CHAPTER 2

TARGET TESTING

Overview

Instructional goals and objectives are significant in both instructional process and
assessment process. These are a vital part of instructional design because they provide the
roadmap for designing and delivering curriculum. These objectives are important in the
assessment of students learning outcomes. Teachers should know how to write and classify
objectives of the lesson because this will help them in selecting the teaching method and
instructional materials. Assessing learning outcomes is one of the functions of a teacher.

In this module, the K-12 assessment guidelines are presented where some of the
important terms in the standard-based assessment are found. Unpacking learning competencies
and writing instructional objectives are also the highlight of this module.

Learning Outcomes

After learning this module, you should be able to:

 identify learning outcomes that are aligned with learning competencies;

 differentiate competencies, objectives, and learning outcomes;
 formulate appropriate learning objectives and outcomes that are constructively aligned
with national standards

Lesson 1

Standards-Based Assessment

Constructive Alignment

 Constructive alignment is an outcomes-based approach to teaching in which the learning

outcomes that students are intended to achieve are defined before teaching takes place.
Teaching and assessment methods are then designed to best achieve those outcomes and
to assess the standard at which they have been achieved (Biggs, 2014).

 Outcomes based teaching and learning is based on meeting set standards of teaching and
learning to ensure students meet the requirements for a degree. Assessment is marked
against criteria referenced to the outcomes (Spady, 1994).
 In constructive alignment, assessment is aligned to the intended learning outcomes and
students construct knowledge through teaching and learning experiences. Students show
evidence of how they meet the outcomes through assessment where they
show construction of knowledge and skills. Teaching provides the opportunities for
students to demonstrate their learning.

 The focus in constructive alignment is on what and how students learn, rather than on the
topic the teacher teaches. The action verb in a learning outcome describes to students
what they should perform to achieve the intended learning outcome (for example, “apply
procedures” or “compare theories”). Learning activities are what the student undertakes
to meet these learning outcomes and students construct knowledge and skills based on the
learning activities. Assessment shows how well they have learned from the activities.
Student-centered, active learning activities provide opportunities for students to construct
new knowledge.

 Constructive alignment is relevant for individual subjects as well as at the course level.
Analysis of learning outcomes and levels of thinking for a subject informs the rationale
for assessment and the design of structured learning opportunities to develop skills and
knowledge throughout a subject. Bloom’s Revised Taxonomy can be used in the
development of learning activities.

 The goal of Constructive Alignment then, is to support students in developing as much

meaning and learning as possible from a well-designed, coherent, and aligned course.
Courses are congruent and cohere in an explicit way when there is good fit and flow
between a course’s intended learning outcomes, teaching and learning activities, and
assessments of student learning.

 As developed and defined by John Biggs (2014), Constructive Alignment involves:

1. Thoughtfully determining intentions for what students should learn and how they
will demonstrate their achievement of these intended learning outcomes, and
clearly communicating these to students;

2. Designing teaching and learning activities so that students are optimally engaged
in achieving these learning outcomes; and

3. Creating assessments that will allow students to demonstrate their attainment of

the learning outcomes and allow instructors to discern how well these outcomes
have been achieved.
 A BASIC MODEL OF AN ALIGNED CURRICULUM

Examples of Alignment from Different Modules

Learning Outcomes:
On completion of
this module, Assessment Methods Teaching/Learning Activities
students should be
able to:
To identify the main Multiple Choice Questions Lecture on various
signs and symptoms signs/symptoms, In class
of multiple sclerosis exercises/quizzes on
terminology.
To formulate end Poster Display – 15% Lecture presenting case studies
products using Presentation of End Product – 85% of the design history of some
selected ingredients market leaders .Students plan
own project and present as
poster. Student projects on
food formulation
To develop and 1, 000 word research proposal Presentation of examples of
identify an area for research questions, Student
research in the discussion groups on research
discipline area
To demonstrate In-class graded presentation Practices sessions in the class,
effective Peer-assessment, using set
presentational skills criteria, of others in class
POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC
EDUCATION PROGRAM (BEP)

Theoretical Basis

 Classroom Assessment is a joint process that involves both teachers and learners. It is an
integral part of teaching and learning. Teachers provide appropriate assessment when
they aim to holistically measure learners’ current and developing abilities while enabling
them to take responsibility in the process.

 This view recognizes the diversity of learners inside the classroom, the need for multiple
ways of measuring their varying abilities and learning potentials, and the role of learners
as co-participants in the assessment process.

 At the heart of this assessment framework is the recognition and deliberate consideration
of the learners’ zone of proximal development (Vygotsky 1978).

 Appropriate assessment is committed to ensure learners’ success in moving from guided

to independent display of knowledge, understanding, and skills, and to enable them to
transfer this successfully in future situations.

 From this point of view, assessment facilitates the development of learners’ higher-order
thinking and 21st-century skills.

 This view of assessment, therefore, acknowledges the unity of instruction

and assessment. Assessment is part of day-to-day lessons and extends the
day-to-day classroom activities that are already in place in the K to 12 curriculum.

What is Classroom Assessment?

 Assessment is a process that is used to keep track of learners’ progress in relation to

learning standards and in the development of 21st-century skills; to promote self-
reflection and personal accountability among students about their own learning; and to
provide bases for the profiling of student performance on the learning competencies and
standards of the curriculum.

 Various kinds of assessments shall be used appropriately for different learners who come
from diverse contexts, such as cultural background and life experiences.
 Classroom Assessment is an ongoing process of identifying, gathering, organizing, and
interpreting quantitative and qualitative information about what learners know and can
do.

 Teachers should employ classroom assessment methods that are consistent with
curriculum standards.

 It is important for teachers to always inform learners about the objectives of the lesson so
that the latter will aim to meet or even exceed the standards.

 The teacher provides immediate feedback to students about their learning progress.
Classroom assessment also measures the achievement of competencies by the learners.

Two Types of Classroom Assessment

1. Formative assessment

 May be seen as assessment for learning so teachers can make adjustments in

their instruction.

 It is also assessment as learning wherein students reflect on their own progress.

 According to the UNESCO Program on Teaching and Learning for a Sustainable

Future (UNESCO-TLSF), formative assessment refers to the ongoing forms of
assessment that are closely linked to the learning process.

 It is characteristically informal and is intended to help students identify strengths

and weaknesses in order to learn from the assessment experience.

 Formative assessment may be given at any time during the teaching

and learning process.

 It is also a way to check the effectiveness of instruction.

 Formative assessment involves teachers using evidence about what learners know
and can do to inform and improve their teaching.

 Teachers observe and guide learners in their tasks through interaction and
dialogue, thus gaining deeper insights into the learners’ progress, strengths,
weaknesses, and needs.
  The results of formative assessments will help teachers make good
instructional decisions so that their lessons are better suited to the learners’
abilities.

