CHAPTER 2

Assessing Learning Outcomes

Key Terms
goals
objectives
educational objectives/instructional objectives
specific/behavioral objectives
general/expressive objectives
learning outcome
learning activity
observable outcome
unobservable outcome
cognitive domain
affective domain
psychomotor domain
educational taxonomy
Learning Outcomes
At the end of this chapter, the students should be able to:
1. Define the following terms: goals, objectives, and educational objectives/instructional
objectives, specific/behavioral objectives, general/ expressive objectives, learning
outcomes, learning activity, observable outcome, unobservable outcome, cognitive domain,
affective domain, psychomotor domain, and educational taxonomy;
2. Write specific and general objectives;
3. Identify learning outcomes and learning activities;
4. Determine observable outcomes and non-observable learning outcomes;
5. Identify the different levels of Bloom’s taxonomy;
6. Identify the different levels of Krathwolh’s 2001 revised cognitive domain;
7. Write specific cognitive outcomes;
8. Write specific affective outcomes;
9. Write specific psychomotor outcomes;
10. Write measurable and observable 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 material should be appropriate for the lesson so that the teacher can motivate the
students properly. The objectives can be classified according to the leaning outcomes of the lesson
that will be discussed.
PURPOSES OF INSTRUCTIONAL GOALS AND OBJECTIVES
The purposes of the instructional goals and objectives.
1. It provides direction for the instructional process by clarifying the intended leaning
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 terms 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 can never be accomplished without objectives and you
cannot get the objectives that you need in order that you can accomplish what you want to achieve.
Below are the different descriptions between goals and objectives.
Goals Objectives
Broad Narrow
General intention Precise
Intangible Tangible
Abstract (less structure) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to accomplish Short term aims what you want to achieve
Hard to quantify or put in a timeline Must be given a timeline to accomplish to be
more effective

Goals, General Educational Program Objectives, and Instructional Objectives

Goals. A broad statement of very general educational outcomes that do not include specific
level of performance. It tends to change infrequently and in response to the societal pressure, e.g.,
learn problem solving skills; develop high level thinking skills; appreciate the beauty of an art; be
creative; and be competent in the basic skills in the area or grammar.
 General Educational Program Objectives. More narrowly defined statements of
educational outcomes that apply to specific educational program; 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. Unit of instruction may
mean: a two weeks lesson on polynomials; one week lesson on “parallelism after correlatives”; one
class period on “katangian ng wika.” At the end of the lesson the students should be able to add
fractions with 100% accuracy; the students should be able to dissect the frog following the correct
procedures, are example of instructional objectives.

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

To avoid different problems encountered in writing objectives, let us discuss

the components of instructional objectives and other terms related to constructing a
good instructional objective.

Four Main things That Objective 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? This should be an overt,
observable behavior, even if the actual behavior is covert or mental in nature.
If you cannot see it, hear it, touch it, taste it, or smell it, you cannot be sure
your audience really learned it.
3. Special Conditions
The third components of instructional objectives is the special
conditions under which the behavior must be displayed by the students. How?
Under what circumstances will be learning occur? What will the student be
given or already be expected to know to accomplish the learning?
4. Stating Criterion Level
The fourth component of the instructional objectives is stating the
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 criterion be met? Do you want total
mastery (100%), do you want them to response correctly 90% of the time,
among others? A common (and totally non-scientific) setting is 90% of the
time.
Always remember that the criterion level need not be specified on
percentage of the number of items correctly answered. It can be stated as,
number of items correct; number of consecutive 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.

Types of Educational Objectives

Educational objective is also known as instructional objective. There are two

types of educational objectives: specific or behavioral objectives and general or
expressive objectives (Kubiszyn and Borich, 2007).

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.

Example of behavioral objective are: (1) Multiply three-digit number with

95% accuracy. (2) List the months of the year in proper order from memory,
with 100% accuracy. (3) Encode 30 words per minute with at most three (3)
errors using computer. These activities specify specific educational outcomes.

