principals, and other school administrators.

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 o
instruction may mean: a two weeks’ lesson 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
dissed the frog following the correct procedures, are example of instructional objectives.\

Typical Problems Encountered When Writing Objectives

Problems Error Types Solutions

Too broad or complex The objective is too broad in Simplify or break apart
scope or is actually more
than one objective
False or missing behavior, The objective does not list Be more specific; make sure
condition, or degree the correct behavior, the behavior, condition, and
condition, and/ or degree, or degree are included
it is missing
False given Describes instruction, not Simplify, include ONLY
conditions ABCDs
False performance No true overt, observable Describe what behavior you
performance listed must observe

To avoid different problems encountered in writing objectives, let us discuss the

components of instructional objectives and other terms related to constructing a good
instructional objective.
Four Main Things That Objective Should Specify

1. Audience
Who? Who are the specific people the objectives are aimed at?
2. Observable 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, heat it, touch it, taste it, or smell it, you cannot be sure your audience
really learned it.

3. Special Conditions
The third components of instructional objectives is the special conditions
under which the behavior must be displayed by the students. How? Under what
circumstances will be learning occur? What will the student be given o already be
expected to know to accomplish the learning?
4. Stating Criterion Level
The fourth component of the instructional objectives is stating the criterion
level. 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 criterion be met? Do you want total mastery (100%), do
you want them to response correctly 90% of the time, among others? A common (and
totally non-scientific) setting is 90% of the time.
Always remember that the criterion level need not be specified on percentage
of the number of items correctly answered. It can be stated as, number of items
correct; number of consecutive items correct; essential features included in the case
of essay question or paper; completion within a specified time or completion with a
certain degree of accuracy.

Types of Educational Objectives

Educational objective is also known as instructional objective. There are two types of
educational objectives: specific or behavioral objectives and general or expressive objectives
(Kubiszyn and Borich, 2007).

1. Specific or Behavioral Objectives. Precise statement of behavioral to be exhibited

by the students; the criterion by which mastery of the objectives will be judged; the
statement of the conditions under which behavior must be demonstrated.
Example of behavioral objective are: (1) Multiply three-digit number with
95% accuracy. (2) List the months of the year in proper order from memory, with
100% accuracy. (3) Encode 30 words per minute with at most three (3) errors using
computer. These activities specify specific educational outcomes.

2. General or Expressive Objectives. Statement wherein the behaviors are not usually
specified and the criterion of the performance level is not stated. It only describes the
experience or educational activity to be done. The outcomes of the activity is not
expressed in specific terms but in general terms such as understand, interpret or
analyze. Examples of expressive objectives: (1) Interpret the novel the Lion, the
Witch, and the Wardrobe; (2) Visit Manila Zoo and discuss what was of interest; (3)
Understanding the concept of normal distribution. These examples specify only the
activity or experience and broad educational outcome.
 Instructional objective is a clear and concise statement of skill or skills that
students are expected to perform or exhibit after discussing a certain lesson or unit
of instruction. The components of instructional objective 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. Some educators and education students are
often confused with learning outcome and learning activity. An activity that implies a
certain product or end result of instructional objectives is called learning outcome. If
you write instructional objectives as a means or processes of attaining the end
product, then it is considered as learning activity. Hence, revise it so that the product
of the activity is stated.

Examples:

Learning Activities Learning Outcomes

Study identify
Read Write
Watch Recall
listen list

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 or
non-measurable and non-measurable and non-observable behavior. If learning outcome is
measurable then it is observable, therefore, always state the learning outcomes in
observable behavior. Teachers should always develop instructional objectives that are
specific, measurable statement of outcomes of instruction that indicates whether
instructional intents have been achieved (Kubiszyn, 2007). The following are examples of
verbs in terms of observable learning outcomes and unobservable learning outcomes.

Observable Learning Outcomes Non-observable Learning Outcomes

Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar

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 if 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. The more
specific outcome should not be regarded as exclusive; there are merely suggestive as
categories to be considered (Gronlund, Linn, and Miller, 2009).