 It is important for teachers to record formative assessment by documenting and

tracking learners’ progress using systematic ways that can easily provide insight
into a student’s learning. Such monitoring will allow teachers to understand their
students and thus teach them better.

 Formative assessment results, however, are not included in the

computation of summative assessment.

 Formative assessment must also provide students with immediate feedback on

how well they are learning throughout the teaching-learning process.
Recommendations on how they can improve themselves should also be given by
the teachers.

 Formative assessment enables students to take responsibility for their own

learning, and identify areas where they do well and where they need help. As a
result, students will appreciate and make their own decisions about their progress.

2. Summative assessment

 Summative assessment, on the other hand, may be seen as assessment of

learning, which occurs at the end of a particular unit.

 This form of assessment usually occurs toward the end of a period of learning in
order to describe the standard reached by the learner.

 Often, this takes place in order for appropriate decisions about future learning or
job suitability to be made.

 Judgments derived from summative assessment are usually for the benefit of
people other than the learner (UNESCO-TLSF).

 Summative assessment measures whether learners have met the content

and performance standards.
  Teachers must use methods to measure student learning that have been
deliberately designed to assess how well students have learned and are able to
apply their learning indifferent contexts.

 The results of summative assessments are recorded and used to report on the
learners’ achievement.

 Primarily, the results of summative assessment are reported to the learners and
their parents/guardians. In addition, these are reported to principals/school heads,
teachers who will receive the child in the next grade level, and guidance teachers
who should help students cope with challenges they experience in school.

What is assessed in the classroom?

Assessment in the classroom is aimed at helping students perform well in relation to the
learning standards. Learning standards comprise content standards, performance standards, and
learning competencies that are outlined in the curriculum.

A. Content Standards identify and set the essential knowledge and understanding that
should be learned. They cover a specified scope of sequential topics within each learning strand,
domain, theme, or component. Content standards answer the question, “What should
the learners know?”

B. Performance Standards describe the abilities and skills that learners are expected to
demonstrate in relation to the content standards and integration of 21st-century
skills. The integration of knowledge, understanding, and skills is expressed through creation,
innovation, and adding value to products/ performance during independent work or in
collaboration with others. Performance standards answer the following questions:

1. “What can learners do with what they know?”

2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different situations?”
4. “How do learners apply their learning or understanding in real-life contexts?”
5. “What tools and measures should learners use to demonstrate what they know?”

C. Learning Competencies refer to the knowledge, understanding, skills, and attitudes

that students need to demonstrate in every lesson and/or learning activity.

D. Concept Development. The learning standards in the curriculum reflect progressions

of concept development. The Cognitive Process Dimensions adapted from Anderson &
Krathwohl (2001) may be a good way to operationalize these progressions. It
provides a scheme for classifying educational goals, objectives, and standards. It also defines
a broad range of cognitive processes from basic to complex, as follows: Remembering,
Understanding, Applying, Analyzing, Evaluating, and Creating. Each dimension is described in
the given table.

Adapted Cognitive Process Dimension

Cognitive Process Descriptors

Dimensions
Remembering The learner can recall information and retrieve relevant knowledge from
long-term memory: identify, retrieve, recognize, duplicate, list,
memorize, repeat, reproduce
Understanding The learner can construct meaning from oral, written, and
graphic messages: interpret, exemplify, classify, summarize, infer,
compare, explain, paraphrase, discuss
Applying The learner can use information to undertake a procedure in familiar
situations or in a new way: execute, implement, demonstrate, dramatize,
interpret, solve, use, illustrate, convert, discover
Analyzing The learner can distinguish between parts and determine how
they relate to one another, and to the overall structure and
purpose: differentiate, distinguish, compare, contrast, organize, outline,
attribute, deconstruct
Evaluating The learner can make judgments and justify decisions:
coordinate, measure, detect, defend, judge, argue, debate,
critique, appraise, evaluate
Creating The learner can put elements together to form a functional whole, create
a new product or point of view: generate, hypothesize, plan,
design, develop, produce, construct, formulate, assemble, design, devise

How Are Learners Assessed in the Classroom?

Learners are assessed in the classroom through various processes and measures
appropriate to and congruent with learning competencies defined in the K to 12 curriculum.
Some of these processes and measures may be used for both formative and summative
assessment, which have different goals. Individual formative assessment enables the learner to
demonstrate independently what has been learned or mastered through a range of activities such
as check-up quizzes, written exercises, performances, models, etc. Collaborative formative
assessment (peer assessment) allows students to support each other’s learning. Discussions, role
playing, games, and other group activities may also be used as performance-based formative
assessment wherein learners support and extend each other’s learning.

Summative Assessment is a form of assessment that measures the different ways learners
use and apply all relevant knowledge, understanding, and skills. It must be spaced properly over
the quarter. It is usually conducted after a unit of work and/or at the end of an entire quarter to
determine how well learners can demonstrate content knowledge and competencies articulated in
the learning standards. Learners synthesize their knowledge, understanding, and skills during
summative assessments. The results of these assessments are used as bases for computing
grades. Learners may be assessed individually through unit tests and quarterly assessment.
Collaboratively, learners may participate in group activities in which they cooperate to produce
evidence of their learning. The process of creating a learning project is given more weight or
importance than the product itself.

Formative Assessment in Different Parts of the Lesson

A. Before the Lesson

Formative assessment conducted before the lesson informs the teacher about the students’
understanding of a lesson/topic before direct instruction. It helps teachers understand where the
students stand in terms of conceptual understanding and application. Formative assessment
provides bases for making instructional decisions, such as moving on to a new lesson or
clarifying prerequisite understanding.

B. During the Lesson Proper

Formative assessment conducted during the lesson proper informs teachers of the
progress of the students in relation to the development of the learning competencies. It also helps
the teacher determine whether instructional strategies are effective. The results of formative
assessment given at this time may be compared with the results of formative assessment given
before the lesson to establish if conceptual understanding and application have improved. On this
basis, the teacher can make decisions on whether to review, re-teach, remediate, or enrich lessons
and, subsequently, when to move on to the next lesson.

C. After the Lesson

Formative assessment conducted after the lesson assesses whether learning objectives
were achieved. It also allows the teacher to evaluate the effectiveness of instruction. Students
who require remediation and/or enrichment should be helped by the teacher using appropriate
teaching strategies.