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. The
outcomes of the activity is not expressed in specific terms but in general terms
such as understand, interpret or analyze. Examples of expressive objectives:
(1) Interpret the novel the Lion, the Witch, and the Wardrobe; (2) Visit Manila
Zoo and discuss what was of interest; (3) Understanding 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 skill or skills

that students are expected to perform or exhibit after discussing a certain
lesson or unit of instruction. The components of instructional objective are
observable behaviors, special conditions which the behavior must be exhibited
and performance level considered sufficient to demonstrate mastery.
 When a teacher developed instructional objectives, he must include an
action verb that specifies learning outcomes. Some educators and education
students are often confused with learning outcome and learning activity. An
activity that implies a certain product or end result of instructional objectives
is called learning outcome. If you write instructional objectives as a means or
processes of attaining the end product, then it is considered as learning
activity. Hence, revise it so that the product of the activity is stated.

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. If learning outcome is
measurable then it is observable, therefore, always state the learning outcomes in
observable behavior. Teachers should always develop instructional objectives that
are specific, measurable statement of outcomes of instruction that indicates whether
instructional intents have been achieved (Kubiszyn, 2007). The following are
examples of verbs in terms of observable learning outcomes and non-observable
learning outcomes.

Observable Learning Outcomes Non-observable Learning Outcomes

Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar

Examples of observable learning outcomes:

1. Recite the names of the characters in the story MISERY by Anton Chechov.
2. Add two-digit numbers with 100% accuracy.
3. Circle the initial sounds of words.
4. Change the battery of an engine.
5. List the steps of hypothesis testing in order.
Examples of non-observable learning outcomes:

1. Be familiar with the constitutional provisions relevant to agrarian reforms.

2. Understand the process of evaporation.
3. Enjoy speaking Spanish.
4. Appreciate the beauty of an art.
5. Know the concept of normal distribution.

Types of Learning Outcomes to Consider

Below are the lists of learning outcomes classified as a learning objective. The
more specific outcome should not be regarded as exclusive; there are merely suggestive
as categories to be considered (Gronlund, Linn, and Miller, 2009).

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, graph, 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 interests
7.2 Educational interests
7.3 Vocational interests
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. A taxonomy is primarily useful in
identifying the types of learning outcomes that should be considered when developing a
comprehensive list of objectives for classroom instruction.

Benjamin S. Bloom (1948, as cited by Gabuyo, 2011), 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 were
determined: the cognitive domain, affective domain and the psychomotor domain.

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 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. We found a large number of
such objectives in the literature expressed as interests, attitudes, appreciations,
values, and emotional sets or biases (Krathwohl et al., 1964 as cited by
Esmane, 2011). It refers to the persons’ awareness and internalization of
objects and simulations, it focus on the emotions of the learners.
3. Psychomotor Domain is characterized by the progressive levels of behaviors
from observation to mastery of physical skills (Simpson, 1972 as cited by
Esmane, 2011). This includes physical movements, 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. It
focused on the physical and kinesthetic skills of the learner. This domain is
characterized by the progressive levels of behaviors from observation to mastery
of physical skills.

Bloom and other educators work on cognitive domain, established and completed
the hierarchy of educational objectives in 1956, it was called as the Bloom’s Taxonomy
 of the cognitive domain. The affective and psychomotor domains were also
developed by other group of educators.

CRITERIA FOR SELECTING APPROPRIATE OBJECTIVES

1. The objectives should include all important outcomes of the course or subject
matter,
2. The objectives should be in harmony with the content standards of the state and
with the general goals of the school.
3. The objectives should be in harmony with the sound principles of learning.
4. The objectives should be realistic in terms of the abilities of the students, time
and the available facilities.

CLEAR STATEMENT OF INSTRUCTIONAL OBJECTIVES

To obtain a clear statement of instructional objectives you should define the

objectives in two steps. First, state the general objectives of instruction as intended
learning outcomes. Second, 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 objectives (Gronlund, 2000 as cited by Gronlund, Linn, and Miller,
2009). This procedure should result in the statement of general objectives and
specific learning outcomes such as the given example below.

1. Understands the scientific principles

1.1 Describe the principle in their own words.
1.2 Identifies examples of the principle.
1.3 States reasonable hypotheses based on the principles.
1.4 Uses the principle in solving problem
1.5 Distinguishes between two given principles.
1.6 Explains the relationships between the given principles.