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, graph, maps, and numerical data
2.4 Problem situations
3. Application
3.1 factual information
3.2 concepts and principles
3.3 methods and procedures
3.4 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. Interests
7.1 Personal interests
7.2 Educational interests
7.3 Vocational interests
8. Appreciations
8.1 Literature, art, and music
8.2 Social and scientific achievements
9. Adjustments
9.1 Social adjustments
9.2 Emotional adjustments
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 process. The three domains of educational activities were determined: the
cognitive domain, affective domain and the psychomotor domain.

1. Cognitive Domain called for outcomes of mental activity such as memorizing, reading
problem solving, analyzing, synthesizing and drawing conclusions.
2. Affective Domain describes learning objectives that emphasize a feeling tone, an
emotion, or a degree of acceptance or rejection. Affective objectives vary from simple
attention to selected phenomena to complex but internally consistent qualities of
character and conscience. We found a large number of such objectives in the
literature expressed as interests, attitudes, appreciations, values, and emotional sets
or biases (Krathwohl et al., 1964 as cited by Esmane, 2011). It refers to the persons’
awareness and internalization of objects and simulations; it focuses on the emotions
of the learners.
3. Psychomotor Domain is characterized by the progressive levels of behaviors from
observation to mastery of physical skills (Simpson, 1972 as cited by Esmane, 2011).
This includes physical movements, coordination, and use of the motor-skill areas.
Development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or techniques in execution. 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.
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. The affective and psychomotor domains were also developed by other
group of educators.

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.
5.
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 objectives
(Gronlund, 2000 as cited by Gronlund, Linn, and Miller, 2009). This procedure should result
in the statement of general objectives and specific learning outcomes such as the given
example below.

1. Understands the scientific principles

1.1 Describe the principle in their own words.
1.2 Identifies examples of the principle.
1.3 States reasonable hypotheses based on the principles.
1.4 Uses the principle in solving problem
1.5 Distinguishes between two given principles.
1.6 Explains the relationships between the given principles.
In this example, the expected learning outcome is concerned with the understanding
of the students regarding scientific principles. As the verb understands is expressed as a
general objective, the statement immediately starts with the word understands. It is very
important to start immediately with the verb so that it will focus only on the intended
outcomes. No need to add phrase such as “the student should be able to demonstrate that
they understand,” and the like. Beneath the general objective are statements of specific
learning outcomes that start immediately with verbs that are specific, indicate definite, and
observable responses that is, one can be seen and can be assessed by outside observes of
evaluators. The verbs describe, identifies, states, uses, distinguishes, and explains are
specific learning outcomes stated in terms of observable students’ performance.

MATCHING TEST ITEMS TO INSTRUCTIONAL OBJECTIVES

When constructing test items, always remembers that they should match the
instructional objectives. The learning outcomes and the learning conditions specified in the
test items should match with the learning outcomes and conditions stated in the objectives.
If a test developer followed this basic rule, then the test is ensured to have content validity.
The content validity is very important so that your goal is to assess the achievements of the
students, hence, don’t 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 as

the author adapted and modified Kubiszyn and Borich’s (2007) instructional objectives.
From the table below, items 1 and 3 have learning outcomes that match with the test item
while items 2,4, ad 5 have learning outcomes that were unmatched with the test items.

Match?
Yes No
1. Objective: discriminate fact from opinion from Pres.
Benigno C. Aquino’s first State of the Nation Address /
(SONA).
Test item: From the State of the Nation Address (SONA)
speech of President Aquino, give five (5) examples of facts
and five (5) examples of opinions.
2. Objectives: Recall the names and capitals of all the
different provinces of Regions I and II in the Philippines. /
Test items: 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.

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: (1) the names in the six
categories from noun to active verb, and (2) the arrangement of the order of the last two
highest levels as shown in the given figure below. This new taxonomy reflects a more active
from of thinking and is perhaps more accurate.

1956 2001

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun to Verb From

Changes o Bloom’s Taxonomy

*Adapted with written permission from Leslie Owen Wilson’s curriculum Pages
Beyond Bloom – A New Version of the Cognitive Taxonomy.