Purposes of Formative Assessment

Parts of For the Learner For the Teacher Examples of

the Assessment Methods
Lesson
Before  Know what s/he  Get information about  Agree/disagree
the knows about the what the learner already activities
Lesson topic/lesson knows and can do about  Games
  Understand the the new lesson  Interviews
purpose of the  Share learning  Inventories/checklists
lesson and how to intentions and success of skills(relevant to
do well in the lesson criteria to the learners the topic in a learning
 Identify ideas or  Determine area)
concepts she/he misconceptions  KWL activities (what
misunderstands  Identify what hinders I know, what I want to
 Identify barriers to learning know, what I learned)
learning  Open-ended questions
 Practice exercises
Lesson  Identify one’s  Provide immediate  Multimedia
Proper strengths and feedback to learners presentations
weaknesses  Identify what hinders  Observations
 Identify barriers to learning  Other formative
learning  Identify what facilitates performance tasks
 Identify factors that learning (simple activities that
help him/her learn  Identify learning gaps can be drawn from a
 Know what s/he  Track learner progress specific topic or
knows and does not in comparison to lesson)
know formative assessment  Quizzes (recorded but
 Monitor his / her results prior to the not graded)
own progress lesson proper  Recitations
 To make decisions on  Simulation activities
whether to proceed
with the next lesson,
reteach, or provide for
corrective measures or
reinforcements
After the  Tell and recognize  Assess whether  Multimedia
Lesson whether s/he met learning objectives presentations
learning objectives have been met for a  Observations
and success criteria specified duration  Other formative
 Seek support  Remediate and/ or performance
through enrich with appropriate tasks(simple activities
remediation, strategies as needed that can be drawn from
enrichment, or other  Evaluate whether a specific topic or
strategies learning intentions and lesson)
success criteria have  Quizzes (recorded but
been met not graded)
 Recitations
 Simulation activities
exercises
 Short quizzes
 Written work
 Components of Summative Assessment

Summative assessments are classified into three components, namely, Written Work
(WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the bases
for grading. The nature of the learning area defines the way these three components are assessed.

A. Written Work

The Written Work component ensures that students are able to express skills and
concepts in written form. Written Work, which may include long quizzes, and unit or long tests,
help strengthen test-taking skills among the learners. It is strongly recommended that items in
long quizzes/tests be distributed across the Cognitive Process Dimensions so that all are
adequately covered. Through these, learners are able to practice and prepare for quarterly
assessment and other standardized assessments. Other written work may include essays, written
reports, and other written output.

B. Performance Task

The Performance Task component allows learners to show what they know and are able
to do in diverse ways. They may create or innovate products or do performance-based tasks.
Performance-based tasks may include skills demonstration, group presentations, oral work,
multimedia presentations, and research projects. It is important to note that written output may
also be considered as performance tasks.

C. Quarterly Assessment

Quarterly Assessment measures student learning at the end of the quarter. These may be
in the form of objective tests, performance-based assessment, or a combination thereof.

Components of Summative Assessment

Components Purpose When Given

Written Work  Assess learners’ understanding of At the end of the topic or unit
concepts and application of skills in
written form

 Prepare learners for quarterly

assessments
Performance  Involve students in the learning process  At the end of a lesson
Task individually or in collaboration with focusing on a topic/skill
teammates over a period of time lesson

 Give students opportunities to  Several times during the

demonstrate and integrate their quarter
knowledge, understanding, and skills
 about topics or lessons learned in a
specific real-life situation by performing
and/or producing evidence of their
learning

 Give students the freedom to express

their learning in appropriate and diverse
ways

 Encourage student inquiry, integration of

knowledge, understanding, and skills in
various contexts beyond the assessment
period
Quarterly  Synthesize all the learning skills, Once, at the end of the
Assessment concepts, and values learned in an entire quarter
quarter

Assessment Task 2.1

1. What type of assessment is used as basis for giving grades? Give some examples of this
kind of assessment.
2. Why is constructive alignment important? Explain.
3. Write 5 learning outcomes in your area of specialization. Identify the assessment
methods to be used and suggest some teaching and learning activities

Lesson 2

Appropriate Targets

Competencies, Objectives, Outcomes

 According to the American Heritage Dictionary, the learning terms are defined as
follows:
o Competency: Competence. The state or quality of being competent. Properly or
well qualified, capable.
o Objective: Something worked toward or striven for, a goal.
o Outcome: A natural result, consequence.
 Competency is a general statement detailing the desired knowledge and skills of student
graduating from one course or program.

 Objective is a very general statement about the larger goals of the course or program.
Objectives can be general or specific.
  Outcome is a very specific statement that describes exactly what a student will be able to
do in some measurable way.

 A competency may have several specific learning outcomes so a course

typically contains more outcomes than competencies. Objectives, competencies, and
outcomes can be written to describe the learning gained by students in individual
courses (course outcomes) or for the program as a whole (programmatic
outcomes).

 The main distinction between objective or competency and a true learning outcome is
that a learning outcome is written so that it can be measured or assessed. Thus, learning
outcomes are the basis for an assessment program that focuses on what student can do
either upon completion of a course or upon graduation from a program.

Example:

Competency:

The student should be able to use the mass and energy balances for a given food process.

Objectives:

Understand scope of mass balances in food processing systems.

Understand appropriate use of mole fractions and mass fractions in mass

balances.

Learning Outcomes:

Describe the general principles of mass balances in steady state system.

Draw and use process flow diagrams with labels on flow streams for mass
balance problems.

Solve mass balance problems associated with food processing operations.

Characteristics of Objectives

A learning objective is a description of what the learner must be able to do upon

completion of an educational activity. A well-written learning objective outlines the knowledge,
skills and/or attitude the learners will gain from the educational activity and does so in a
measurable way. An effective learning objective should include the following 5 elements: who,
will do, how much or how well, of what, by when. The mnemonic SMART—Specific,
Measurable, Attainable, Relevant, and Time-bound—can be used to describe the elements of a
well-written learning objective.

Specific  Make sure to use clear and direct language. This makes it easier to
communicate to the learner and let them know what exactly he or she should
learn.

 It must also give them a clear idea about the things he or she should be able
to do once completed.

 One should not be vague, misleading, or unclear.

Measurable  The basic aim is to determine if it is possible for the learners to meet,
perform, or satisfy it. This is possible only if the objective is measurable.

 It needs to be an action you could observe. Here is where you correct the
common mistake of using words which signify actions that could not be
observed objectively. Examples are words like “know” and “understand”.

 It must be written in a way so that the objective observer is able to closely

watch the performance of the learner and come to a consensus about the
fulfillment of the objective
Attainable  The smart learning objective needs to be something that the learners stand a
chance to complete or satisfy.
 Enough pre-existing knowledge, resources, and time are the prerequisites for
all objectives.
 Keep in mind that it should not be too simple or easy too
Relevant  The learning objective must be one in which the learner is able to see the
value in learning.

 It must be relevant and not something they will never need at all.

 It should also be results oriented.

Time-bound  The learning objective needs to be something that the learner will use in a
timely fashion.

 You must explain if there are time constraints on the performance of the
learner.

