Module 4.

1
B.TAXONOMY OF LEARNING DOMAINS

Learning outcomes are statements of

performance expectations: Cognitive,
Affective and psychomotor. These
are the three broad domains of
learning characterized by change in a
learner’s behavior. Within each
domain are levels of expertise that
drives assessment. These levels are
listed in order of increasing
complexity.
 Higherlevels
Higher levelsrequire
requiremoremore
sophisticated methods
sophisticated methods of of
assessment but they facilitate
assessment but they facilitate
retention and transfer
retention and transfer of of
learning. (Anderson,
learning. (Anderson, et.al.,et.al.,
2005). Importantly, all learning
2005). Importantly, all learning
outcomes must be capable
outcomes must be capable of of
being assessed and measured.
being assessed and measured.
This may be done using
This may be done using direct direct
and indirect assessment
and indirect assessment
techniques.
techniques.
A.A.Cognitive
Cognitive(Knowledge-based)
(Knowledge-based)

Cognitive domain is designed to

help teachers understand and
implement a standards-based
curriculum. The cognitive domain
involves the development of
knowledge and intellectual skills. It
answers the question. “What do I
want learners to know?” The first
three are lower-order, while the
next three levels promote higher-
order thinking.
 Krathwohl (2002) stressed
that the revised Bloom’s
taxonomy table is not only
used to classify instructional
and learning activities used
to achieve the objectives,
but also for assessments
employed to determine
how well learners have
attained and mastered the
objectives.
 Marzano and Kendall (2007)
came up with their own
taxonomy composed of three
systems (Self- system,
Metacognitive System and
Cognitive System) and the
Knowledge Domain. System
has four levels: Knowledge,
Comprehension, Analysis and
Knowledge Utilization.
 The Knowledge component is
the same as the Remembering
level in the revised Bloom’s
Taxonomy. Comprehension
entails synthesis and
representation. Relevant
information are taken and then
organized into categories.
Analysis involves processes of
matching, classifying, error
analysis, generalizing and
specifying.
 The last level, Knowledge
utilization, comprises decision-
making, problem-solving,
experimental inquiry and
investigation-processes
essential in problem-based and
project-based learning.
 DOMAIN I: Cognitive Levels and Processes
(Anderson, et.al., 2001)
Levels
Remembering
Retrieving relevant knowledge
from long-term memory
Understanding
Constructing meaning from
Instructional messages,
including oral, written, and
graphic communication
Applying
Carrying out or using a
procedure in a given situation
Process and Action Verbs Sample Learning Competencies
Describing Learning Outcomes
Processes: Recognizing, Recalling Define the four levels of mental
Verbs: define, describe, identify, processes in Marzano & Kendall’s
label, List, match, name, outline, Cognitive System
reproduce, select, state
Processes: Interpreting, Explzin the purpose of Marzano
exemplifying, Classifying, & Kendall’s new Taxonomy of
Summarizing, inferring, Educational Objectives
Comparing, Explaining
Verbs: Convert, describe,
distinguish, estimate, extend,
generalize, give examples,
paraphrase, rewrite, summarize
Processes: Executing, Write a learning objective for
Implementing each level of the Marzano &
Verbs: apply, change, classify Kendall’s Cognitive System.
(examples of a concept),
compute, demonstrate, discover,
modify, operate, predict, prepare,
relate, show, solve, use
Analyzing
Breaking material into its
constituent parts and
determine how the parts
relate to one another and to
an overall structure or
purpose
Evaluating
Making judgments based on
criteria and standards.
Creating
Putting elements together to
form a coherent or functional
whole; reorganize elements
into a new pattern or
structure
 
Processes: Differentiating,
Organizing, Attributing
Verbs: analyze, arrange,
associate, compare, contrast,
infer, organize, solve, support
(a thesis)
Processes: Executing,
Monitoring, Generating
Verbs: appraise, compare,
conclude, contrast, criticize,
evaluate, judge, justify,
support (a judgment), verify
Processes: Planning,
Producing
Verbs: classify (Infer the
classification system),
construct, create, extend,
formulate, generate,
synthesize
Compare and contrast the
thinking levels in the revised
Bloom’s Taxonomy and
Marzano & Kendall’s
Cognitive System.
Judge the effectiveness of
writing learning outcomes
using Marzano & Kendall’s
Taxonomy
Design a classification scheme
for writing learning outcomes
using the levels of Cognitive
system developed by Marzano
& Kendall.
B. Psychomotor (Skills-based)

The Psychomotor domain

focuses on physical and
mechanical skills involving
coordination of the brain and
muscular activity. It answers
the question, “What actions
do I want learners to be able
to perform?”.
Harrow (1972), developed her
own taxonomy with the
categories organized according
to degree of coordination:
Reflex movement, Basic
Fundamental movement,
Perceptual, Physical activities,
Skilled movements, and Non-
discursive communication.
Domain II: Psychomotor (Skills)
Levels Action Verbs Describing Sample Learning Competencies
Learning Outcomes

Observing Describe, detect, distinguish, Relate music to a particular dance

Active mental attending of a differentiate, describe, relate, step
physical event select

Imitating Begin, display, explain, move, Demonstrate a simple dance step

Attempted copying of a physical proceed, react, show, state,
behavior volunteer

Practicing Bend, calibrate, construct, Display several dance steps in

Trying a specific physical activity differentiate, dismantle, fasten, sequence
over and over fix, grasp, grind, handle, measure,
mix, organize, operate,
manipulate, mend

Adapting Arrange, combine, compose, Perform a dance showing new

Fine tuning. Making minor construct, create, design, combinations of steps
adjustments in the physical originate, rearrange, reorganize
activity in order to perfect it.
C. Affective (Values, Attitudes and Interests)

The Affective domain refers to the way in

which we deal 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 the attitude or feeling consistently
guides or controls a person’s behavior. It
tackles the question, “What actions do I
want learners to think or care about?”.
Below is the classification
scheme for the affective
domain developed by
Krathwohl, Bloom and
Masia in 1964.
 DomainIII:
Domain III:Affective
Affective(Attitude)
(Attitude)
Levels Action Verbs Describing Sample Learning
Learning Outcomes Competencies

Receiving Ask, choose, describe, Listen attentively to

Being aware of or follow, give, hold, identify, volleyball introduction
attending to something in locate, name, point to,
the environment select, sit erect, reply, use

Responding Answer, assist, comply, Assist voluntarily in setting

Showing some new conform, discuss, greet, up volleyball nets.
behaviors as a result of help. Label, perform,
experience practice, present, read,
recite, report, select, tell,
write
Valuing Complete, describe, Attend optional volleyball
Showing some definite differentiate, explain, matches.
involvement or follow, form, initiate,
commitment invite, join, justify,
propose, read, report,
select, share, study, work

Organizing Adhere, alter, arrange, Arrange his/her own

Integrating a new value combine, compare, volleyball practice
into one’s general set of complete, defend, explain,
values, giving it some generalize, identify,
ranking among one’s integrate, modify, order,
general priorities organize, prepare, relate,
synthesize

Internalizing Values: Act, discriminate, display, Join intramurals to play

Characterization by a influence, listen, modify, volleyball twice a week
value or value complex. perform, practice,
Acting consistently with propose, quantify,
the new value question, revise, serve,
solve, use, verify