Bloom’s Taxonomy in 1956 Anderson/Krathwolh’s Revision in 2001

1. Knowledge: 1. Remembering: Objectives written
Remembering or retrieving on the remembering level (lowest
previously learned material. cognitive level): Retrieving, recalling, or
Examples of verbs that relate to recognizing knowledge from memory.
this function are: identify, relate, list, Remembering is when memory is used to
define, recall, memorize, repeat, produce definitions, facts, or lists; to recite
record name, recognize, acquire or retrieve material.
Sample verbs appropriate for objectives
written at the remembering level: state, tell,
underline, locate, match, state, spell, fill in the
blank, identify, relate, list, define, recall,
memorize, repeat, record, name, recognize,
acquire
 2. 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
3. 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
4. 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
5. Synthesis: The ability to
put parts together to form a
coherent or unique new whole.
Examples of verbs that relate to
this function are: compose, produce,
design, assemble, create, prepare,
predict, modify, plan, invent,
formulate, collect, set up, generalize,
2. Understanding: Objectives written on the
understanding level (higher level of mental ability
than remembering requires the lowest level of
understanding from the student): Constructing
meaning from different types of functions be they
written or graphic message activities like
interpreting, exemplifying, classifying,
summarizing, inferring, comparing and
explaining.
Sample verbs appropriate for objectives
written t the understanding level: restate, locate,
report, recognize, explain, express, identify,
discuss, describe, review, infer, conclude,
illustrate, interpret, draw, represent, differentiate
3.Applying: Objectives written on the applying
level require the learner to implement (use) the
information: Carrying out or using a procedure
through executing, or implementing. Applying
relates and refers to situations where learned
material is used through products like models,
presentations, interviews or simulations.
Sample verbs appropriate or objectives
written at the applying level: apply, relate,
develop, translate, use, operate, organize, employ,
restructure, interpret, demonstrate, illustrate,
practice, calculate, show, exhibit, dramatize
4. Analyzing: Objectives written on the
analysis level requires the learner to break the
information into component parts and describe
the relationship. Breaking material or concepts
into parts, determining how the parts relate or
interrelate to one another or to an overall
structure or purpose. Mental actions included in
this function are differentiating, organizing and
attributing, as well as being able to distinguish
between the components or parts. When one is
analyzing, he/she can illustrate this mental
function be creating spreadsheets, survey, charts,
or diagrams, graphic representations.
Samples verbs appropriate for objectives
written at the analyzing level: analyze, compare,
probe, inquire, examine, contrast, categorize,
differentiate, contrast, investigate, detect, survey,
classify, deduce, experiment, scrutinize, discover,
inspect, dissect, discriminate, separate
5.Evaluating: Objectives written on the evaluating
level require the student to make a judgment
about materials or methods. Making judgments
based on criteria and standards through checking
and critiquing. Critiques, recommendations, and
reports are some of the products that can be
created to demonstrate the processes of
evaluation. In the newer taxonomy, evaluation
 document, combine, propose, comes before creating as it is often a necessary
develop, arrange, construct, organize, part of the precursory behavior before creating
originate, derive, write something.

Remember this part has now changed places with

the last one on the old taxonomy.
Sample verbs appropriate for objectives
written at the evaluating level: appraise, choose,
compare, conclude, decide, defend, evaluate, give
your opinion, judge, justify, prioritize, rank, rate,
select, rate, support, value
6. Evaluation: The ability 6.Creating: Objectives written on the
to judge, check, and even creating level require the student to generate new
critique the value of material idea and ways of viewing things. Putting elements
for a given purpose. together to from a coherent or functional whole;
Examples of verbs that relate to reorganizing elements into a new pattern or
this function are: judge, assess, structure through generating, planning, or
compare, evaluate, conclude, producing. Creating requires users to put parts
measure, deduce, argue, decide, together in a new ways or synthesize parts into
choose, rate, select, estimate, validate, something new and different form or product.
consider, appraise, value, criticize, This process is the most difficult mental function
infer in the new taxonomy.
This one used be No. 5 in Bloom’s
taxonomy and was known as the synthesis.
Sample verbs appropriate for objectives
written at the creating level: Change, combine,
compose, construct, create, invent, design,
formulate, generate, produce, revise, reconstruct,
rearrange, visualize, write, plan
*adapted with written permission from Leslie Owen Wilson’s Curriculum Pages
Beyond Bloom- A New Version of the Cognitive Taxonomy.