Examples of SMART objectives:

Knowledge: At the end of this lesson, learners will be able to solve trigonometric problems by
applying the Law of Sines.
Affective: At the end of the communications skills course, learners will be able to demonstrate
awareness of cultural differences in working with actors as simulated patients in three different
clinical scenarios.

Psychomotor: At the end of the training session, learners will be able respond hand-signals of
instructor while learning to operate a forklift.

A commonly used management method recommends defining SMARTER criteria for

organization’s goals. The most classical management method for setting objectives proposes to
follow “SMARTER” criteria. Your objectives must be:

Specific. The goal must be explicitly defined and cannot be subjected to individual interpretation
or ambiguity.

Measurable. The goal must have clear quantitative and/or qualitative criteria to evaluate its
completion.

Attainable. The goals must be challenging yet achievable (available means, level of authority to
execute, skills to acquire, resources…)

Relevant. The goal must be tied to your organization priorities, strategy, team mission, andthe
employee maturity and potential.

Time-bound. The goal must have a start date and an end date, with possible intermediate
milestones and related expected outcomes.

Evaluated. The execution progress must be assessed by the manager through multiple
checkpoints that should include feedback and guidance.

Recognized/Rewarded or Revisited. When reaching the end of the time frame defined for the
goal execution, the final evaluation performed against the completion criteria initially set must be
shared by the manager. If the objective is reached, the staff should be recognized for his
accomplishments and possibly rewarded. On the other hand, if the outcomes are below
expectation, a detailed review of what went wrong and how things could be improved is
necessary; situation and objectives need then to be revisited. In both cases, lessons
learned should also be shared.

Learning Domains and Taxonomies

There are three main domains of learning that all teachers should know about them and
use them to construct lessons. These domains of learning are the cognitive (thinking), the
affective (social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and
each one of these has a taxonomy associated with it. Taxonomy is simply a word for a
classification. All of the taxonomies below are arranged so that they proceed from the simplest to
more complex levels.

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 920 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.

A. Cognitive Domain
The cognitive domain involves knowledge and the development of
intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the development of intellectual abilities
and skills. There are six major categories of cognitive processes, starting from the
simplest to the most complex (see the next table).

Bloom’s Taxonomy in 1965 Anderson/Krathwolh’s Revision in 2001

1. Knowledge: Remembering or 1. Remembering: Objectives written on
retrieving previously learned material. the remembering level (lowest
Recognizes students’ ability to use cognitive level): Retrieving, recalling,
rote memorization and recall certain or recognizing knowledge from
facts. Test questions focus on memory. Remembering is when
identification and recall information. memory is used to produce definition,
facts, or lists; to recite or retrieve
 Examples of verbs that relate to this material.
 function are: identify, relate, list, define,  Sample verbs appropriate for objectives
recall, memorize, repeat, record, name, written at the remembering level: state,
recognize, acquire tell, underline, locate, match, state, spell,
fill in the blank, identify, relate, list,
Example: Recites an educational policy define, recall, memorize, repeat, record,
name, recognize, acquire
2. Comprehension: The ability to grasp 2. Understanding: Objectives written
or construct meaning from material. It on the understanding level (higher
involves students’ ability to read level of mental ability than
course content, interpret important remembering, requires the lowest
information and put other’s ideas into level of understanding from the
words. Test questions should focus on student): Constructing meaning from
the use of facts, rules and principles. different types of functions be they
written or graphic message activities
 Examples of verbs that relate to this like interpreting, exemplifying,
function are: restate, locate, report, classifying, summarizing, inferring,
recognize, explain, express, identify, comparing, and explaining.
discuss, describe, review, infer,
conclude, illustrate, interpret, draw,  Sample verbs appropriate for objectives
represent, differentiate written at the understanding level: restate,
locate, report, recognize, explain,
Example: Translates an English express, identify, discuss, describe,
sentence to a mathematical equation. review, infer, conclude, illustrate,
interpret, draw, represent, differentiate
3. Application: The ability to use 3. Applying: Objectives written on the
learned material, or to implement applying level require the learner to
material in new and concrete implement (use) the information:
situations. Students take new concepts Carrying out or using a procedure
and apply them to new situation. Test through executing, or implementing.
questions focus on applying facts and Applying relates and refers to
principles. situations where learned material is
used through products like models,
 Examples of verbs that relate to this presentations, interviews or
function are apply, relate, develop, simulations.
translate, use, operate, organize,
employ, restructure, interpret,  Sample verbs appropriate for objectives
demonstrate, illustrate, practice, written at the applying level: apply,
calculate, show, exhibit, dramatize relate, develop, translate, use, operate,
organize, employ, restructure, show,
Example: Applies the law of cosine to exhibit, interpret, demonstrate, illustrate,
solve atrigonometric problem practice, calculate, dramatize
4. Analysis: The ability to break down 4. Analyzing: Objectives written on the
or distinguish the parts of the material analyzing level require the learner to
into their components so that their break the information into component
organizational structure may be better parts and describe the relationship.
understood. The test questions focus Breaking material or concepts into
 on separation of a whole into parts, determining how the parts
component parts. relate or interrelate to one another or
 Examples of verbs that relate to this to an overall structure or purpose.
function are; analyze, compare, probe, Mental actions included in this
inquire, examine, contrast, categorize, function are differentiating,
differentiate, investigate, detect, survey, organizing, attributing, as well as
classify, deduce, experiment, scrutinize, being able to distinguish between the
discover, inspect, dissect, discriminate, components or parts. When one is
separate analyzing, he/she can illustrate this
mental function by creating
 Example: Gathers information from a spreadsheets, surveys, charts, or
department and selects the required diagrams, or graphic representations.
tasks for training
 Sample verbs appropriate for objectives
written at the analyzing level: analyze,
compare, probe, inquire, examine,
contrast, categorize, differentiate,
investigate, detect, survey, classify,
deduce, experiment, scrutinize, discover,
inspect, dissect, discriminate, separate
5. Synthesis: The ability to put parts 5. Evaluating: objective written on the
together to form a coherent or unique evaluating level require the student to
new whole. Students are able to take make a judgment about materials or
various pieces of information and methods. Making judgments based on
form a whole creating a pattern where criteria and standards through
one did previously exist. Test checking and critiquing. Critiques,
question focuses on combining new recommendations, and reports are
ideas to form a new whole. some of the products that can be
created to demonstrate the processes
 Examples of verbs that relate to this of evaluation. In the newer taxonomy,
function are: compose, produce, design, evaluation comes before creating as it
assemble, create, prepare, predict, is often a necessary part of the
modify, plan, invent, formulate, collect, precursory behaviuor before creating
set up, generalize, document, combine, something.
propose, develop, arrange, construct,
organize, originate, derive, write  Sample verbs appropriate for objectives
written at the evaluating level: appraise,
Example: Designs a machine to choose, compare, conclude, value,
perform a specific task. decide, defend, evaluate, give your
opinion, judge, justify, prioritize, rank,
rate, select, support
6. Evaluation: The ability to judge, 6. Creating: Objectives written on the
check, and even critique the value of creating level require the student to
material for a given purpose. It generate new ideas, products and
involves students’ ability to look at ways of viewing things. Putting
someone else’s ideas or principle and elements together to form a coherent
 the worth of the work and the value of or functional whole; reorganizing
the conclusion elements into a new pattern or
structure through generating,
 Examples of verbs that relate to this planning, or producing. Creating
function are: judge, assess, compare, requires users to put parts into
evaluate, conclude, measure, deduce, something new and different form or
argue, decide, choose, rate, select, product. This process is the most
estimate, validate, consider, appraise, difficult mental function in the new
value, criticize, infer taxonomy.
Example: Explains and justifies a new
budget proposal.  Sample verbs appropriate for objectives
written at the creating level: change,
write, combine, compose, construct, plan,
create, formulate, invent, design,
generate, produce, revise, reconstruct,
rearrange, visualize

