EDUC 105 – Handouts (1st Examination)

CHAPTER 1 attaining the desired learning

SHIFT OF EDUCATIONAL FOCUS outcomes.
FROM CONTENT TO LEARNING
Immediate Outcomes
OUTCOMES
Acquired upon completion of an
Originated from the terms “educare” or
instruction, a subject, a grade level, a
“educere” which meant “to draw out”.
segment of the program, or the
program itself
The teacher and the student are the two
main elements of the educative
Deferred Outcomes
process.
Ability to apply cognitive, psychomotor,
Outcomes-Based Education (OBE)
and affective skills many years after
Characteristics:
completion of the degree
o It is student-centered - students
Levels of Outcomes
are the heart of the process
o It is faculty-driven - responsibility
o Institutional Outcomes
for teaching, assessing program
o Program Outcomes
outcomes, and motivating
o Course Outcomes
participation
o Learning Outcomes
o It is meaningful – to guide
teachers to make improvement
CHAPTER 2
To implement OBE, the following are MEASUREMENT, ASSESSMENT, AND
recommended: EVALUATION IN OUTCOME-BASED
EDUCATION
1. Identification of the educational
objectives of the subject/course. Measurement

Educational objectives are broad goals, o It is the process of determining

defined in general terms that a subject or describing the attributes or
or course expects to achieve. characteristics of physical
objects generally in terms of
2. Listing of learning outcomes quantity.
specified for each subject/course
objective. o It is collecting quantitative
information relative to some
Learning outcomes are stated as established standards.
concrete active verbs. These are
grouped into three (3): Cognitive o It is the process of determining
(knowledge), Psychomotor (skills), and or describing the attributes or
Affective (attitude). characteristics of physical
objects generally in terms of
3. Drafting outcomes assessment quantity.
procedure. o It is collecting quantitative
Enable the teacher to determine the information relative to some
degree to which the students are established standards.
EDUC 105 – Handouts (1st Examination)

Types of Measurement LATIN: “assidere” means “to sit

beside”
1. Objective measurement
o It is the process of gathering
- testing evidence of a student’s
- more stable and many people performance over a period of
prefer time.
- do not depend on the
person/individual o Evidence such as journals,
written works, portfolios, tests,
2. Subjective measurement and more.
- perceptions o Its overall goal is to improve
- ratings provided by the experts student learning and provide
- differ from one assessor students, parents, and teachers
with reliable information.
It is best to use both methods of
assessment. o It is used as a basis to show
permanent learning and a
Each assessment has two clearer picture of the student’s
components: ability.

Measurement of Quantity or Evaluation

Quality of Interest = True value plus
random error. Originates from the root word “value”

Indicators o Process to give information

– building blocks of educational regarding the worth,
measurement. appropriateness, and goodness.
– denotes the presence or
absence of a measured o Provide information that will help
characteristic us make judgments.
– a group of indicators
constitutes a variable. o Its end result is to adopt, reject
or revise what has been
Variable (Educational variable)
evaluated
– measurable characteristic of a
student o It involves data collection and
– a group of variables forms a analysis and quantitative and
construct or a factor qualitative methods.