Cognitive Domain

Bloom’s taxonomy of cognitive domain is arranged according to the lowest level to

the highest level. Knowledge as the lowest level followed by comprehension, analysis,
application, synthesis and evaluation as the highest level.

1. Knowledge recognizes students’ ability to use rote memorization and recall certain
facts. Test questions focus on identification and recall information.

Sample verbs of stating specific learning outcomes:

Cite, define, identify, label, list, match, name, recognize, reproduce, select, state

Instructional Objectives:
At the end of the topic, the students should be able to identify the different
steps in testing hypothesis.

Test Item:
What are the different steps in testing hypothesis?
2. Comprehension involves students’ ability to read course content, interpret
important information and put other’s ideas into words. Test questions should focus
on the use of facts, rule and principles.

Sample verbs of stating specific learning outcomes:

Classify, convert, describe, distinguish between, give examples, interpret
summarize

Instructional objective:
At the end of the lesson, the students should be able to summarize, the main
events of the story INVICTUS in grammatically correct English.

Test Item:
Summarize the main events in the story INVICTUS in grammatically correct
English.

3. Application students take new concepts and apply them to new situation. Test
questions focus on applying facts and principles.
Sample verbs of stating specific learning outcomes:

Apply, arrange, compute, construct, demonstrate, discover, extend, operate,

predict relate, show, solve, use

Instructional objective:

At the end of the lesson the students should be able to write a short poem in
iambic pentameter.

Test Item:

Write short poem in iambic pentameter

4. Analysis students have the ability to take new information and break it down into
parts and differentiate between them. The test questions focus on separation of a
whole into component parts.

Samples verbs of stating specific learning outcomes:

Analysis, associate, determine, diagram, differentiate, discriminate,

distinguish, estimate, point out, infer, outline, separate

Instructional objectives:
At the end of the lesson, the students should be able to describe the statistical
tools needed in testing the difference between two means
Test Item:
What kind of statistical test would you, run to see if there is a significant
different between pre-test and post-test?

5. Synthesis students re able to take various pieces of information and dorm a whole
creating a pattern where one did not previously exist. Test question focuses on
combining new ideas to from a new whole.
 Sample verbs of stating specific learning outcomes:
Combine, compile, compose, construct, create, design, develop, devise,
formulate, integrate, modify, revise, rewrite, tell, write

Instructional objectives:
At the end of the lesson, the students should be able to compare and contrast
the two types of error.

Test Item:
What is the difference between type I and Type II error?

6. Evaluation involves students’ ability to look at someone else’ or principles and the
worth of the work and the value of the conclusion.

Sample verbs of stating specific leaning outcomes:

Appraise, assess, compare, conclude, contrast, criticize, evaluate, judge, justify,
support

Instructional objectives:
At the end of the lesson, the students should be able to conclude the
relationship between two means.

Test Item:
What should the researcher conclude about the relationship in the population?

Affective Domain

Affective domain describes learning objectives that emphasize a feeling tone, an

emotion, or a degree of acceptance or rejection. Affective objectives vary from simple
attention to selected phenomena to complex but internally consistent qualities of character
and conscience. We found a large number of such objectives in the literature expressed as
interests, attitudes, appreciations, values, and emotional sets or biases (Krathwohl et al., as
cite by Esmane, 2011). The affective domain includes objectives pertaining to attitudes,
appreciations, values, and emotions.

Krathwohl’s affective domain is perhaps the best known of any of the affective
domain. “The taxonomy is ordered according to the principles of internalization.”
Internalization refers to the process whereby a person’s affect toward an object passes from
a general awareness level to a point where the affect is internalized and consistently guides
or controls the person’s behavior. The arrangement of the affective domain from lowest level
to the highest level as articulated by Esmane (2011).

