ASSESSMENT IN LEARNING 1

Module 3. Program Outcomes

3.3 THE THREE TYPES OF LEARNING

3 Domains of Educational Activities

The Cognitive – mental skills
Affective – growth in feeling or emotion
Psychomotor – manual and physical skills

Bloom’s Taxonomy VS. Anderson and Krathwohl’s

4 levels of Knowledge

• Factual Knowledge – As the name implies, this refers to facts. This refers to essential facts.,
terminology, details or elements students must know or be familiar with in order to understand a
discipline or solve a problem in it.
• Conceptual Knowledge – This refers to the interrelationship of facts. It is facts put together within
a larger structure that enable them to function together. It is knowledge of classification, principles,
generalization, theories, models or structures pertinent to a particular disciplinary area.
• Procedural Knowledge – This is knowing how to do something. Refers to information or
knowledge that helps students to do something specific to a discipline, subject or area of study. It
includes knowledge of methods of inquiry, criteria for using skills, algorithm, techniques and
methods.
• Metacognitive Knowledge – This is knowing that you know. This is thinking about your own
thinking in a purposeful way. It is awareness and knowledge of
• one’s own cognition. It is a reflective
• knowledge about how to about solving problems and cognitive task. It includes contextual and
conditional knowledge

3.5 DOMAIN II: PSYCHOMOTOR (Skills)

Table 2.1 Domain II: Psychomotor (Skills)

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1.Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation,
through cue selection, to translation. Detects non-verbal communication cues. Estimate where a ball will
land after it is thrown and then moving to the correct location to catch the ball.
2.Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions
that predetermine a person's response to different situations (sometimes called mindsets).
3.Guided Response refers to the early stage of learning a complex skill. It is the first attempt at a physical
skill and includes imitation, and trial and error. The learner can complete the steps involved in the skill as
directed

4.Mechanism (basic proficiency): This is the intermediate stage in learning a complex skill. Learned
responses have become habitual and the movements can be performed with some confidence and
proficiency
5.Complex Overt Response (Expert): The skillful performance of motor acts that involve complex
movement patterns. 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 are 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 feel of the act what the result will produce.

6. Adaptation - Skills are well developed and the individual can modify movement patterns to fit special
requirements

7.Origination- creating new movement patterns to fit a particular situation or specific problem. Learning
outcomes emphasize creativity based upon highly developed skills.

Dave (1975):
IMITATION - Observing and patterning after someone else. Performance may be low quality.
MANIPULATION - Being able to perform certain actions by memory of following instructions.
PRECISION- Refining, becoming more exact. Performing a skill within a high degree of precision.
ARTICULATION-Coordinating and adapting a series of actions to archive harmony and internal
NATURALIZATION - Mastering a high-level performance until it becomes second-nature or natural,
without needing to think much about it.

Harrow (1972):
1. Reflex movements- Reactions that are not learned, such as a involuntary reaction.
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2. Fundamentals movement - Basic movements such as walking or grasping

3. Perceptual Abilities - Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination.
4. Physical Abilities (fitness)- stamina that must be developed for further development such as strength and
agility.
5. Skilled movements - Advanced learned movements as one would find in sports or acting
6.Nondiscursive communication- use effective body language such as gestures and facial expressions.

3.6 DOMAIN III: AFFECTIVE (ATTITUDE)

Affective domain

- Refers to the way in which we deal with situations emotionally such as feelings, appreciation, enthusiasm,
motivation, values, and attitude

The Categories/Levels of Affective Domain

1.) Receiving
- Being aware or sensitive to something and being willing to listen or pay attention.
Outcome verbs
select, point to, sit, choose, describe, follow, hold, identify, name, reply
Learning Outcomes Statement
Listen to others with respect, try to remember profile and facts

2.) Responding
- Showing commitment to respond in some measure to the idea or phenomenon
Outcome verbs
answer, assist, and, comply, conform, discuss, greet, help, perform, practice, read, recite, report, tell, write
Learning Outcomes Statement
Participate in discussions, gives expectations; know the rules and practice them; question concepts in order
to understand them well

3.) Valuing
- Showing willingness to be perceived as valuing or favoring certain ideas.
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Outcome Verbs
Complete, demonstrate, differentiate, explain, follow, invite, join, justify, propose, report, share, study,
perform
Learning Outcomes Statement
Demonstrate belief in the concept or process; show ability to resolve

4.) Organizing
- Arranging values into priorities, creating a unique value system by comparing, relating, and synthesizing
values.
Outcome Verbs
arrange, combine, complete, adhere, alter, defend, explain, formulate, integrate, organize, relate, synthesize
Learning Outcomes Statement
Accept responsibility, recognize the need for balance between freedom and responsible behavior, explain
how to plan to solve problem; prioritize time effectively for family, work, and personal life
problem/conflicts propose plan for improvement, inform management/supervisors on matters that need
attention.

5.) Internalizing
- Practicing value system that controls one's behavior, exhibiting behavior that that is considered pervasive,
predictable, and characteristics of the person. In some source, internalizing is equated with characterization.
Outcome Verbs
act, display, influence, listen, discriminate, modify, perform, revise, solve, verify
Learning Outcomes Statement
Show self-reliance when asking; cooperate in group activities; demonstrate objectivity in problem-solving;
revise judgment in light of new evidences; value people for what they are and not for how they look.
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3.7 KENDALL’S AND MANZANO’S NEW TAXONOMY

JOHN S. KENDALL
•A senior Director in research at mid continent research for educational learning(McREL) in Aurora
Colorado
•Worked with clients to establish performance standard for the classroom,developed standard for
principle,and identified the knowledge and skills that help students learn.
DR.ROBERT J. MARZANO
•proposed what he calls a New Taxonomy of Educational Objective(2000)
•response to thr shortcoming of the widely used of Bloom's Taxonomy
•incorporate a wider range of factor that affect how learners think and provide a more research based theory
to help teachers improve learners thinking.

The three knowledge domain

*information domain
*mental procedure
*Psychomotor procedure

1.Retrieval(cognitive system)
the activation and transfer of knowledge to permanent memory to working memory.
•Recognizing
•Recalling
•Excuting

2.Comprehension(cognitive memory)
data that are deposited in working memory via sensory memory are not stored in permanent memory exactly
as experienced, it must be translated into structure and format that preserves the key information.

•Integrating
•Symbolizing
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3.Analysis
the reasoned extension of knowledge, an individual elaborates on knowledge as comprehended.
•matching categories
•classifying
•analyzing
•generalizing
•specifying

4.Use of Knowledge
those individuals use when they wish to a specific task.
•decision making
•problem solving
•experimenting
•investigating

5.Metagcognition
responsible for monitoring, evaluating, and regulating the functioning of all other type od thought
thinking about thinking
•monitoring accuracy
•monitoring clarity
• process monitoring
•specific goal
•examining motivation

6.Self Thinking System

Interrelated arrangement of attitude, beliefs and emotion
determine whether the individual will engage or disengage in the given task
•examining emotion
•examining efficacy
•examining importance