LESSON 3 – ASSESSING 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 materials should be appropriate for the lesson so that
the teacher can motivate the students properly. The objectives can be classified according to the
learning outcomes of the lesson that will be discussed.
In this chapter you will distinguish learning outcomes in the three domains—cognitive,
psychomotor, and affective according to Bloom’s taxonomy and the revised taxonomy. You will also
be introduced to Kendall’s and Manzano’s five levels of processing information, mental procedures,
and psychomotor procedure.

A. Principle of Good Practice in Assessing Learning Outcomes

1. The assessment of student learning starts with the institution’s vision, mission and core values.
There should be a clear statement on the kinds of learning that the institution values most for
its students.
2. Assessment works best when the program has clear statement of objectives aligned with the
institutional vision, mission and core values. Such alignment ensures clear, shared and
implementable objectives.
3. Outcome-based assessment focuses on the student activities that will still be relevant after
formal schooling concludes. The approach is to design assessment activities which are
observable and less abstract such as “to determine the student’s ability to write a paragraph”
which is more observable than “to determine the student’s verbal ability.”
4. Assessment requires attention not only to outcome but also and equally to the activities and
experiences that lead to the attainment of learning outcomes. These are supporting students
activities.
5. Assessment works best when it is continues, ongoing and not episodic. Assessment should be
cumulative because improvement is best achieved through a linked series of activities done
over time in an instructional cycle.
6. Begin assessment by specifying clearly and exactly what you want to assess.
7. The intended learning outcome/lesson objective NOT CONTENT is the basis of the assessment
task. You use content in the development of the assessment tool and task but it is the
attainment of your learning outcome NOT content that you want to assess. This is outcome-
based Teaching and learning.
8. Set your criterion of success or acceptable standard that you will interpret your assessment
result.
9. Make use of varied tools for assessment data-gathering and multiple sources of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one
assessment tool. Consider multiple intelligences and learning styles.
10. Learners must be given feedback about their performances. Feedbacks must be specific. “Good
work!” is positive feedback and is welcome but actually is not very good feedback since it is
not specific. A more specific better feedback is “you observed rules on subject-verb agreement
and variety of sentences. Three of your commas were misplaced.”
11. Assessment should be on real-world applications and not on out of context drills.
12. Provide opportunities for self-assessment.
B. Phases of Outcomes Assessment in the Instructional Cycle

C. Instructional Goals and Objectives

a. Types of Educational Objectives

1. Specific or behavioral objectives. Precise statement of behavior 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.
Examples of behavioral objectives are:
a. Multiply three-digit numbers with 95% accuracy.
b. List the months of the year in proper order from memory, with 100% accuracy.
c. Encode 30 words per minute with at most three (3) errors using computer.

2. General or Expressive Objectives. Statement wherein the behaviors are jot usually
specified and the criterion of the performance level is not stated. It only describes the
experience or educational activity to be done. The outcome of the activity is not
expressed in specific terms but in general terms such as understand, interpret or
analyze.
The following examples specify only the activity or experience and broad
educational outcomes:
a. Understand the concept of normal distribution.
b. Visit Manila Zoo and discuss what was of interest.
c. Interpret the novel read.

b. Types of Learning Outcomes

When teachers develop instructional objectives, they must include an action verb that
specifies learning outcomes. Some educators and educations students are often confused with
learning outcomes and learning activity. An activity that implies a certain product or end result
of instructional objectives is called learning outcome. If one instructional objective is written
as a means or process of attaining the end product, then it is considered as learning activity.
 Below are sample action words for learning activities and learning outcomes.

Learning Activities Learning Outcomes

study Identify
read write
watch recall
listen list

Teachers must consider whether the learning outcome that they develop is
measurable and observable or non-measurable and non-observable. If a learning is
measurable then it is observable; hence it must always be stated in observable behavior.
Examples of observable learning outcomes:

a. Recite the names of the characters in the story MISERY by Anton Chechov.
b. Add two-digit numbers with 100% accuracy.
c. Circle the initial sounds of words.
d. Change the battery of an engine.
e. List the steps in hypothesis testing.
Examples of non-observable learning outcomes:

a. Be familiar with the constitutional provisions relevant to agrarian reform.

b. Understand the process of evaporation.
c. Enjoy speaking Spanish.
d. Appreciate the beauty of an art.
e. Know the concept of normal distribution.

D. Constructive Alignment

The figure below illustrates the principle of constructive alignment.