Level of Affective Domain

Level Definition Sample Verbs

1. Receiving Refers to being aware of or
sensitive to the existence of
certain ideas, materials, or
phenomena and being able to
tolerate them. The learners are
willing to listen.
Example:
Listens to the ideas of others with
respect.
Sample verbs appropriate for
objectives written at the

2. Responding Refers to the commitment in some
measure to the ideas, materials, or
phenomena involved by actively
responding to them. It answers
question about ideas. The
learning outcomes emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding. The
learners are willing to participate
3. Valuing Refers to the willingness to be
perceived by others as valuing
certain ideas, materials,
phenomenon or behavior. It is
based on the internalization of a
set of specified values, while clues
to these values are expressed in
the learner’s overt behavior and
are often identifiable. This ranges
from simple acceptance to the
more complex state of
commitment. The learners are
willing to be involved.
4. Organization Refers to the ability to relate the
value to those already held and
bring it into a harmonious and
internally consistent philosophy.
Commits to using ideas and
incorporate them to different
activities. It emphasizes on
comparing, relating, and
synthesizing values. The
learners are willing to be an
advocate.
5. Characterization by Incorporate ideas completely into
value or value set practice, recognized by the use of
them. The value system that
controls their behavior.
Instructional objectives are
concerned with the student’s
general patterns of adjustment
such as personal, social, and
emotional. The learners are
willing to change one’s
behavior, lifestyle, or way of life
receiving level: masks, choose,
describes, follows, gives, holds,
identifies, locates, names, points
to, selects, sits, erects, replies,
uses
Example:
Participates in class discussions
actively.
Samples verbs appropriate for
objectives written at the
responding level: answers,
assists, aids, complies, conforms,
discusses, greets, helps, labels,
performs, practices, presents,
reads, recites, reports, selects,
tells, writes
Examples:
Demonstrates belief in the
democratic process.
Show the ability to solve
problems.
Sample verbs appropriate for
objectives written at the
valuing level: completes,
demonstrates, differentiates,
explains, follows, forms, initiates,
invites, joins, justifies, proposes,
reads, reports, selects, shares,
studies, works
Examples:
Explains the role of systematic
planning in solving problems.
Prioritizes time effectively to
meet the needs of the
organization, family, and self.
Sample verbs appropriate for
objectives written at the
organizing level: adheres, alters,
arranges, combines, compares,
completes, defends, explains,
formulates, generalizes,
identifies, integrates, modifies,
orders, organizes, prepares,
relates, synthesizes
Examples:
Shows self-reliance when
working independently.
Values people for what they are,
not how they look.
Sample verbs appropriate for
objectives written at the
characterizing level: acts,
discriminates, displays,
influences, listens, modifies,
 performs, practices, proposes,
qualifies, questions, revises,
serves, solves, verifies

Psychomotor Domain

Psychomotor domain is characterized by the progressive levels of behaviors from

observation to mastery of physical skills. Esmane (2011) includes physical movement,
coordination, and use of the motor-skill areas. Development of these skills requires practices
and is measured in terms of speed, precision, distance, procedures, or techniques in
execution. The seven major categories are listed from the simplest behavior to the most
complex. The Psychomotor Domain includes objectives that requires basic motor skills and/
or physical movement such as construct, kick or ski.

Level of Psychomotor Domain

Level Definition Example

1. Perception The ability to use sensory cues to Examples:
guide motor activity. This ranges Detects nonverbal
from sensory stimulation, communication cues.
through cue selection, to
translation Estimate where a ball will land
after it is thrown and then moving
to the correct locations= to catch
the ball.
Sample verbs appropriate for
objectives written at the
perception level: closes,
describes, detects, differentiates,
distinguishes, identifies, isolates,
relates, selects

2. Set Readiness to act. It includes Examples:

mental, physical, and emotional
sets. These three sets are
dispositions that predetermine a
person’s response to different
situations (so metimes called
mindsets).
Recognizes one’s abilities and
limitations. Shows desire to learn
a new process (motivation).
Note: this subdivision of
Psychomotor domain is closely
related to the “responding to
phenomena” subdivision of the
Affective domain.
Sample verbs appropriate for
objectives written at the set
level: begins, displays, explains,
moves, proceeds, reacts, shoes,
states, volunteers

