Outcome-Based Education: Level of Expertise Description of Level Verbs

Ariane Joy S.
Estrella
BSED – English
Outcome-based Education
Outcome-based Education (OBE) is a model of education that focuses on the

capabilities of students in achieving and meeting a set of predetermined outcomes. This
model heavily emphasizes on setting clear quantitative standards that students must
meet in order to observe measurable outcomes based on the students’ skills and
knowledge (Glavin, 2014). For example, a measurable outcome can be, “Students can
bake three different desserts in 45 minutes” instead of, “Students enjoy baking class.” A
complete set of outcomes may range from a simple recitation of facts like, “Students will
enumerate the eight colors of the rainbow” to complex analysis and interpretation like,
“Students will analyze the social issues present in Victor Hugo’s Les Miserables.”
OBE has four principles: clarity of focus means everything that the teacher does
must be clearly focused and centered in helping students achieve the preset outcomes
or objectives made; expanded opportunities means the teacher provides ample amount
of chances and opportunities for the students to practice and demonstrate the outcome
they are learning; high expectations means the teacher establishes high, challenging
standards in order to motivate the students to participate and achieve the expected
outcomes; and designing down means designing the curriculum from the start to finish
with the desired results by the end of the program (OBE Principles and Process, n.d.).
Taxonomy of Educational Objectives
Benjamin Bloom’s Taxonomy of Educational Objectives are the three domains of

learning that teachers use in constructing their learning outcomes and objectives.
Taxonomy, to put simply, is the same as the word classification. Bloom’s three
classifications are the cognitive, affective, and psychomotor domains.
Table 1 shows the subsets or levels of expertise under the cognitive domain with
short descriptions and examples of verbs to help in writing the objectives.
Level of Expertise Description of Level Verbs
KNOWLEDGE Recall, or recognition of terms, ideas, Define, memorize, recall

procedure, theories, etc.
COMPREHENSION Translate, interpret, extrapolate, but not Restate, discuss, describe
see full implications or transfer to other
situations, closer to literal translation.
APPLICATION Apply abstractions, general principles, or Translate, interpret, apply

methods to specific concrete situations.
ANALYSIS Separation of a complex idea into its Distinguish, analyze,

constituent parts and an understanding of differentiate
organization and relationship between the
parts. Includes realizing the distinction
between hypothesis and fact as well as
between relevant and extraneous
variables.
SYNTHESIS Creative, mental construction of ideas and Compose, design, formulate

concepts from multiple sources to form
complex ideas into a new, integrated, and
meaningful pattern subject to given
constraints.
EVALUATION To make a judgment of ideas or methods Judge, evaluate, compare

using external evidence or self-selected
criteria substantiated by observations or
informed rationalizations.
Table 2 shows the subsets or levels of expertise under the affective domain with
short descriptions and examples of verbs to help in writing the objectives.
Level of Expertise Description of Level Verbs
RECEIVING Demonstrates a willingness to Observe, realize, discriminate
participate in the activity
RESPONDING Shows interest in the objects, Comply, engage, practice

phenomena, or activity by seeking
it out or pursuing it for pleasure
VALUING Internalizes an appreciation for Participate, initiate, examine

(values) the objectives,
phenomena, or activity
ORGANIZATION Begins to compare different Relate, weigh, crystallize

values, and resolves conflicts
between them to form an
internally consistent system of
values
CHARACTERIZATION Adopts a long-term value system
that is "pervasive, consistent, and Revise, change, plan
predictable"
Table 3 shows the subsets or levels of expertise under the psychomotor domain
with short descriptions.
Level of Expertise Description of Level
Reflexes that involve one

segmental or reflexes of the
spine and movements that may
REFLEX MOVEMENTS
involve more than one
segmented portion of the spine
as intersegmental reflexes
Refer to skills or movements or

behaviors related to walking,
FUNDAMENTAL MOVEMENTS
running, jumping, pushing,
pulling and manipulating.
Address skills related to

kinesthetic (bodily movements),
visual, auditory, tactile (touch),
PERCEPTUAL ABILITIES or coordination abilities as they
are related to the ability to take
in information from the
environment and react.
Related to endurance, flexibility,

PHYSICAL ABILITIES agility, strength, reaction-
response time or dexterity.
Refer to skills and movements

that must be learned for games,
SKILLED MOVEMENTS
sports, dances, performances,
or for the arts.
Refer to expressive movements

through posture, gestures, facial
NONDISCURSIVE
expressions, and/or creative
COMMUNICATION
movements like those in mime
or ballet.
Creates new tasks or objectives

ORGANIZATION
incorporating learned ones
References
Bloom's Taxonomy of Educational Objectives. (n.d.). Retrieved from

https://teaching.uncc.edu/services-programs/teaching-guides/course-design/blooms-
educational-objectives
Glavin, C. (2014, February 06). What is OBE? Retrieved from
https://www.k12academics.com/education-reform/outcome-based-education/what-obe
OBE Principles and Process. (n.d.). Retrieved from http://cei.ust.hk/teaching-
resources/outcome-based-education/institutional-resources/obe-principles-and-process
Three Domains of Learning - Cognitive, Affective, Psychomotor. (n.d.). Retrieved from
https://thesecondprinciple.com/instructional-design/threedomainsoflearning/

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Ariane Joy S.

Outcome-based Education (OBE) is a model of education that focuses on the

Taxonomy of Educational Objectives

Benjamin Bloom’s Taxonomy of Educational Objectives are the three domains of

KNOWLEDGE Recall, or recognition of terms, ideas, Define, memorize, recall

APPLICATION Apply abstractions, general principles, or Translate, interpret, apply

ANALYSIS Separation of a complex idea into its Distinguish, analyze,

SYNTHESIS Creative, mental construction of ideas and Compose, design, formulate

EVALUATION To make a judgment of ideas or methods Judge, evaluate, compare

RESPONDING Shows interest in the objects, Comply, engage, practice

VALUING Internalizes an appreciation for Participate, initiate, examine

ORGANIZATION Begins to compare different Relate, weigh, crystallize

Reflexes that involve one

Refer to skills or movements or

Address skills related to

Related to endurance, flexibility,

Refer to skills and movements

Refer to expressive movements

Creates new tasks or objectives

Bloom's Taxonomy of Educational Objectives. (n.d.). Retrieved from

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