Factor (Construct)
Categories of Evaluation
– the specific
– abilities such as mathematical 1. Formative Evaluation
ability factor, language ability
factor – judging the worth of a program
while in progress
Assessment – focuses on the process
– gives opportunities
EDUC 105 – Handouts (1st Examination)
– the main objective is to
determine deficiencies
– analyzing learning materials,
student learning and
achievements and teacher
effectiveness
2. Summative Evaluation
– judging the worth of a program
at the end
– focuses on the result
– determine the effectiveness of
a program
– Techniques: pretest-posttest
with one group or with an
experimental and controlled
group; one group descriptive
analysis
– Instruments: questionnaires,
survey forms, interview guide,
tests
ASSESSMENT FOR, OF, AND AS
LEARNING
Assessment For Learning
o Done to improve and ensure
learning
o Referred to as formative
assessment
o Given while in the process
o Includes the pretest ad the
posttest
o Also termed as pre-assessment
Why the PRETEST?
- to determine students’ entry
knowledge or skills
- to find out if the intended
learning outcome has been
attained
o Teacher use assessment results
to inform or adjust their learning.
Assessment of Learning
o Given at the end of a unit,
grading period, or term in a
semester
o Summative assessment
o Meant to assess learning for
grading purposes
Assessment as Learning
o Associated with self-
assessment (assessment by
itself)
o Students become aware of how
they learn; setting their targets,
actively monitoring them, and
evaluating their own learning
o They become self-directed and
independent learners
CHAPTER 3
THREE TYPES OF LEARNING
Taxonomies of Learning
o Benjamin Bloom and colleagues
(1956) identified the three
domains of learning:
o Cognitive (mental skills)
o Affective (growth in feeling or
emotion)
o Psychomotor (manual or
physical skills)
o Lorin Anderson revised Bloom’s
cognitive domain
EDUC 105 – Handouts (1st Examination)
BLOOM AND ANDERSON
TAXONOMY COMPARISON
Cognitive Domain
Knowledge (Remembering)
o Recall or recognition of
information.
o Sample verbs: identify, define,
state, classify, list, select
Comprehension (Understanding)
o Getting the meaning of a
statement; deriving an idea out
of given information; expressing
information in another form
o Sample verbs: distinguish,
estimate, summarize, explain,
paraphrase
Application (Applying)
o Use learned material in new
situations
o Sample verbs: compute, solve,
use, modify, manipulate
Analysis (Analyzing)
o Separate material or concept
into parts to better understand
the whole
o Sample verbs: compare,
distinguish, differentiate,
contrast, diagram, outline
Evaluation (Evaluating)
o Judge the value of an idea,
object, or material
o Sample verbs: criticize, critique,
defend, argue, support, justify
Affective Domain
Receiving
o is being aware of or sensitive to
the existence of certain ideas,
material, or phenomena and
being willing to tolerate them.
o Examples include: to
differentiate, to accept, to listen
(for), to respond to.
Responding
o is committed in some small
measure to the ideas, materials,
or phenomena involved by
actively responding to them.
o Examples are: to comply with, to
follow, to commend, to volunteer,
to spend leisure time in, to
acclaim.
Valuing
o is willing to be perceived by
others as valuing certain ideas,
materials, or phenomena.
o Examples include: increasing
measured proficiency in,
relinquishing, subsidizing,
supporting, to debating.
Organizing
o is to relate the value to those
already held and bring it into a
harmonious and internally
consistent philosophy.
o Examples are: to discuss, to
theorize, to formulate, to
balance, to examine.
EDUC 105 – Handouts (1st Examination)

Internalizing (Characterization) Complex Overt Response

o is to act consistently in o Advanced skill level; activities

accordance with the values he or are performed with quickness,
she has internalized. accuracy, and coordination
o Examples include: to revise, to
require, to be rated high in the o Sample verbs are the same as a
value, to avoid, to resist, to mechanism, but with additional
manage, to resolve. descriptions of quickness,
accuracy, coordination, etc.
Psychomotor Domain
Adaptation
Elizabeth J. Simpson’s Taxonomy of
The Psychomotor Domain o Skills are well developed and the
individual can modify movement
Perception patterns to fit special
requirements
o Use of the senses in physical
activity Origination
o Sample verbs: detects, o Skills are well developed and the
differentiates, distinguishes, individual can modify movement
describes, chooses patterns to fit special
requirements
Set
Ravindra Kumar H. Dave’s
o Readiness to act Taxonomy of Psychomotor Domain
o Sample verbs: moves,
proceeds, reacts, states, Imitation
volunteers o Observing and patterning
Guided Response behavior after someone else
o Sample verbs: copy, follow,
o Learning skills through imitation mimic, repeat
and trial and error
o Sample verbs: copies, traces, Manipulation
follows, reproduces, performs as o Performing actions by memory
demonstrated or following instructions
o Sample verbs: act, build,
Mechanism execute, perform

o Intermediate skill level; Precision

responses are habitual and o Performing a skill with a high
movements have some degree of precision
proficiency o Sample verbs: calibrate,
demonstrate, master
o Sample verbs: assembles,
calibrates, constructs, Articulation
dismantles, manipulates, o Coordinating and adapting a
sketches series or set of actions
o Sample verbs: adapt, construct,
combine, create, customize
EDUC 105 – Handouts (1st Examination)

John S. Kendall’s and Robert A.

Naturalization Marzano’s New Taxonomy

o Skill performance is high level

and second-nature or natural Retrieval
o Sample verbs: create, design,
manage naturally o Recognition in the Information
Domain may involve the student
Anita J. Harrow’s Taxonomy of being asked to state whether a
Psychomotor Domain proposition is true or false.
o Recall in the Information
Reflex Movements Domain may involve the student
being asked to produce a
o Reactions that are not learned; statement about a piece of
involuntary information.
o Sample verbs: react, respond o Execution in the Mental
Procedures domain might
Fundamental Movements require the student to execute a
procedure, such as a
o Basic movements like walking or calculation, without significant
grasping error.
o Sample verbs: grasp an object,
throw a ball
Comprehension
Perceptual Abilities
o Response to stimuli o Integration may involve the
o Sample verbs: catch a ball, student being asked to identify
draw, or write the basic structure of an item of
information, mental procedure or
Physical Activities psychomotor procedure.
o Symbolization may involve the
o Stamina that must be developed student being asked to produce
for further development an accurate symbolic
o Sample verbs: gain strength, run representation of information,
a marathon mental procedure, or
psychomotor procedure.
Skilled Movements
Analysis
o Advanced movements such as
in sports or acting o Matching may involve the
o Sample verbs: adapt, construct, identification of material
create similarities and differences in
information.
Nondiscursive Communication o Classifying involves the
o Effective body languages like identification of categories
gestures and facial expressions including subordinate and
o Sample verbs: arrange, superordinate categories.
compose, interpret o Analyzing Errors Determine
and explain the plausibility of an
explanation
EDUC 105 – Handouts (1st Examination)

o Generalizing involves the Domains of knowledge: information,

construction of new mental procedures, psychomotor
generalizations based on prior procedures
learning.
o Specifying involves the Levels of processing knowledge (in
identification of logical terms of the system): cognitive,
consequences of information or metacognitive, self-system
procedures.

Knowledge Utilization Domains of Knowledge

o Decision-making involves the o Information - organized ideas,

use of information and
procedures to make decisions.
o Problem-solving involves the
use of information and
procedures to solve problems.
o Experimenting involves the use
of information and procedures to
produce and test hypotheses.
o Investigating involves the use
of information and procedures to
conduct investigations.
Metacognitive System
such as principles,
generalizations, and details.
o Mental Procedures - consist of
simple cognitive tasks (e.g.
algorithms, tactics, rules) to
complex tasks (e.g. writing a
term paper).
o Psychomotor Procedures -
physical activities are done in
every subject area.

o Thinking about thinking Systems

o Specifying goals, process
monitoring, monitoring clarity, o Cognitive - provides the content
and accuracy and processes all the necessary
information, consisting of
Self-system retrieval, comprehension,
analysis, and knowledge
o Has an association with the utilization.
affective domain in terms of
realizing usage of knowledge. o Metacognitive - sets goals and
o Examining importance, efficacy, keeps track of how these are
motivation, and emotional achieved.
response.
o Self - decides whether to
REVIEW: continue current behavior or
engage in new activity when
The Taxonomy: In a Nutshell choosing options for tasks.

Kendall and Marzano reframed the Retrieval

domains of knowledge by describing
levels of processing knowledge o Recognizing – determine if the
information is valid or not.
EDUC 105 – Handouts (1st Examination)

o Recalling – produce information o Experimenting – generate

on demand. hypothesis by conducting
experiments and collecting data.
o Executing – perform
procedures without significant o Investigating –generate
errors. hypothesis by examining
assertions by others.
Comprehension

o Integrating – identify the Metacognition

essential or critical aspects of
knowledge. o Monitoring Accuracy –
determine how accurate/correct
o Symbolizing – express knowledge is.
information in symbols or
pictures. o Monitoring Clarity – determine
how well knowledge is
understood.
Analysis
o Process Monitoring – monitor
o Matching- identify similarities the process of achieving the
and differences in knowledge. goal.

o Classifying – assign categories o Specifying Goals – set specific

to which a concept belongs. goals and plan to achieve them.

o Analyzing Errors – identify and Self-system Thinking

explain errors in knowledge.
o Examining Motivation – see
o Generalizing- infer new how motivation helps to improve
generalizations from known understanding.
knowledge.
o Examining Emotional
o Specifying – make and defend Response – determine the
predictions on what might emotions associated with
happen. knowledge and why they exist.

o Examining Efficiency –
Knowledge and Utilization determine how understanding
can be improved.
o Decision-making – select
among alternatives and defend o Examining Importance –
the choice. determine how important or
relevant knowledge is.
o Problem-solving – develop
goals/strategies to
overcome/give solutions to
obstacles.