3. Guided Response The early stages in learning a Examples:

complex skill that includes Performs a mathematical
imitation and trial and error. equation as demonstrated.
Adequacy of performance is
achieved by practicing. Follow instructions to build a
model.
Sample verbs appropriate for
objectives written at the guided
response level: copies, traces,
follows, reacts, reproduces,
responds

4. Mechanism This is the intermediate stage in Examples:

learning a complex skill. Learned Uses a personal computer.
responses have become habitual
and the movements can be Repairs a leaking faucet.
 performed with some confidence
and proficiency.
Drives a car.
Sample verbs appropriate
objectives written at the
mechanism level: assembles,
calibrates, constructs, dismantles,
displays, fastens, fixes, grinds,
heats, manipulates, measures,
mends, mixes, organizes, sketches

5. Complex Overt The skillful performance of motor Examples:

Response and acts that involves complex
movement patters. Proficiency is
indicated by a quick, accurate, and
highly coordinated performance,
requiring a minimum of energy.
This category includes
performing without hesitation,
and automatic performance. For
example, players often utter
sounds of satisfaction or
expletives as soon as they hit a
tennis ball or throw a football,
because they can tell by the fell of
the act what the result will
produce.
Operates a computer quickly and
accurately.
Displays competence while
playing the piano.
Samples verbs appropriate for
objectives written at the
complex overt response level:
assembles, builds, calibrates,
constructs, dismantles, displays,
fasten, fixes, grinds, heats,
manipulates, measures, mends,
mixes, organizes, sketches
Note: the key words are the same
as mechanism, but will have
adverbs or adjectives that indicate
that the performance is quicker,
better, more accurate, etc.

6. Adaption Skills are well developed and the Examples:

individual can modify movement Responds effectively to
patterns to fit special unexpected experiences.
requirements.
Modifies instruction to meet the
needs of the learners.
Samples verbs appropriate for
objectives written at the
adaption level: adapts, alters,
changes, rearranges, reorganizes,
revises, varies

7. Origination Creating new movement patterns Examples:

to fit a particular situation or Creates a new gymnastic routine.
specific problem. Learning Sample verbs appropriate for
outcomes emphasize creativity objectives written at the
based upon highly developed origination level: arranges,
skills. builds, combines, composes,
constructs, creates, designs,
initiates, makes, originates

Other Psychomotor Domains

Aside from the discussion of Simpson (1972) about the psychomotor domain, there
are two other popular versions commonly used by educators. The works of Dave, R. H.
(1975) and Harrow, Anita (1972) and Kubiszyn and Borich (2007) were discussed below.

Level Definition Example

Imitation Observing and patterning Copying a work of art
behavior after someone else.
Performance may be of low
quality
 Manipulation Being able to perform
certain actions by following
instructions and practicing.
Precision Refining, becoming more
exact. Few errors are
apparent
Creating work on one’s own,
after taking lessons, or
reading about it
Working and reworking
something, so it will be “just
right”

Articulation Coordinating a series of Producing a video that

actions, achieving harmony involves music, drama,
and internal consistency. color, sound, etc.

Naturalization Having high level Michael Jordan playing

performance become basketball, Nancy Lopez
natural, without needing to hitting a go0ld ball, etc.
think much about it.

Harrow’s (1972), Kubisxyn and Borich (2007)

Level Definition Example

Reflex movements Reactions that are not Flexion, extension, stretch,
learned. postural adjustment

Fundamental movements Inherent movement Basic movements such as

patterns which are formed walking, grasping, twisting,
by combinations of reflex manipulating
movements, the basis for
complex skilled movements.

Perception Response to stimuli such as Coordinated movements

visual, auditory, kinesthetic, such as jumping rope,
or tactile discrimination. punting, catching

Physical abilities Stamina that must be Muscular exertion, quick

developed for further precise movement
development such as
strength and agility.

Skilled movements Advanced learned Skilled activities in sports,

movements as one would recreation and dance
find in sports or acting.

No discursive Effective body language, Body postures, gestures,

communication such as gestures and facial facial expressions efficiently
expressions. executed in skilled and
dance movements and
choreographies