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.
 Purposes Of instructional goals and
objectives
1. It provides direction for the instructional process
by clarifying the intended learning 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 term 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 OBJECTIVES
Broad Narrow
General intention Precise
Intangible Tangible
Abstract (less structured) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to Short term aims what you want to
accomplish achieve
Hard to quantity or put in a timeline Must be given a timeline to accomplish to
be more effective
Goal, general educational
program objectives, and
instructional objectives
Goals – A broad statement of very
general educational outcomes that do
not include specific level of
performance
General Educational Program
Objectives – More narrowly defined
statements of educational outcomes that
apply to specific educational programs;
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.
Typical problems
encountered when
writing objectives
 Problems Error Types Solutions

Too broad or complex The objective is too broad Simplify or break apart
in scope or is actually more
than one objective.

False or missing behavior, The objective does not list Be more specific; Make
condition, or degree the correct behavior, sure the behavior,
condition, and/or degree, condition, and degree are
or it is missing included

False given Describes instruction, not Simplify, include only

conditions ABCDs

False performance No true overt, observable Describe what behavior

performance listed you must observe
 Four main things that objectives 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?
3. Special Conditions- The third component of
instructional objectives is the special
conditions under which the behavior must be
displayed by the students. How? Under what
circumstances will the learning occur? What
will the students be given or already be
expected to know to accomplish the
learning?
4. Stating 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 criteria to be met?
 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.
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.
Ex: Interpret the novel, The Lion, The Witch,
and The wardrobe; Visit Manila Zoo and discuss
what was of interest; understand 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
skills or skills that students are expected to perform or
exhibit after discussing a certain lesson or unit of
instruction.

Learning outcome is an activity that implies a certain

product or end result or instructional objectives.

Learning activity if you write instructional objectives as a

means or process of attaining the end product.
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-observable behavior.. The
following are examples of verbs in terms of
observable learning outcomes and unobservable
learning outcomes.
 Types of learning outcomes to
consider
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, graphs, 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 Interest
7.2 Educational interest
7.3 Vocational Interest
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. Benjamin S. Bloom, 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
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 degree of
acceptance or rejection.

3. Psychomotor Domain- is characterized by the progressive

levels of behaviors from observation to mastery of
physical skills.
 Criteria for selecting appropriate
objectives
To obtain a clear statement of instructional objectives,
you should define the objectives in two steps.

1. State the general objectives of instruction as intended

learning outcomes.
2. 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 objective.
 Matching test items to instructional
objectives
When constructing test items, always
remember 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
you can measure what you want to measure form
the students. Always remember that your goal is to
assess the achievement 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.
Bloom’s
Revised
Taxonomy
 There are two major changes:

1)The names in the six categories from noun to

active verb

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 form of
thinking and is perhaps more accurate.
 Bloom’s Taxonomy
The ability to judge, check, and even critique the value of
material for a given purpose.

The ability to put parts together to form a coherent or

unique new whole.

The ability to break down or distinguish the parts of the

material into their components so that their organizational
structure may be better understood.

The ability to use learned material, or to implement

material in new and concrete situations.

The ability to grasp or construct meaning

from material.

Retrieving previously learned

material.
 Bloom’s Revise Taxonomy
Generating new ideas, products or ways of viewing
things.

Justifying a decision or course of

action

Breaking information to parts to explore

Analyzing

understanding and relationships

Applying

Using information in another

familiar situation

Understanding

Explaining idea or concepts

Recalling Information
Remembering
What is Higher
order thinking?
 Higher order thinking by students involves the
transformation of information and ideas. This
transformation occurs when students combine facts and
ideas and synthesise, generalise, explain, hypothesise or
arrive at some conclusion or interpretation.
Manipulating information an ideas through these
processes allow students to solve problems, gain
understanding and discover new meaning.
 When students engage in construction of
knowledge, an element of uncertainly is
introduced into the instructional process and
the outcomes are not always predictable. In
other words, the teachers is not certain in
what the students will produce.
 In helping students become producers of
knowledge, the teacher’s main
instructional task is to create activities or
environments that allow them
opportunities to engage in higher order
thinking.
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 s the
highest level.
 1.Knowledge recognizes students’ ability to
use rote memorization and recall certain facts.
Test questions focus on identification and recall
information.

2.Comprehension involves students’ ability to

read course content, interpret important
information and put other’s ideas into words.
Test question should focus on the use of the
facts, rules and principles.
3. Application students take new concepts and
apply them to new situation. Test questions
focus on applying facts and principles.

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.
5. Synthesis students are able to take various
pieces of information and form a whole
creating a pattern where one did not previously
exist. Test question focuses on combining new
ideas to form a new whole.