In this example, the expected learning outcome is concerned with the

understanding of the students regarding scientific principles. As the verb
understands is expressed as a general objective, the statement immediately starts with
the word understands. It is very important to start immediately with the verb so that it
will focus only on the intended outcomes. No need to add phrase such as “the student
should be able to demonstrate that they understand,” and the like. Beneath the general
objective are statements of specific learning outcomes that start immediately with verbs
that are specific, indicate definite, and observable responses that is, one can be seen and
can be assessed by outside observes of evaluators. The verbs describes, identifies,
states, uses, distinguishes, and explains are specific learning outcomes stated in
terms of observable students performance.
MATCHING TEST ITEMS TO INSTRUCTIONAL OBJECTIVES

When constructing test items, always remembers 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 your goal is to assess
the achievements 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.

Consider the following examples of matching test items to instructional

objectives as the author adapted and modified Kubiszyn and Borich’s (2007)
instructional objectives. From the table below, items 1 and 3 have learning outcomes
that match with the test item while items 2,4, ad 5 have learning outcomes that were
unmatched with the test items.

Match?
Yes No
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.
2. Objectives: 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.
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.
4. Objective: Circle the nouns and pronouns from the given
list of words. /
Test item: Give five examples of pronouns and five
examples of verbs.
5. Objective: Make a freehand drawing about Region II
using your map as a guide. /
Test item: without using your map, draw the map of
Region II.
BLOOM’S REVISED TAXONOMY
Lorin Anderson a former student of Bloom together with Krathwolh, revised the
Bloom’s taxonomy of cognitive domain in the mid-90s in order to fit the more outcome
focused modern education objectives. There are two major changes: (1) the names in
the six categories from noun to active verb, and (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 from of thinking and is perhaps more accurate.

Changes to Bloom’s Taxonomy

*Adapted with written permission from Leslie Owen Wilson’s curriculum Pages
Beyond Bloom – A New Version of the Cognitive Taxonomy.

Bloom’s Taxonomy in 1956 Anderson/Krathwolh’s Revision in 2001

 1. Knowledge: Remembering or 1. Remembering: Objectives written on the
retrieving previously learned remembering level (lowest cognitive level):
material. Retrieving, recalling, or recognizing knowledge
Examples of verbs that relate to from memory. Remembering is when memory is
this function are: identify, relate, list, used to produce definitions, facts, or lists; to
define, recall, memorize, repeat, recite or retrieve material.
record, name, recognize, acquire Sample verbs appropriate for objectives
written at the remembering level: state, tell,
underline, locate, match, state, spell, fill in the
blank, identify, relate, list, define, recall,
memorize, repeat, record, name, recognize,
acquire
2. Comprehension: the ability to 2. Understanding: Objectives written on the
grasp or construct meaning from understanding level (higher level of mental
material. ability than remembering requires the lowest
Examples of verbs that relate to level of understanding from the student):
this function are: restate, locate, Constructing meaning from different types of
report, recognize, explain,, express, functions be they written or graphic message
identify, discuss, describe, review, activities like interpreting, exemplifying,
infer, conclude, illustrate, interpret, classifying, summarizing, inferring, comparing
draw, represent, differentiate and explaining.
Sample verbs appropriate for objectives
written t the understanding level: restate,
locate, report, recognize, explain, express,
identify, discuss, describe, review, infer,
conclude, illustrate, interpret, draw,
represent,
differentiate
3. Application: the ability to use 3.Applying: Objectives written on the applying
learned material, or to implement level require the learner to implement (use) the
material in new and concrete information: Carrying out or using a procedure
situations. through executing, or implementing. Applying
Examples of verbs that relate to relates and refers to situations where learned
this function are: apply, relate, material is used through products like models,
develop, translate, use, operate, presentations, interviews or simulations.
organize, employ, restructure, Sample verbs appropriate or objectives
interpret, demonstrate, illustrate, written at the applying level: apply, relate,
practice, calculate, show, exhibit, develop, translate, use, operate, organize,
dramatize employ, restructure, interpret, demonstrate,
illustrate, practice, calculate, show, exhibit,
dramatize
4. Analysis: the ability to break 4. Analyzing: Objectives written on the
down or distinguish the parts of the analysis level requires the learner to break the
material into their components so information into component parts and describe
that their organizational structure the relationship. Breaking material or concepts
may be better understood. into parts, determining how the parts relate or
Examples of verbs that relate to interrelate to one another or to an overall
this function are: analyze, compare, structure or purpose. Mental actions included
probe, inquire, examine, contrast, in this function are differentiating, organizing
categorize, differentiate, investigate and attributing, as well as being able to
detect, survey, classify, deduce, distinguish between the components or parts.
experiment, scrutinize, discover, When one is analyzing, he/she can illustrate
inspect dissect, discriminate this mental function be creating spreadsheets,
separate survey, charts, or diagrams, graphic
representations.
Samples verbs appropriate for objectives written
at the analyzing level: analyze,, compare, probe,
inquire, examine, contrast, categorize,
differentiate, contrast, investigate, detect,
survey, classify, deduce, experiment, scrutinize,
discover, inspect, dissect, discriminate, separate
5. Synthesis: The ability to put 5.Evaluating: Objectives written on the
parts together to form a coherent or evaluating level require the student to make a
unique new whole. judgment about materials or methods. Making
Examples of verbs that relate to judgments based on criteria and standards
this function are: compose, produce, through checking and critiquing. Critiques,
design, assemble, create, prepare, recommendations, and reports are some of the
predict, modify, plan, invent, products that can be created to demonstrate the
formulate, collect, set up, generalize, processes of evaluation. In the newer
document, combine, propose, taxonomy, evaluation comes before creating as
develop, arrange, construct, it is often a necessary part of the precursory
organize, originate, derive, write behavior before creating something.