B. 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. Krathwohl’s affective domain is perhaps the best known of any of the affective
domain. The taxonomy is ordered according to the principle 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
behaviour. The arrangement of the affective domain from lowest level to highest level is shown
in the next table.

Levels of Affective Domain

Level of Affective Domain Sample Verbs

1. Receiving. This refers to being aware or Sample verbs appropriate for objectives written
sensitive to the existence of certain ideas, at the receiving level: masks, chooses,
materials, or phenomena and being able to describes, follows, gives, holds, identifies,
tolerate them. The learners are willing to listen. locates, names, points to, selects, sits, erects,
replies, uses

Example: Listens to the ideas of others with

respect
2. Responding. This refers to the commitment Sample verbs appropriate for objectives written
in some measure to the ideas, materials, or at the responding level: answers, assists, aids,
phenomena involved by actively responding to complies, conforms, discusses, greets, helps,
them. It answers question about ideas. The labels, performs, practices, presents, reads,
learning outcomes emphasize compliance in recites, reports, selects, tells, writes.
responding, willingness to respond, or
satisfaction in responding. The learners are Example: Participates in class discussions
willing to participate. actively.
3. Valuing. This refers to the willingness to be Sample verbs appropriate for objectives written
perceived by others as valuing certain ideas, at the valuing level: completes, demonstrates,
materials, phenomenon or behaviour. It is differentiates, explains, follows, forms,
based on the internalization of a set of initiates, invites, joins, justifies, proposes,
specified values, while clues to these values are reads, reports, selects, shares, studies, works.
expressed in the learner’s overt behavior and
are often identifiable. This ranges from simple Examples: Demonstrates belief in the
acceptance to the more complex state of democratic process.
commitment. The learners are willing to be
involved. Shows the ability to solve problems.
4. Organization. This refers to the ability to Sample verbs appropriate for objectives written
relate the value to those already held and bring at the organizing level: adheres, alters,
it into a harmonious and internally consistent arranges, combines, compares, completes,
philosophy. Commits to using ideas and defends, explains, formulates, generalizes,
incorporate them to different activities. It identifies, integrates, modifies, orders,
emphasizes on comparing, relating, and organizes, prepares, relates, synthesizes
synthesizing, values. The learners are willing
to be an advocate. Examples: Explains the role of systematic
planning in solving problems.

Prioritizes time effectively to meet the

needs of the organization, family, and self.
5. Characterization by value or value set. Sample verbs appropriate for objectives written
Incorporate ideas completely into practice, at the characterizing level: acts, discriminates,
recognized by the use of them the value system displays, influences, listens, modifies,
that controls their behavior .Instructional performs, practices, proposes, qualifies,
objectives are concerned with the students’ questions, revises, serves, solves, verifies
general patterns of adjustment such as
personal, social, and emotional. The learners Examples: Shows self-reliance when
are willing to change one’s behaviour, lifestyle, working independently.
or way of life.
Values people for what they are, not how
they look.

C. Psychomotor Domain

Psychomotor domain is characterized by the progressive levels of behaviours from

observation to mastery of physical skills. The psychomotor domain (Simpson, 1972) includes
physical movement, coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measure in terms of speed, precision, distance, procedures,
or techniques. The seven major categories are listed from the simplest behaviour to
the most complex.

Psychomotor Level Sample Verbs

1. Perception (awareness): The ability to use Sample verbs appropriate for objectives written
sensory cues to guide motor activity. This at the perception level: chooses, describes,
ranges from sensory stimulation, through cue detects, differentiates, distinguishes, identifies,
selection, to translation. isolates, relates, selects

Examples: Estimate where a ball will land

after it is thrown and then moving to the
correct location to catch the ball.

Adjusts heat of stove to correct temperature by

smell and taste of food
2. Set: Readiness to act. It includes mental, Sample verbs appropriate for objectives written
physical, and emotional sets. These three sets at the set level: begins, displays, explains,
are dispositions that predetermine a person's moves, proceeds, reacts, shows, states,
response to different situations (sometimes volunteers
called mindsets)
Examples: Recognize one's abilities and
limitations.

Shows desire to learn a new process

3. Guided Response: The early stages in Sample verbs appropriate for objectives written
learning a complex skill that includes imitation at the guided response level: copies, traces,
and trial and error. Adequacy of performance is follows, react, reproduce, responds
achieved by practicing.
Examples: Performs a mathematical
equation as demonstrated.

Follows instructions to build a model.

4. Mechanism (basic proficiency): This is the Sample verbs appropriate for objectives written
intermediate stage in learning a complex skill. at the mechanism level: assembles, calibrates,
Learned responses have become habitual and constructs, dismantles, displays, fastens, fixes,
the movements can be performed with some grinds, heats, manipulates, measures, mends,
confidence and proficiency. mixes, organizes, sketches

Examples: Use a personal computer.

Drive a car.
5. Complex Overt Response (Expert): The Sample verbs appropriate for objectives written
skillful performance of motor acts that involve at the complex overt response level: assembles,
complex movement patterns. Proficiency is builds, calibrates, constructs, dismantles,
indicated by a quick, accurate, and highly displays, fastens, fixes, grinds, heats,
coordinated performance, requiring a minimum manipulates, measures, mends, mixes,
of energy. This category includes performing organizes, sketches
without hesitation, and automatic performance.
For example, players are often utter sounds of Examples: Operates a computer quickly and
satisfaction or expletives as soon as they hit a accurately.
tennis ball or throw a football, because they
can tell by the feel of the act what the result Displays competence while playing the piano.
will 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. Adaptation: Skills are well developed and Sample verbs appropriate for objectives written
the individual can modify movement patterns at the adaptation level: adapts, alters, changes,
to fit special requirements. rearranges, reorganizes, revises, varies

Examples: Responds effectively to

unexpected experiences.