6. Evaluation involves students’ ability to look at

someone else’s ideas or principles and the
worth of the work and the value of the
conclusion.
AFFECTI
VE
DOMAIN
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. The affective
domain includes objectives pertaining to attitudes,
appreciations, values and emotions.
 Krathwolh’s affective domain is perhaps the
best known of any of the affective domain. “The
taxonomy is ordered according to the principle of
internalization.” Internalizations 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 internalize and
consistently guides or controls the person’s
behaviour.
Levels of affective
domain
 LEVELS DEFINITIONS EXAMPLES
Refers to being aware of or Listens to the ideas of others with
sensitive to the existence of certain respect.
ideas, materials, or phenomena and
1. Receiving being able to tolerate them.

Refers to the commitment in some Participates in class discussions

measure to the ideas, materials, or actively.
phenomena involved by actively
2. Responding responding to them. It answers
question about ideas. The learning
outcomes emphasize compliance in
responding, willingness to respond,
or satisfaction in responding.
 Refers to the willingness to be Demonstrates belief in the
3. Valuing perceived by others as valuing certain democratic process.
ideas, materials, phenomenon or
behavior. Shows the ability to solve
problems.

Refers to the ability to relate the value Explains the role of

4. Organization 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.
systematic planning in
solving problems.
Prioritizes time effectively to
meet the needs of the
organization, family and self.
 Incorporate ideas Shows self-reliance when
5. Characterization by completely into practice, working independently.
value or value set recognized by the use of
them. The value system that
controls their behavior. Values people for what they
Instructional objectives are are, not how they look.
concerned with the students
general patterns of
adjustment such as
personal, social, and
emotional.
Psychomotor Domain
It 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
practice and is measured in terms of speed,
precision, distance, procedures, or techniques in
execution.
Levels of Psychomotor
domain
 Level Definition Example

Detects nonverbal
The ability to use sensory cues communication cues.
to guide motor activity. This
1. Perception ranges from sensory
stimulation, through cue
selection, to translation.

Readiness to act. It includes Recognizes ones abilities and

mental, physical, and limitations. Shows desire to
emotional sets. These three learn a new process.
2. Set sets are dispositions that
predetermine a persons
response to different situations
(sometimes called midsets)
 The early stages in learning a Performs a mathematical
3. Guided Response complex skill that includes equation as demonstrated.
imitation and trial and error.
Adequacy of performance is
achieved by practicing. Follows instructions to
build a model.

This is the intermediate stage in Uses a personal computer.

4. Mechanism learning a complex skill.
Learned responses have Repairs a leaking faucet.
become habitual and the
movements can be performed Drives a car.
with some confidence and
proficiency.
 The skillful performance of Operates a computer quickly and
motor acts that involves complex accurately.
5. Complex Overt
movement patterns. Proficiency
Response is indicated by a quick, accurate, Displays competence while
and highly coordinated playing the piano.
performance, requiring a
minimum energy.

Skills are well developed and the Responds effectively to

individual can modify movement unexpected experiences.
6. Adaptation
patterns to fit special
requirements. Modifies instruction to meet the
needs of the learners.
7. Origination Creating new movement patterns to Creates a new gymnastic
fit a particular situation or specific routine.
problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
 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:
 Dave’s (1975)
Level Definition Example
Observing and patterning Copying a work of art
1. Imitation behavior after someone else.
Performance may be of low
quality.

Being able to perform certain Creating work on ones own,

2. Manipulation actions by following after taking lessons, or
instructions and practicing. reading about it.
3. Precision Refining, becoming more Working and reworking
exact. Few errors are something, so it will be
apparent. “just right”

4. Articulation Coordinating a series of Producing a video that

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

5. Naturalization Having high level Michael Jordan playing

performance become basketball, Nancy Lopez
natural, without needing to hitting a golf ball, etc.
think much about it.
 Harrow’s (1972), Kubiszyn and borich (2007)
Level Definitions Example

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

2. Fundamental movements Inherent movement patterns Basic movement such as

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

3. Perception Response to stimuli such as Coordinated movements such as

visual, auditory, kinesthetic, or jumping rope, punting and
tactile discrimination. catching.
4. Physical abilities Stamina that must be Muscular exertion, quick
developed for further precise movement.
development such as
strength and agility.

5. Skilled movements Advanced learned Skilled activities in sports,

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

Body postures, gestures,

6. No discursive Effective body language, facial expressions efficiently
communication such as gestures and facial executed in skilled dance
expressions. movement and
choreographies.
thank you !
Presented by:

Julie Bautista
Diodelyn Ilarina
Jean Barrientos