Remember this part has now changed places

with the last one on the old taxonomy.
Sample verbs appropriate for objectives
written at the evaluating level: appraise, choose,
compare, conclude, decide, defend, evaluate,
give your opinion, judge, justify, prioritize,
rank, rate, select, rate, support, value
6. Evaluation: The ability to 6.Creating: Objectives written on the
judge, check, and even critique the creating level require the student to generate
value of material for a given purpose. new idea and ways of viewing things. Putting
Examples of verbs that relate to elements together to from a coherent or
this function are: judge, functional whole; reorganizing elements into a
assess, compare, evaluate, new pattern or structure through generating,
conclude, measure, deduce, planning, or producing. Creating requires users
argue, decide, choose, to put parts together in a new ways or
rate, select, estimate, synthesize parts into something new and
validate, consider, appraise, value, different form or product. This process is the
criticize, infer most difficult mental function in the new
taxonomy.
This one used be No. 5 in Bloom’s
taxonomy and was known as the synthesis.
Sample verbs appropriate for objectives
written at the creating level: Change, combine,
compose, construct, create, invent, design,
formulate, generate, produce, revise,
 reconstruct, rearrange, visualize, write, plan
*adapted with written permission from Leslie Owen Wilson’s Curriculum Pages Beyond
Bloom- A New Version of the Cognitive Taxonomy.

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 as the highest level.

1. Knowledge recognizes students’ ability to use rote memorization and recall

certain facts. Test questions focus on identification and recall information.

Sample verbs of stating specific learning outcomes:

Cite, define, identify, label, list, match, name, recognize, reproduce, select,
state

Instructional Objectives:
At the end of the topic, the students should be able to identify the
different steps in testing hypothesis.

Test Item:
What are the different steps in testing hypothesis?

2. Comprehension involves students’ ability to read course content, interpret

important information and put other’s ideas into words. Test questions should
focus on the use of facts, rule and principles.

Sample verbs of stating specific learning outcomes:

Classify, convert, describe, distinguish between, give examples, interpret
summarize

Instructional objective:
At the end of the lesson, the students should be able to summarize ,the
main events of the story INVICTUS in grammatically correct English.

Test Item:
Summarize the main events in the story INVICTUS in grammatically
correct English.

3. Application students take new concepts and apply them to new situation. Test
 questions focus on applying facts and principles.

Sample verbs of stating specific learning outcomes:

Apply, arrange, compute, construct, demonstrate, discover, extend,

operate, predict relate, show, solve, use

Instructional objective:

At the end of the lesson the students should be able to write a short
poem in iambic pentameter.

Test Item:

Write short poem in iambic pentameter

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.

Samples verbs of stating specific learning outcomes:

Analysis, associate, determine, diagram, differentiate, discriminate,

distinguish, estimate, point out, infer, outline, separate

Instructional objectives:
At the end of the lesson, the students should be able to describe the
statistical tools needed in testing the difference between two means
Test Item:
What kind of statistical test would you run to see if there is a significant
difference between pretest and post-test?

5. Synthesis students re able to take various pieces of information and dorm a

whole creating a pattern where one did not previously exist. Test question
focuses on combining new ideas to from a new whole.