Modifies instruction to meet the needs of the

learners.
7. Origination: Creating new movement Sample verbs appropriate for objectives written
patterns to fit a particular situation or specific at the origination level: arranges, builds,
problem. Learning outcomes emphasize combines, composes, constructs, creates,
creativity based upon highly developed skills designs, initiate, makes, originates

Examples: Constructs a new theory.

Develops a new and comprehensive training

programming.

Other Psychomotor Domain Taxonomies

There are two other popular versions of psychomotor domain aside from is Simpson
(1972). Other versions are from Dave (1975) and Harrow (1972):

Dave (1975)

Category Sample Verbs

1. Imitation. Observing and patterning Sample verbs: copy, follow, mimic, repeat,
behaviour after someone else. Performance replicate, reproduce, trace
may be of low quality.
Examples: Copying a work of art.

Performing a skill while observing a

demonstrator.
2. Manipulation. Being able to perform Sample verbs: act, build, execute, perform
certain actions by memory or following
instructions Examples: Being able to perform a skill on
one's own after taking lessons or reading about
it.

Follows instructions to build a model.

3. Precision. Refining, becoming more exact. Sample verbs: calibrate, demonstrate, master,
Performing a skill within a high degree of perfectionism
precision
Examples: Working and reworking
something, so it will be “just right.”

Perform a skill or task without assistance.

Demonstrate a task to a beginner.
4. Articulation. Coordinating and adapting a Sample verbs: adapt, constructs, combine,
series of actions to achieve harmony and creates, customize, modifies, formulate
internal consistency
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
5. Naturalization. Mastering a high level Sample verbs: create, design, develop, invent,
performance until it become second-nature or manage, naturally
natural, without needing to think much about it
Examples: Maneuvers a car into a tight
parallel parking spot.

Operates a computer quickly and accurately.

Harrow (1972)

Category Sample Verbs

1. Reflex Movements. Reactions that are not Sample verbs: react, respond
learned, such as an involuntary reaction
Example: instinctive response
2. Fundamental Movements. Basic Sample verbs: grasp an object, throw a ball,
movements such as walking, or grasping walk

Example: perform a simple task3

3. Perceptual Abilities. Response to stimuli Sample verbs: catch a ball, draw or write
such as visual, auditory, kinaesthetic, or tactile
discrimination. Examples: track a moving object
recognize a pattern
4. Physical Abilities (fitness).Stamina that Sample verbs: agility, endurance, strength
must be developed for further development
such as strength and agility Examples: gain strength run a marathon
5. Skilled movements. Advanced learned Sample verbs: adapt, constructs, creates,
movements as one would find in sports or modifies
acting.
Example: Using an advanced series of
integrated movements, perform a role in a
stage play or play in a set of series in a sports
game.
6. Non-discursive communication. Use Sample verbs: arrange, compose, interpretation
effective body language, such as gestures and
facial expressions. Example: Express one's self by using
movements and gestures.

Alternative to Bloom: Structure of Observed Learning Outcome (SOLO) Taxonomy

While Bloom's Taxonomy has been quite useful in that it has extended learning from
simply remembering to more complex cognitive structures, such as analyzing and evaluating,
newer models have come along. However, it has become more useful with the revised taxonomy.

One model that might prove more useful is the Structure of Observed Learning Outcome
(SOLO) taxonomy. It is a model that describes levels of increasing complexity in a learner's
understanding of subjects (Biggs, Collis, 1982). It aids both trainers and learners in
understanding the learning process. The model consists of five levels in the order of
understanding:

1. Pre-structural. The learner doesn't understood the lesson and uses a much too simple
means of going about it—the learner is unsure about the lesson or subject.

2. Uni-structural. The learner's response only focuses on one relevant aspect—the

learner has only a basic concept about the subject.

3. Multi-structural. The learner's response focuses on several relevant aspects but they
are treated independently—the learner has several concepts about the subject but they are
disconnected. Assessment of this level is primarily quantitative.

4. Relational. The different aspects have become integrated into a coherent whole—the
learner has mastered the complexity of the subject by being able to join all the parts together.
This level is what is normally meant by an adequate understanding of a subject.

5. Extended abstract. The previous integrated whole may be conceptualized at a higher

level of abstraction and generalized to a new topic or area—the learner is now able to create new
ideas based on her mastery of the subject.
 Marzano’s New Taxonomy

Robert Marzano, respected educational researcher, has proposed what he calls A New
Taxonomy of Educational Objectives (2000). Developed to respond to the shortcomings of the
widely used Bloom’s Taxonomy and the current environment of standards-based instruction,
Marzano’s model of thinking skills incorporates a wider range of factors that affect how students
think and provides a more research-based theory to help teachers improve their students’
thinking.

Marzano’s New Taxonomy is made up of three systems and the Knowledge Domain, all
of which are important for thinking and learning. The three systems are the Self-System, the
Metacognitive System, and the Cognitive System. When faced with the option of starting anew
task, the Self System decides whether to continue the current behavior or engage in the new
activity; the Metacognitive System sets goals and keeps track of how well they are being
achieved; the Cognitive System processes all the necessary information, and the Knowledge
Domain provides the content.

The Three Systems and Knowledge

 Self-System
Beliefs about the importance Beliefs about efficacy Emotions associated with
of knowledge knowledge

Metacognitive System
Specifying learning Monitoring the Monitoring Clarity Monitoring Accuracy
goals execution of
Knowledge

Knowledge Domain
Information Mental procedures Physical procedures

Assessment Task 2.2

1. Choose a topic in your own specialization and develop cognitive, affective, and psychomotor
learning outcomes for each level.

2. Give 2 examples of learning competency in your field of specialization. Make objectives and
learning outcomes based on the given competency.

Lesson 3

Unpacking Learning Competencies

 “Unpacking” is a technique teachers can use to make sense of standards, and then create
focused learning targets to make them actionable. This process, also called
“deconstructing” or “unwrapping” standards, fosters a collaborative dialogue that
supports growth and effectiveness.
 It is the process of taking the text of each standard and translating it into actual teaching
strategies. This process involves setting long term teaching goals for each standard and
identifying the major understanding students should reach—and the tasks they should
complete—while mastering the standard. By unpacking standards, we place them in the
broader context of a student’s education. We take the language of the standard as written,
which is often only a few sentences, and begin to create the framework on which the
actual learning will take place.

Unpacking the K-12 Standards/ Competencies

1. Clarify ambiguous or reconciling conflicting terms in the standards or competencies.

2. Make explicit connections between standards and competencies.
 3. Provide for missing competencies in order to achieve the standard.
4. Identify the budget of time as suggested by the learning competency code.
5. Break down in explicit terms the coverage or process involved in the standard or
competency.