Constructive Alignment

The principle of constructive alignment simply means that the teaching-learning

activity or activities and assessment tasks are aligned with the intended learning outcomes.
To illustrate the principle, if the intended learning outcome is “to drive a car”, then the
teaching-learning activity is driving a car not giving lectures on car driving. The assessment
task is to let the student drive a car and not to describe how to drive it.
Why the term “constructive alignment”? Constructive alignment is based on the
constructivist theory (Biggs, 2007) that learners use their own ability to construct their
knowledge or other outcome/s. So, to observe the principle of constructive alignment, make
sure that assessment tasks are aligned with the learning outcomes.
 When constructing test items, always remember that they should match the
instructional objectives. The learning outcomes and learning conditions specified in the test
items should match with the learning outcomes and conditions stated in the objectives.
Consider the following examples of matching test items to instructional objectives:

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. (MATCH)

2. Objective: 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. (DID NOT MATCH)

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. (MATCH)

E. Writing Instructional Objectives

Instructional objective is a clear and concise statement of skills or skills that students are
expected to perform or exhibit after discussing a certain lesson or unit of instruction. The
components of instructional objectives are observable behaviors, special condition which the
behavior must be exhibited, and performance level considered sufficient to demonstrate mastery.
When writing instructional objectives, it is important to discuss each of the four
components.

1. Audience. Who? States who are the specific people the objectives are aimed at.
2. Observable Behavior. What? Specifies what the learners are expected to be able to do. This
should be an overt observable behavior, even if the actual behavior is covert or mental in
nature. The behavior must be seen, heard, touched, tasted or smelled to make sure the
audience has learned it.
3. Special Conditions. How? States under what circumstances will learning occur. These are
special conditions under which the behavior must be displayed by the students.
4. Criterion Level. How much? The criterion level of acceptable performance specifies how
many of the items must the students answer correctly for the teacher to attain the
objectives. It specifies the set of criteria to be met such as total mastery (100%), or 90% of
the time and the like. It can be stated as, number of 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.
Examples of well-written and complete instructional objectives:

a. (Cognitive) Given a sentence written in the past or present tense, the student will be
able to re-write the sentence in future tense with no errors in tense.
b. (Affective) Given the opportunity to work in a team with several people of different
races, the student will demonstrate a positive attitude towards non-discrimination of
race as measured by a checklist utilized by the team members.
c. (Psychomotor) Given a standard balanced beam raised to a student height, the
student will be able to walk the entire length of the balanced beam steadily without
falling off.
F. Taxonomy of Educational Objectives
Taxonomy of Educational Objectives is a useful guide for developing a comprehensive list of
instructional objectives. A taxonomy is primarily used in identifying the types of learning outcomes
that should be considered when developing a comprehensive list of objectives for classroom
instruction. Bloom (1956), a well-known psychologist and educator took the lead in formulating and
classifying the goals and objectives of the educational processes and identified three domains of
educational activities: cognitive, referring to mental skills; affective, referring to growth in feeling
or emotion; and psychomotor, referring to manual or physical skills. These terms being too
technical 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. To ensure that the learning outcomes are
measurable, demonstrable and verifiable, the outcomes should be stated as concrete and active
verbs. Bloom and other educator work on the cognitive domain in 1956 and it was called as the
Bloom’s Taxonomy. The affective and psychomotor domains were also developed by other group of
educators.

A. Cognitive Domain
Lorin Anderson, a former student of Bloom together with Krathwohl, revised the
Bloom’s Taxonomy of the cognitive domain in the mid-90s. The two most prominent of which
are: (1) changing the names in the six categories from noun to verb; and (2) re-arranging the
order of the last two levels—synthesis and evaluation. This new taxonomy reflects a more
active form of thinking and is perhaps more accurate.

Taxonomies of the Cognitive Domain: Bloom’s, Anderson’s and Krathwohl’s

Bloom’s Taxonomy 1956 Anderson/Krathwohl’s Taxonomy

1. KNOWLEDGE: Remembering or
retrieving previously learned material.
Example of verbs that relate to his
function are: identify, list, define, recall,
memorize, repeat, record name,
recognize, acquire
2. COMPREHENSION: The ability to grasp or
construct meaning from material.
Example of verbs that relate to his
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.
Example of verbs that relate to his
function are: apply, relate, develop,
translate, use, operate, organize,
employ, restructure, interpret,
demonstrate, practice, calculate, show,
exhibit, dramatize
4. ANALYSIS: The ability to break down or
distinguish parts of the material into
their components so that their organized
structure may be better understood.
2001
1. REMEMBERING:
Retrieving, recalling, or recognizing
knowledge from memory. Remembering
is when memory is used to produce
definitions, facts, or list; to recite or
retrieve previously learned information.
2. UNDERSTANDING:
Constructing meaning from different
types of functions be they written or
graphic message activities like
interpreting, comparing and explaining.
3. APPLYING:
Carrying out 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.
4. ANALYZING
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 are differentiating,
 Example of verbs that relate to his
function are: analyze, compare, probe,
inquire, examine, contrast, categorize,
differentiate, investigate, detect,
survey, classify, deduce, experiment,
scrutinize, discover, inspect, dissect,
discriminate, separate
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 by creating spreadsheets,
surveys, charts, or diagrams, or graphic
representations.

5. SYNTHESIS: The ability to put parts 5. EVALUATING:

together to form a coherent and unique
new whole.
Example of verbs that relate to his
function are: compose, produce, design,
assemble, create, prepare, predict,
modify, plan, invent, formulate, collect,
set up, generalize, document, combine,
propose, develop, arrange, construct,
organize, originate, derive, write
6. EVALUATION: The ability to judge,
check, and even critique the value of
material for a given purpose.
Example of verbs that relate to his
function are: judge, assess, compare,
evaluate, conclude, measure, deduce,
argue, decide, choose, rate, select,
estimate, validate, consider, appraise,
value, criticize, infer
Making judgments-based om criteria and
standards through checking and critiquing.
critiques, recommendations, and reports
are some of the products that can be
created to demonstrate the process of
evaluation. In the newer taxonomy,
evaluating comes before creating as it is
often a necessary part of the precursory
behavior before creating something.
6. CREATING:
Putting elements together to form a
coherent a functional whole; reorganizing
elements into a new pattern or structure
through generating, planning, or
producing. Creating requires users to put
parts together in a new way or synthesize
parts into something new and different
form or product. This process is the most
difficult mental function in the new
taxonomy.

Bloom’s and Anderson’s Compared

(Source: Wilson, Leslie O, 2001)

In the revised cognitive taxonomy, Anderson and Krathwohl identified 4 levels

of knowledge: 1) factual knowledge, 2) conceptual knowledge, 3) procedural
knowledge, and 4) metacognitive knowledge. The first 3 categories—factual,
conceptual, and procedural knowledge—were cited by Bloom.
Factual Knowledge - As the name applies, 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 classifications, principles, generalizations, theories, models or structures
pertinent to a particular disciplinary area.
Procedural Knowledge – This knowing how to do something. It 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,
algorithms, 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 reflective knowledge about how to go about solving problems and cognitive task. It
includes contextual and conditional knowledge, and knowledge of self.
Cognitive processes Along the Knowledge Dimensions
The 1. 2. 3. 4. 5. 6.
Knowledge Remember Understand Apply Analyze Evaluate Create
Dimensions
Factual
Conceptual
Procedural
Metacognitive

Examples of Cognitive Activities

Cognitive Examples
Processes
Remembering – Produce the right information from memory
Recognizing • Identify the nouns in a sentence.
• Find an isosceles triangle in your neighborhood.
• Answer any true-false or multiple-choice questions.
Recalling • Name three 19th century women English authors.
• Write the multiplication facts.
• Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
Interpreting • Translate a story into an algebraic equation.
• Draw a diagram of the digestive system.
• Paraphrase Jahawarlal Nehru’s tryst with destiny speech.
Exemplifying • Draw a parallelogram.
• Find an example of stream-of-consciousness style of writing.
Classifying • Label numbers odd or even.
• List the events of Sepoy mutiny of 1957.
• Group native animals into their proper species.
Inferring • Read a passage of dialogue between two characters and make conclusion
about their past relationship.
• Figure out the meaning of an unfamiliar term from the context.
• Look at a series of numbers and predict what the next number will be.
Comparing • Explain how the heart is like a pump.
• Compare Mahatma Gandhi to a present-day leader.
• Use a Venn diagram to demonstrate how two books by Charles Dickens are
similar and different.
Explaining • Provide details that justify why the French Revolution happened when
and how it did.
• Describe how interest rates affects the economy.
• Draw a Venn diagram explaining how air pressure affects the weather.
Applying – Use a procedure
Executing • Add a column of two-digit number.
• Orally read a passage in a foreign language.
• Have a student open house discussion
 Cognitive Examples
Processes
Implementing • Design an experiment to see how plants grow in different kinds of soil.
• Proofread a piece of writing.
• Create a budget
Analyzing – Break a concept down into parts and describe how the parts relate to the
whole
Differentiating • List three important information in a mathematical word problem and
cross out the unimportant information.
• Draw a diagram showing the major and minor characters in a novel.
Organizing • Make a chart of often-used figurative devices and explain their effect.
• Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
Attributing • Read letters to the editor to determine the author’s points of view about
a local issue.
• Determine a character’s motivation in a novel or short story.
• Look at brochures of political candidates and hypothesize about their
perspectives in issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
Checking • Listen to a political speech and make a list of any contradictions within
the speech.
• Review a project plan to see if all the necessary steps are included.