Sample verbs of stating specific learning outcomes:

Combine, compile, compose, construct, create, design, develop, devise,
formulate, integrate, modify, revise, rewrite, tell, write

Instructional objectives:
At the end of the lesson, the students should be able to compare and
contrast the two types of error.
 Test Item:
What is the difference between type I and Type II error?

6. Evaluation involves students’ ability to look at someone else’ or principles

and the worth of the work and the value of the conclusion.

Sample verbs of stating specific leaning outcomes:

Appraise, assess, compare, conclude, contrast, criticize, evaluate, judge,
justify, support

Instructional objectives:
At the end of the lesson, the students should be able to conclude the
relationship between two means.

Test Item:
What should the researcher conclude about the relationship in the
population?

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. We found a large number of such objectives in the
literature expressed as interests, attitudes, appreciations, values, and emotional sets
or biases (Krathwohl et al., as cite by Esmane, 2011). The affective domain includes
objectives pertaining to attitudes, appreciations, values, and emotions.
Krathwohl’s affective domain is perhaps the best known of any of the affective
domain. “The taxonomy is ordered according to the principles of internalization.”
Internalization 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 internalized and
consistently guides or controls the person’s behavior. The arrangement of the affective
domain from lowest level to the highest level as articulated by Esmane (2011).

Level of Affective Domain

Level Definition Sample Verbs

1. Receiving Refers to being aware of Example:
or sensitive to the
existence of certain ideas, Listens to the ideas of
materials, or phenomena others with respect.
 and being able to tolerate Sample verbs appropriate
them. The learners are for objectives written at
willing to listen. the receiving level: masks,
chooses, describes, follows,
gives, holds, identifies,
locates, names, points
to, selects, sits, erects,
replies, uses
2. Responding Refers to the commitment Example:
in some measure to the
ideas, materials, or Participates in class
phenomena involved by discussions actively.
actively responding to
them. It answers question Samples verbs
about ideas. The learning appropriate for objectives
outcomes emphasize written at the responding
compliance in responding, level: answers, assists, aids,
willingness to respond, or complies, conforms,
satisfaction in responding. discusses, greets, helps,
The learners are willing labels, performs, practices,
to participate presents, reads, recites,
reports, selects,
tells, writes
3. Valuing Refers to the willingness Examples:
to be perceived by others
as valuing certain ideas, Demonstrates belief in the
materials, phenomenon or democratic process.
behavior. It is based on
the internalization of a set Show the ability to solve
of specified values, while problems.
clues to these values are Sample verbs appropriate
expressed in the learner’s for objectives written at
overt behavior and are the valuing level:
often identifiable. This completes, demonstrates,
ranges from simple differentiates, explains,
acceptance to the more follows, forms, initiates,
complex state of invites, joins, justifies,
commitment. The proposes,
learners are willing to be reads, reports, selects,
involved. shares, studies, works
4. Organization Refers to the ability to Examples:
relate the value to those
already held and bring it Explains the role of
into a harmonious and systematic planning in
internally consistent solving problems.
philosophy. Commits to Prioritizes time
using ideas and effectively to meetthe
incorporate them to needs of the
different activities. It organization, family, and
emphasizes on
comparing, relating, and self,.
 synthesizing values. The
learners are willing to be Sample verbs appropriate
an advocate.
for objectives written at
the organizing level:
adheres, alters, arranges,
combines, compares,
completes, defends,
explains, formulates,
generalizes, identifies,
integrates, modifies, orders,
organizes, prepares,
relates, synthesizes
5. Characterization Incorporate ideas Examples:
by value or value set completely into practice,
recognized by the use of Shows self-reliance when
them. The value system working independently.
that controls their
behavior. Instructional Values people for what
objectives are concerned they are, not how they look.
with the student’s general Sample verbs appropriate
patterns of adjustment for objectives written at
such as personal, social, the characterizing level:
and emotional. The acts, discriminates,
learners are willing to
change one’s behavior, displays, influences, listens,
lifestyle, or way of life modifies, performs,
practices, proposes,
qualifies, questions,
revises, serves, solves,
verifies
Psychomotor Domain

Psychomotor domain 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 practices and is measured in terms of speed, precision, distance, procedures, or
techniques in execution. The seven major categories are listed from the simplest
behavior to the most complex. The Psychomotor Domain includes objectives that
requires basic motor skills and/ or physical movement such as construct, kick or ski.