Steps in Unpacking Standards into Learning Targets:

1. Carefully read and analyze the Content Standard, Performance Standards and the Learning
Competencies

2. Look for the signal words for the knowledge (noun), skills (verbs) and conditions for
attaining such standards and competencies.

3. Analyze and make connections between the signal words.

4. Develop the learning objective to attain the signal words – these are the unpacked/sub-tasked
competencies.
5. Prioritize as needed for the arrangement of the developed objectives (sub-tasked/unpacked
competencies).

ABCD of the Statement of Objectives

 Objectives will include 4 distinct components: Audience, Behavior, Condition and

Degree.
 Objectives must be both observable and measurable to be effective.
 Use of words like understand and learn in writing objectives are generally not acceptable
as they are difficult to measure
 Written objectives are a vital part of instructional design because they
provide the roadmap for designing and delivering curriculum.
 Throughout the design and development of curriculum, a comparison of the content to be
delivered should be made to the objectives identified for the program. This process,
called performance agreement, ensures that the final product meets the overall goal of
instruction identified in the first level objectives.
 The objective does not have to be written in this order (ABCD), but it should contain all
of these elements.

Four Parts of an ABCD Objective

1. Audience

 Describe the intended learner or end user of the instruction.

 Often the audience is identified only in the 1st level of objective because of redundancy.

Examples:

The paramedic refresher participant…

The students…

The prehospital care provider attending this seminar…

2. Behavior

 Describes learner capability.

 Must be observable and measurable (you will define the measurement elsewhere in the
goal).
 If it is a skill, it should be a real world skill.
  The “behavior” can include demonstration of knowledge or skills in any of the domains
of learning: cognitive, psychomotor, affective, or interpersonal.

Examples:

… should be able to write a report…

…should be able to describe the steps…

3. Condition

 Equipment or tools that may (or may not) be utilized in completion of the behavior.
 Environmental conditions may also be included.

Examples:

…given an oxygen wrench, regulator and D tank with oxygen…

…given the complete works of William Shakespeare…

…given the following environment: 10PM, snowing, temperature 0 °C…

4. Degree

 States the standard for acceptable performance (time, accuracy, proportion, quality, etc.)

Examples:

… without error.

… 9 out of 10 times.

…within 60 seconds.

Examples of Learning Objectives using the A.B.C.D. Method

1. Students will explain the social responsibility to ensure that adequate legal services are
provided to those who cannot afford to pay for them in three paragraphs.

2. Students will describe the steps in planning factual investigation in legal research,
including identifying and formulating relevant legal theories, generating alternative
solutions and strategies, applied to a hypothetical case.
3. Given a standard sentence, the English 101 student should be able to identify the noun and
verb without error.

4. Given an assortment of EMS equipment to pick from, the paramedic should be able to
identify all of the equipment necessary to perform rapid sequence intubation without
error.

Writing Objectives from Competencies

About Competencies

 A competency is an array of essential knowledge, skills, and abilities (KSAs) required to

successfully perform a specific tasks.
 Knowledge is the condition of being aware of something that is acquired through training
and/or experience. Skill is the ability to physically perform an activity or task. It includes
physical movement, coordination, dexterity, and the application of knowledge. Ability is
the capacity or aptitude to perform physical or mental activities that are associated with a
particular task.
 Competencies often serve as the basis for standards that specify the knowledge and skills
required to successfully perform tasks in the workplace.
 It can be used as a measurement criteria for assessing attainment (e.g. a person has to
reach a certain level of competency to be considered successfully completing a task).
 It can also describe the degree of expertise (e.g. the person is highly competent).

About Learning Objectives

 A learning objective is an explicit statement that clearly expresses what the participant
will be able to do at the completion of the course or program.
 It is specific.
 It is written in behavioral terms.
 It contains action verbs that are observable and measurable.
 It identifies what behaviors a participant must demonstrate in order to confirm the
intended learning occurred.

The Difference between Competencies and Learning Objectives

 Competencies are what an individual needs to be able to do in order to successfully

perform his/her job functions or tasks. Learning objectives are what the participant will
be able to demonstrate during the learning session to confirm they will be able to meet
those competencies.
 Competencies are often more general than learning objectives.
  Competencies are bundles of the essential knowledge, skills, and abilities
(KSAs) required to achieve an acceptable level of performance, while learning objectives
are specific to a course of instruction. A learning objective is very specific statement that
describes exactly what a participant will be able to do in a measurable way after
completion of the course. By accomplishing the objectives, the individual develops the
necessary competencies.

Connecting Competencies and Learning Objectives

Training courses are designed by working backwards from the desired competencies to
the method of instruction. Therefore, the first step is to determine what competencies are needed
to perform the necessary tasks. This is done by completing a needs analysis. A needs analysis is
a formal and systematic process to determine what an individual needs to be able to do in order
to successfully perform tasks at specific level.

When determining competencies, the goal is to describe the desired abilities needed to
perform the task. Desired competencies are then broken down into their basic
parts by determining what the participant would need to know to perform this competency at a
specific level. Those parts would be the learning objectives. Typically, there is more than one
learning objective defined for a given competency.

Once the competencies and learning objectives are defined, learning objectives are
mapped to each competency. As noted, each competency can be supported by multiple learning
objectives. Learning objectives can be thought of as the steps on the way to attaining a
competency.

Examples:

1. Competency:

Correctly change the oil on an automobile in less than 10 minutes.

Learning Objectives:

At the end of this course, the participant will be able to:

a. Locate and remove drain plug;

b. Determine the appropriate oil weight;

c. Add the appropriate amount of oil; and

d. Change the filter.

2. Competency:
 Utilizes appropriate methods for interacting sensitively, effectively, and
professionally with persons from diverse cultural, socioeconomic, educational, racial,
ethnic and professional backgrounds, and persons of all ages and lifestyle preferences

Learning Objectives:

At the end of this lesson, the students will be able to:

a. Describe the demographic trends and epidemiological trends related to diverse

populations in the United States and abroad;

b. Compare and contrast diversity and cultural competency in the public health context;
and

c. Identify a framework to design culturally competent public health care services for
diverse populations.

Assessment Task 2.3

1. Differentiate specific and general objectives. Write 3 specific objectives and 3 general
objectives in your area of interest.

2. Choose a topic on a subject of your choice from the DepEd curriculum guide and
unpack a related competency. Formulate learning objectives based on the
unpacked competency and write the objectives using the ABCD format.

Feedback

How did you go on so far with this module? Were you able to write educational
objectives focusing on the three domains of learning? How was it? I hope you were able
to follow the steps and suggestions in crafting objectives. Your skills in writing
objectives should be developed and enhanced because this will provide basis for
assessing the performance of your students.

If you are having a hard time on some lessons, you can always go back. Try to log
on to the links provided in the suggested readings for additional information.

