DOMINICAN COLLEGE OF TARLAC

Capas, Tarlac

COLLEGE OF EDUCATION
A.Y. 2022-2023, SECOND SEMESTER

OBE FACULTY-DESIGNED MODULE

I. Subject : Assessment in Learning 1

II. Learning Outcomes : Formulate instructional objectives under the Old

version of Bloom’s Taxonomy of Educational Objectives

III. Topic/Lesson : Taxonomy of Educational Objectives

IV. Days of Learning Session : 2 days / 3 hours

V. Expected Outcomes : 1. State one component of an instructional objective

2. Tell the levels of complexity of objectives in the
cognitive, affective, and psychomotor domain
3. Formulate/construct instructional objective in each
domain
4. Identify the level of complexity of given objectives
VI. Delivery

1. Motivation Phase
1.1 Pre-Assessment Activity (Collaboration)

Arrange the following set of words from simplest to most complex without looking further to
the succeeding pages of this module.

a. ______hot
_____ warm
______boiling
______mild
_____sweltering

b. ______fabulous
______amazing
______awesome
______excellent
______well done

c. _____tiny
_____small
_____bitsy
_____minuscule
_____etite

d. _____evaluation
_____synthesis
_____analysis
_____application
_____knowledge
_____comprehension

2. Presentation Phase

2.1 ANALYSIS (Communication)

An instructional objective consists of behavior that specifies a learning outcome. This

behavior is usually expressed as an action verb that is observable and measurable in nature.
Verbs like list, tell, draw, and compute are observable and measurable. The following verbs
are unobservable and therefore not measurable: know, understand, appreciate, and develop.
 In order to write instructional objectives, we have to consider the taxonomy of
educational objectives prepared by Bloom and his associates. These objectives are
categorized into three domains: cognitive, affective, and psychomotor

TAXONOMY OF EDUCATIONAL OBJECTIVES: Cognitive Domain

Most EVALUATION. Objectives at this level require students to make judgment based on
available data or information.
Complex / Some verbs that describe the learning outcomes are as follows:
Highest Level appraise compare criticize defend judge
conclude contrast justify support

SYNTHESIS. Objectives at this level ask the students to put together various
components or elements in order to create a new whole.
Some verbs that describe the learning outcomes are as follows:
compose design reconstruct rewrite reorganize
categorize formulate create classify

ANALYSIS. Objectives at this level ask the students to break down the whole to its
components or elements.
Some verbs that describe the learning outcomes are as follows:
break down separate out subdivide differentiate analyze
select distinguish point out relate

APPLICATION. Objectives at this level require students to use concepts and

principles to new situations.
Some verbs that describe the learning outcomes are as follows:
compute operate manipulate solve draw
change use demonstrate employ

COMPREHENSION. Objectives at this level require students to understand words,

sentences, paragraphs, graphs, charts, and other visual materials.
Some verbs that describe the learning outcomes are as follows:
explain rewrite extend estimate paraphrase
convert infer predict interpret

KNOWLEDGE. Objectives at this level ask the students to recall facts, terminologies,
principles, or rules.
Some verbs that describe the learning outcomes are as follows:
tell list match define name
Simplest/Lowest
label identify state recite
Level

AFFECTIVE DOMAIN HIERARICHAL LEVELS

1. RECEIVING (Attending). Objectives in this level include awareness of some stimulus, willingness
to receive stimulus, and controlled attention. Words like listen, observe, follow, accept, and attend
demonstrate behaviors at this level.

2. RESPONDING. At this level, students are required to demonstrate active participation more than
passive listening or attending. . Words like comply, perform, practice, and assist demonstrate
behaviors at this level.

3. VALUING. At this level the following indicators are included: acceptance of a value, preference of
a value, and commitment. In writing objectives at this level, the following words may be used:
accept, prefer, appreciate, believe, commit, and so on.

4. ORGANIZATION. This level includes conceptualization of a value and organization of a value

system. Words such as adhere, generalize, integrate, and accept may be used to formulate
objectives at this level.

5. CHARACTERIZATION. A set of internalized values is called a value system. Values such as

courtesy, honesty, industry, punctuality, self-reliance, dignity, and fairness become part of the
character of a person. Terms like display, demonstrate, practice, and perform may be used to
measure this category.
 PSYCHOMOTOR DOMAIN

The objectives in the psychomotor domain are categorized as follows:

1. REFLEX MOVEMENTS. Involuntary movements that include segmental reflexes.

Examples are when the head moves to the right, the eyes move to the left, and vice versa.

2. BASIC FUNDAMENTAL MOVEMENTS. They include locomotor movements such as walking,

running, and jumping

3. PERCEPTUAL ABILITIES REFLEX MOVEMENTS. Movements that send message to the brain
for interpretation and affect motor movements. They include kinesthetic, visual, auditory, and tactile
discrimination.

4. PHYSICAL ACTIVITIES. Physical abilities are those when developed properly enable smooth and
efficient movement. They include endurance, strength, flexibility, and agility.

5. SKILLED MOVEMENTS. Skilled movements are learned. They are concerned with games, sport,
dances, and arts.

6. NONDISCURSIVE COMMUNICATION. Expressed through body movement. It includes

expressive movement and interpretative movement. (gestures, facial expressions, and other body
language)

2.2 ABSTRACTION (Critical Thinking)

Fill-out the blanks with the correct word/phrase to make each statement valid
and true.
Points to
Remember 1. An instructional objective consist of behavior that is ______________and
measurable.

2. The Taxonomy of Educational Objectives can be a good source of instructional

objectives.

3. The Taxonomy of Educational Objectives consists of three

domains:____________,
_________ and ______________.

4. Each domain includes levels of complexity from the______________________.

5. In the cognitive domain, six levels of complexity are identified: 1)____________ ,

2)comprehension, 3)________________, 4) analysis, 5)_______________, and
6)____________________

6. In the affective domain, five levels are arranged hierarchically: 1) receiving, 20

responding, 3) valuing, 4)_______________, and 5) characterization by a value or
value complex.

7. In the psychomotor domain, six level are recognized: 1) Reflex movements, 2)

Fundamental Movements, 3) Perceptual abilities, 4) Physical abilities, 5)
_______________, and 6) _____________________.

Essay:
9. If you were to be Bloom during his time, how would you modify/revise the old
Taxonomy of Educational Objectives?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_________________.
2.3 APPLICATION

Formulate at least two (2) instructional objectives which specify learning outcomes under
each level of complexity in cognitive, affective, and psychomotor domains.
(Use separate sheet of paper)

3.1 Take Home Tasks

Craft a lesson plan with three (3) instructional objectives that specify learning outcomes. Use the
format below.
I. Objectives
II. Subject Matter (Topic, References, Materials)
III. Procedure (Motivation, Activity, Routines, Lesson Proper)
IV. Evaluation
V. Assignment

VII. References:
Assessment of Student Learning 2 by Laurenta Paler-Calmorin, PhD
Measurement and Evaluation Concepts and Principles by Abubakar S. Asaad
Assessment of Learning Outcomes by Danilo S. Gutierrez, PhD

Prepared by:

JUDELLE L. INOCENCIO
Assessment in Learning 1 Instructor