Level of Psychomotor Domain

Level Definition Example
1. Perception The ability to use sensory cues to Examples:
guide motor activity. This ranges Detects nonverbal
from sensory stimulation, communication cues.
through cue selection, to
translation Estimate where a ball will land
after it is thrown and then
moving to the correct locations to
catch the ball.
Sample verbs appropriate for
objectives written at the
perception level: closes,
describes, detects, differentiates,
distinguishes, identifies, isolates,
relates, selects
2. Set Readiness to act. It includes Examples:
mental, physical, and emotional Recognizes one’s abilities and
sets. These three sets are limitations.
dispositions that predetermine a Shows desire to learn a new
person’s response to different process (motivation).
situations (sometimes called
mindsets).
Note: this subdivision of
Psychomotor domain is closely
related to the “responding to
phenomena” subdivision of the
Affective domain.

Sample verbs appropriate for

objectives written at the set
level: begins, displays,
explains, moves, proceeds,
reacts, shows, states, volunteers
3. Guided Response The early stages in learning a Examples:
complex skill that includes Performs a mathematical
imitation and trial and error. equation as demonstrated.
Adequacy of performance is
achieved by practicing.
Follow instructions to build a
model.
Sample verbs appropriate fro
objectives written at the
guided response level: copies,
traces, follows, reacts, reproduces,
responds
4. Mechanism This is the intermediate stage in Examples:
learning a complex skill. Learned Uses a personal computer.
responses have become habitual
and the movements can be Repairs a leaking faucet.
performed with some confidence
and proficiency.
Drives a car.
Sample verbs appropriate
objectives written at the
mechanism level: assembles,
calibrates, constructs,
dismantles, displays, fastens,
fixes, grinds, heats, manipulates,
measures, mends, mixes,
organizes, sketches
5. Complex Overt The skillful performance of motor Examples:
Response and acts that involves complex Operates a computer quickly and
movement patterns. Proficiency is accurately.
 indicated by a quick, accurate, and
highly coordinated Displays competence while
performance, requiring a playing the piano.
minimum of energy. This category Samples verbs appropriate for
includes performing without objectives written at the
hesitation, and automatic
performance. For example, players complex overt response level:
often utter sounds of satisfaction assembles, builds, calibrates,
or expletives as soon as they hit a constructs, dismantles, displays,
tennis ball or throw a football, fasten, fixes, grinds, heats,
because they can tell by the fell of manipulates, measures, mends,
the act what the result will mixes, organizes, sketches
produce.
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.
6. Adaption Skills are well developed and the Examples:
individual can modify movement Responds effectively to
patterns to fit special unexpected experiences.
requirements.
Modifies instruction to meet the
needs of the learners.
Samples verbs appropriate
for objectives written at the
adaption level: adapts, alters,
changes, rearranges, reorganizes,
revises, varies
7. Origination Creating new movement patterns Examples:
to fit a particular situation or Creates a new gymnastic routine.
specific problem. Learning Sample verbs appropriate for
outcomes emphasize creativity objectives written at the
based upon highly developed origination level: arranges,
skills.
builds, combines, composes,
constructs, creates, designs,
initiates, makes, originates

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.

Level Definition Example

Imitation Observing and patterning Copying a work of art
behavior after someone
else. Performance may be
of low quality
Manipulation Being able to perform Creating work on one’s
certain actions by following own, after taking lessons,
instructions and practicing. or reading about it
 Precision Refining, becoming more Working and reworking
exact. Few errors are something, so it will be
apparent “just right”
Articulation Coordinating a series of Producing a video that
actions, achieving harmony involves music, drama,
and internal consistency. color, sound, etc.
Naturalization Having high level Michael Jordan playing
performance become basketball, Nancy Lopez
natural, without needing to hitting a gold ball, etc.
think much about it.