Summary

To aid you in reviewing the concepts in this module, here are the highlights:
 Constructive alignment is an outcomes-based approach to teaching in which the
learning outcomes that students are intended to achieve are defined before teaching
takes place. Teaching and assessment methods are then designed to best achieve those
outcomes and to assess the standard at which they have been achieved.

 Classroom Assessment is an ongoing process of identifying, gathering, organizing,

and interpreting quantitative and qualitative information about what learners know
and can do.

 The two types of classroom assessment stipulated in the K-12 policy guidelines are
formative and summative assessment. Formative assessment refers to the ongoing
forms of assessment that are closely linked to the learning process. Summative
assessment is a form of assessment that measures the different ways learners use and
apply all relevant knowledge, understanding, and skills. The result of the summative
assessment is recorded and graded.

 Summative assessment is composed of written work, performance task, and quarterly

assessment.

 Learning standards comprise content standards, performance standards, and learning

competencies that are outlined in the curriculum.

 Competency is a general statement detailing the desired knowledge and skills of

student graduating from one course or program.

 Objective is a very general statement about the larger goals of the course or program.

 Outcome is a very specific statement that describes exactly what a student will be
able to do in some measurable way.

 The mnemonic SMART—Specific, Measurable, Attainable, Relevant, and Time-

bound—can be used to describe the elements of a well-written learning objective.

 The three domains of learning are cognitive, affective, and psychomotor.

 The cognitive domain involves knowledge and the development of intellectual skills
(Bloom, 1956). This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual abilities and skills.
The six major categories of cognitive processes are remembering, understanding,
applying, analyzing, evaluating, and creating.
  Affective domain describes learning objectives that emphasize a feeling tone, an
emotion, or a degree of acceptance or rejection. The level of affective domain
includes receiving, responding, valuing, organization, and characterization by value
or value set.

 Psychomotor domain is characterized by the progressive levels of behaviours from

observation to mastery of physical skills. This includes perception, set, guided
response, mechanism, complex overt response, adaptation, and origination.

 The Structure of Observed Learning Outcome (SOLO) taxonomy is a model that

describes levels of increasing complexity in a learner's understanding of subjects. The
model consists of five levels in the order of understanding: pre-structural, uni-
structural, multi-structural, relational, and extended abstract.

 Marzano’s model of thinking skills incorporates a wider range of factors that affect
how students think and provides a more research-based theory to help teachers
improve their students’ thinking. It is made up the Knowledge Domain. The three
systems are the Self-System, the Metacognitive System, and the Cognitive System.

 Unpacking” is a technique teachers can use to make sense of standards, and then
create focused learning targets to make them actionable. This process, also called
“deconstructing” or “unwrapping” standards, fosters a collaborative dialogue that
supports growth and effectiveness.

 The steps in unpacking standards are:

- Carefully read and analyze the Content Standard, Performance Standards and
the Learning Competencies.
- Look for the signal words for the knowledge (noun), skills (verbs) and
conditions for attaining such standards and competencies.
- Analyze and make connections between the signal words.
- Develop the learning objective to attain the signal words – these are the
unpacked/sub-tasked competencies.
- Prioritize as needed for the arrangement of the developed objectives (sub-
tasked/unpacked competencies).

 Objectives include 4 distinct components: Audience, Behavior, Condition and Degree.

 A competency is an array of essential knowledge, skills, and abilities (KSAs) required to
successfully perform specific tasks.
  A learning objective is an explicit statement that clearly expresses what the participant
will be able to do at the completion of the course or program.

Suggested Readings

If you want to learn more about the topics in this module, you may log on to the following links:

http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html

https://discovery.apsva.us/standards-based-assessment/

https://leadersyndrome.wordpress.com/2012/02/13/setting-objectives-better-than-smart-is-
smarter/

www.mdfaconline.org/presentations/ABCDmodel.doc

https://www.teacherph.com/classroom-assessment/

https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidelines-on-classroom-assessment-
for-the-k-to-12-basic-education-program/

https://www.csu.edu.au/division/learning-and-teaching/home/assessment-and
moderation/assessment-resources-and-information/constructive-alignment

https://flexforward.pressbooks.com/chapter/constructive-alignment/

http://www.ucdoer.ie/index.php/
Using_Biggs'_Model_of_Constructive_Alignment_in_Curriculum_Design/Introduction

https://depedtalks.blogspot.com/2019/

https://thepeakperformancecenter.com/business/learning/course-design/learning-goals-
objectives-outcomes/competencies-learning-objectives/

References

Biggs, J.B. and Collis, K. (1982). Evaluating the Quality of Learning: the SOLO taxonomy. New
York, Academic Press

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy
ofEducational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co
Inc.
Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral Objectives,
pp.20-21. R.J. Armstrong, ed. Tucson, Arizona: Educational Innovators Press.

Gabuyo, Y.A. (2012) Assessment of Learning I. Rex Book Store, Inc., Manila, Philippines.

Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for Developing

Behavioral Objectives. New York: David McKay.

Simpson E.J. (1972). The Classification of Educational Objectives in the

Psychomotor Domain. Washington, DC: Gryphon House.

Overview
Instructional goals and objectives
are significant in both
instructional process and
assessment process. These are a vital
part of instructional design because
they provide the
roadmap for designing and
delivering curriculum. These
objectives are important in the
assessment of students learning
outcomes. Teachers should know
how to write and classify
objectives of the lesson because
this will help them in selecting
the teaching method and
instructional materials. Assessing
learning outcomes is one of the
functions of a teacher.
In this module, the K-12
assessment guidelines is presented
where some of the
important terms in the standard-based
assessment are found. Unpacking
learning competencies
and writing instructional objectives
are also the highlight of this module.
Learning Outcomes
After learning this module, you should
be able to:
 identify learning outcomes that
are aligned with learning
competencies;
 differentiate competencies,
objectives, and learning outcomes;
 formulate appropriate learning
objectives and outcomes that are
constructively aligned
with national standards
Overview
Instructional goals and objectives
are significant in both
instructional process and
assessment process. These are a vital
part of instructional design because
they provide the
roadmap for designing and
delivering curriculum. These
objectives are important in the
assessment of students learning
outcomes. Teachers should know
how to write and classify
objectives of the lesson because
this will help them in selecting
the teaching method and
instructional materials. Assessing
learning outcomes is one of the
functions of a teacher.
In this module, the K-12
assessment guidelines is presented
where some of the
important terms in the standard-based
assessment are found. Unpacking
learning competencies
and writing instructional objectives
are also the highlight of this module.
Learning Outcomes
After learning this module, you should
be able to:
 identify learning outcomes that
are aligned with learning
competencies;
 differentiate competencies,
objectives, and learning outcomes;
 formulate appropriate learning
objectives and outcomes that are
constructively aligned
with national standards