Critiquing • Judge how well a project meets the criteria of a rubric.

• Choose the best method for solving a complex mathematical problem.
• Judge the validity of arguments for and against astrology.
Creating – Put pieces together to form something new or recognize components of
Generating • Propose a set of alternatives for reducing dependence on fossil fuels that
address both economic and environmental concerns.
• Generate several scientific hypotheses to explain why plants need
sunshine.
Planning • Make a storyboard for a multimedia presentation in insects.
• Design a scientific study to test the effect of different kinds of music on
hens’ egg production.
• Build a habitat for pigeons.

B. Psychomotor Domain.
The psychomotor domain is characterized by the progressive level of behaviors from
observation to mastery of physical skills. In the early seventies, Simpson, Dave and Harrow
recommended categories which included physical movement, 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 technique sin execution. This domain also
includes objectives that require basic motor skills and/or physical movement such as
construct, kick, or ski.
Simpson has contributed seven categories, Dave 5 categories, and Harrow 6
categories.

Psychomotor Domain (Skills)

Simpson
Category
Perception (awareness).
The ability to use sensory cues to
guide motor activity. This ranges
from sensory stimulation, through
cue selection to translation.
Examples and Key Words (verbs)
Examples:
• Detects nonverbal communication cues.
• Estimate where the ball will land after it is thrown and
then moving to the correct location to catch the ball.
• Adjusts hat of stove to correct temperature by smell and
taste of food.
 Category
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
mindset).
Guided Response.
The early stages in learning a
complex skill that includes imitation • Follows instructions to build a model.
and trial and error. Adequacy of
performance is achieved by
practicing.
Mechanism (basic proficiency).
This is the intermediate stage in
learning complex skill. Learned
responses have become habitual
and the movements can be
performed with some confidence
and proficiency.
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 often utter
sounds of satisfaction as soon as
they hit a tennis ball or throw a
softball, because they can tell by
the feel of the act what the result
will produce.
Adaptation.
Skills are well developed and the
individual can modify movement
patterns to fit special
requirements.
Origination.
Creating new movement patterns to
fit a particular situation or specific
problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
Examples and Key Words (verbs)
Key Words: choose, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects
Examples:
• Knows and acts upon a sequence of steps in a
manufacturing process.
• Recognizes one’s abilities and limitations.
• Show desire to learn a new process (motivation).
(Note: This category is closely related with the
“Responding to phenomena” category of the Affective
Domain)
Key Words: begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers
Examples:
• Performs a mathematical equation as demonstrated.
• Responds hand-signals of instructor while learning to
operate a forklift.
Key Words: copies, traces, follows, reacts, reproduces,
responds
Examples:
• Use a personal computer.
• Repair a leaking faucet.
• Drive a car.
Key Words: Assembles, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates,
measure, mends, mixes, organizes, sketches
Examples:
• Maneuvers a car into a tight parallel parking lot
• Operates a computer quickly and accurately.
• Displays competence while playing the piano.
Key Words: Assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measure, 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.
Examples:
• Responds effectively to unexpected experiences.
• Modifies instruction to meet the needs of the learners.
• Drive a car.
Key Words: Assembles, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates,
measure, mends, mixes, organizes, sketches
Examples:
• Constructs a new theory.
• Develops a new and comprehensive training
programming.
• Creates a new gymnastic routine.
Key Words: Arranges, builds, combines, composes,
constructs, creates, designs, initiates, makes, originates
Dave (1975)
Category
Imitation - Observing and
performing behavior after
someone else. Performance may
be of low quality.
Manipulation - Being able to
perform certain actions by
memory or 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
achieve harmony and internal
consistency.
Naturalization – Mastering a high-
level performance until it
becomes second-nature or
natural, without needing to think
much about it.
Harrow (1972)
Category
Reflex Movements - Reactions
that are not learned, such as
involuntary reaction
Fundamental Movements – Basic
movements such as walking or
grasping
Perceptual Abilities- Response to
stimuli such as visual, auditory,
kinesthetic, or tactile
discrimination.
Physical Abilities (fitness) -
Stamina that must be developed
for further development such as
strength and agility.
Skilled Movements – An advanced
learned movement as one would
find in sports or acting
Nondiscursive Communication –
Use effective body language, such
as gestures and facial expressions.
Examples and Key Words (verbs)
Examples:
• Copying a work of art.
• Performing a skill while observing a demonstrator.
Key Words: Copy, follow mimic, repeat replicate,
reproduce, trace.
Examples:
• Being able to perform a skill on one’s own after taking
lessons or readings about it.
• Follows instructions to build a model,
Key Words: act, build, execute, perform
Examples:
• Working and reworking something so it will be “just right.”
• Perform a skill or task without assistance.
• Demonstrate a task to a beginner.
Key Words: calibrate, demonstrate, master, perfectionism
Examples:
• Combining a series of skills to produce a video that
involves music, drama, color, sound, etc.
• Combining a series of skills or activities to meet a novel
requirement.
Key Words: adapt, construct, combine, create, customize,
modify, formulate
Examples:
• Maneuvers a car into a tight parallel parking lot
• Operates a computer quickly and accurately.
• Displays competence while playing the piano.
Key Words: create, design, develop, invent, manage,
naturally
Examples and Key Words (verbs)
Example: instinctive response
Key Words: react, respond
Example: perform a simple task
Key Words: grasp an object, throw a ball, walk
Examples: track a moving object, recognize a pattern
Key Words: catch a ball, draw or write
Examples: gain strength, run a marathon
Key Words: agility, endurance, strength
Examples: Using an advanced series of integrated
movements, perform a role in a stage play or play in a set
of of series in a sports game.
Key Words: adapt, construct, create, modify
Examples: Express one’s self by using movements and
gestures
Key Words: arrange, compose, interpretation
 The above contributions from Simpson, Dave and Harrow have been reorganized and
simplified into 4 categories or levels as reflected in the following table.

Simplified and Reorganized Categories or Levels in the Psychomotor Domain

Categories/Levels Outcomes Verbs Learning Outcomes Statements

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

C. Affective Domain (Attitude)

The affective domain refers to the way in which one deals with situations
emotionally such as feelings, appreciation, enthusiasm, motivation, values and attitude.
The taxonomy is ordered into 5 levels as the person progresses towards internalization
in which attitude or feeling consistently guides or controls a person’s behavior.

The Categories/Levels of the Affective Domain

Categories/Levels Outcomes Verbs Learning Outcomes

Receiving - being aware or sensitive
to something and being willing to
listen or pay attention
(The learners are willing to listen.)
Responding – showing commitment
to respond in some measure to the
idea or phenomenon
(The learners are willing to
participate.)
Valuing - showing willingness to be
perceived as valuing or favoring
certain ideas
(The learners are willing to be
involved.)
Organizing - arranging values into
priorities, creating a unique value
system by comparing, relating and
synthesizing
(The learners are willing to be an
advocate.)
select, point to, sit, choose
describe, follow, hold,
identify, name, reply
answer, assist, comply,
conform, discuss, greet help,
perform, read, recite, report,
tell, write
complete, demonstrate,
differentiate, explain, follow,
invite, join, justify, propose,
report, share, study, perform
arrange, combine, complete,
adhere, alter, defend,
explain, formulate, integrate,
organize, relate, synthesize
Statements
Listen to others with respect,
try to remember profile and
facts
Participate in discussions,
give expectation; know the
rules and practice them;
question concepts in order to
understand them well
Demonstrate belief in the
concept or process; show
ability to resolve
Accept responsibility,
recognize the need for
balance between freedom and
responsible behavior; explain
how to plan to solve a
problem; prioritize time
effectively for family, work,
and personal life problems/
conflicts
Internalizing (Characterization)–
practicing value system that
controls one’s behavior; exhibiting
behavior that is pervasive,
predictable, and characteristics of
the person.
(The learners are willing to change
one’s behavior, lifestyle, or way of
life.)
act, display, influence, listen,
discriminate, modify,
perform, revise, resolve,
verify
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

D. Kendall’s and Manzano’s New Taxonomy

Kendall and Manzano reframed the three domains of knowledge (information,
mental procedures and psychomotor procedures) by describing six levels of processing
knowledge as shown in Figure 3. The first four levels of processing are cognitive,
beginning with the lowest level (retrieval) 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, clarity and accuracy of the
learner’s learning.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 motivation of
learning.

Kendall’s and Manzano’s New taxonomy

The New Taxonomy in Detail