Harrow’s (1972), Kubisxyn and Borich (2007)

Level Definition Example

Reflex movements Reactions that are not Flexion, extension, stretch,
learned. postural adjustment
Fundamental movements Inherent movement Basic movements such as
patterns which are formed walking, grasping, twisting,
by combinations of reflex manipulating
movements, the basis for
complex skilled
movements.
Perception Response to stimuli such as Coordinated movements
visual, auditory, such as jumping rope,
kinesthetic, or tactile punting, catching
discrimination.
Physical abilities Stamina that must be Muscular exertion, quick
developed for further precise movement
development such as
strength and agility.
Skilled movements Advanced learned Skilled activities in sports,
movements as one would recreation and dance
find in sports or acting.
No discursive Effective body language, Body postures, gestures,
communication such as gestures and facial facial expressions
expressions. efficiently executed in
skilled and dance
movements and
choreographies

Chapter Exercises

A. Answer the following questions and discuss briefly.

1. Define the following terms: goals, objectives, educational objectives/instruc- tional
objectives, specific/behavioral objectives, general/expressive objectives, learning outcome,
learning activity, observable outcome, unobservable outcome, cognitive domain, affective
 domain, psychomotor domain, Bloom's Taxonomy.
2. Write (5) specific and (5) general objectives in your area of interest.
3. Determine observable learning outcome and non-observable learning outcomes in the (5)
specific objectives in number 2.
4. Identify the different levels of Bloom's Taxonomy and explain each level.
5. Explain the elements of an observable learning outcome.
6. Write specific cognitive outcomes.
7. Write specific affective outcomes.
8. Write psychomotor outcomes.
9. Compare and contrast the following:
a. Specific objective and general objective
b. Observable outcome and unobservable outcome
c. Learning outcome and learning activity
10. Make two objectives each using the Krathwolh's 2001 revision of cognitive level of
taxonomy on the following subject matter:
a. Multiplication of algebraic expressions
b. Dissecting a frog
c. Different regions in the Philippines
d. Uri ng pangungusap
11. Differentiate Bloom's Cognitive Taxonomy from Krathwolh's 2001 Cognitive Taxonomy.
12. Explain the main changes in the Krathwolh's 2001 Cognitive Taxonomy.
13. Identify the objectives in number 11. Tell whether (a) observable behavior (b) special
conditions under which the behavior must be displayed (c) performance level considered
sufficient to demonstrate mastery. If one of them is not present, try to revise it.
14. Develop cognitive, affective and psychomotor learning outcomes in the subject matter
"hypothesis testing."
15. Write behavioral objectives in the area of trigonometry. Using the objectives you have
formulated as your guide, compose a number of test items in multiple- choice, matching
type, true or false, and completion test format.

B. Identify which of the following statements is a specific objective or a general ob- jective. Write S
before the number if the statement is a specific objective and write G if it is a general objective.
1. Appreciate the role of mathematics in everyday life.
2. Enjoy speaking Nihongo.
3. Be able to add algebraic expression with 90% accuracy.
4. Be able to dissect frog correctly.
5. Understand the basic laws of the bill of rights.

C. Write O before the number if the statement represents learning outcomes or write A before the
number if the statement represents learning activities.
1. Fixing a motor cycle.
2. Adding fractions correctly.
 3. Practicing a guitar.
4. Recalling the part of speech.
5. Reciting the poem.

D. Write O before the number if the statement represents observable learning out- comes or write U
before the number if the statement represents non-observable learning outcomes.
1. Multiply three-digit number on a yellow pad.
2. Understand the process of condensation.
3. Enjoy speaking Nihongo.
4. Write the names of the characters in the story "The Boor."
5. Draw the map of Region II correctly.

E. Write instructional objectives in the area of biology, physics and general science and develop a test
item that matches with the instructional objectives.

Biology Instructional objectives (Remembering):

Test item:

Instructional objectives (Understanding):

Test item:

Instructional objectives (Applying):

Test item:
Instructional objectives (Analyzing):
Test item:
Instructional objectives (Evaluating):
Test item:

Instructional objectives (Creating):

Test item:

Physics
Instructional objectives (Remembering):
Test item:

Instructional objectives (Understanding):

Test item:

Instructional objectives (Applying):

Test item:

Instructional objectives (Analyzing):

Test item:
Instructional objectives (Evaluating):
Test item:

Instructional objectives (Creating):

Test item:

General Science
Instructional objectives (Remembering):
Test item:

Instructional objectives (Understanding):

Test item:

Instructional objectives (Applying):

Test item:

Instructional objectives (Analyzing):

Test item:

Instructional objectives (Evaluating):

Test item:

Instructional objectives (Creating):

Test item: