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Module Assessment 2

Bachelor of secondary education (University of Eastern Philippines)

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Target Setting
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.

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

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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: Assessment Teaching/Learning Activities

On completion of this Methods
module, students should be
able to:
To identify the main signs and Multiple Choice Lecture on various signs/symptoms,
symptoms of multiple sclerosis. Questions In class exercises/quizzes on terminology.
To formulate end products using Poster display Lecture presenting case studies of the design
selected ingredients 15% history of some market leaders.
Presentation of Students plan own project and present as
end product 85% poster.
Student projects on food formulation.
To develop and identify an area 1, 000 word Presentation of examples of research
for research in the discipline research questions,
proposal Student discussion groups on research area.
To demonstrate effective In-class graded Practices sessions in the class,
presentational skills presentation Peer-assessment, using set criteria, of others in
class.

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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.
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 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 in
different 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?”

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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 Dimensions

Cognitive Process
Dimensions Descriptors

The learner can recall information and retrieve relevant knowledge from
long-term memory: identify, retrieve, recognize, duplicate, list, memorize,
Remembering repeat, reproduce

The learner can construct meaning from oral, written, and graphic
messages: interpret, exemplify, classify, summarize, infer, compare,
Understanding explain, paraphrase, discuss

The learner can use information to undertake a procedure in familiar

situations or in a new way: execute, implement, demonstrate, dramatize,
Applying interpret, solve, use, illustrate, convert, discover

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,
Analyzing deconstruct

The learner can make judgments and justify decisions: coordinate,

measure, detect, defend, judge, argue, debate, critique, appraise,
Evaluating evaluate

The learner can put elements together to form a functional whole, create
a new product or point of view: generate, hypothesize, plan, design,
Creating 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,

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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
Lesson Methods
Before -Know what s/he knows -Get information about what -Agree/disagree
Lesson about the topic/lesson the learner already knows activities
-Understand the and can do about the new -Games
purpose of the lesson lesson -Interviews
and how to do well in the -Share learning intentions -Inventories/
lesson and success criteria to the checklists of skills
-Identify ideas or learners (relevant to the topic
concepts s/he -Determine misconceptions in a learning area)
misunderstands -Identify what hinders -KWL activities (what
-Identify barriers to learning I know, what I want to
learning know, what I learned)
-Open-ended

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questions
-Practice exercises
Lesson -Identify one’s strengths -Provide immediate feedback -Multimedia
Proper and weaknesses to learners presentations
-Identify barriers to -Identify what hinders -Observations
learning learning -Other formative
-Identify factors that help -Identify what facilitates performance tasks
him/her learn learning (simple activities that
-Know what s/he knows -Identify learning gaps can be drawn from a
and does not know -Track learner progress in specific topic or
-Monitor his / her own comparison to formative lesson)
progress assessment results prior to -Quizzes (recorded
the lesson proper but not graded)
-To make decisions on -Recitations
whether to proceed with the -Simulation activities
next lesson, reteach, or
provide for corrective
measures or reinforcements
After -Tell and recognize -Assess whether learning -Multimedia
Lesson whether s/he met objectives have been met for presentations
learning objectives and a specified duration -Observations
success criteria -Remediate and/ or enrich -Other formative
-Seek support through with appropriate strategies as performance tasks
remediation, enrichment, needed (simple activities that
or other strategies -Evaluate whether learning can be drawn from a
intentions and success specific topic or
criteria have been met lesson)
-Quizzes (recorded
but 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.
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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 concepts and At end of the topic
(WW) application of skills in written form or unit
- Prepare learners for quarterly assessments
Performance - Involve students in the learning process individually - At end of a lesson
Tasks (PT) or in collaboration with teammates over a period of focusing on a
time topic/skill lesson
-Give students opportunities to demonstrate and - Several times
integrate their knowledge, understanding, and skills during the quarter
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, concepts, and - Once, at end of
Assessment values learned in an entire quarter the quarter
(QT)

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:
 Competency: Competence. The state or quality of being competent. Properly or well
qualified, capable.
 Objective: Something worked toward or striven for, a goal.
 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.

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 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
fulfilment 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 pre
requisites 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
Results-focused 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
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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, and
the 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.
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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 1956 Anderson/Krathwolh’s Revision in 2001

1.Knowledge: Remembering or retrieving 1. Remembering: Objectives written on the
previously learned material. Recognizes remembering level (lowest cognitive level):
students’ ability to use rote memorization Retrieving, recalling, or recognizing
and recall certain facts. Test questions knowledge from memory. Remembering is
focus on identification and recall when memory is used to produce definition,
information. facts, or lists; to recite or retrieve material.
 Examples of verbs that relate to this  Sample verbs appropriate for
function are: identify, relate, list, objectives written at the remembering
define, recall, memorize, repeat, level: state, tell, underline, locate,
record, name, recognize, acquire match, state, spell, fill in the blank,
Example: identify, relate, list, define, recall,
Recites an educational policy. memorize, repeat, record, name,
recognize, acquire
2.Comprehension: The ability to grasp or 2. Understanding: Objectives written on the
construct meaning from material. It involves understanding level (higher level of mental
students’ ability to read course content, ability than remembering, requires the
interpret important information and put lowest level of understanding from the
other’s ideas into words. Test questions student): Constructing meaning from
should focus on the use of facts, rules and different types of functions be they written
principles. or graphic message activities like
 Examples of verbs that relate to this interpreting, exemplifying, classifying,
function are: restate, locate, report, summarizing, inferring, comparing, and
recognize, explain, express, identify, explaining.
discuss, describe, review, infer,  Sample verbs appropriate for
conclude, illustrate, interpret, draw, objectives written at the
represent, differentiate understanding level: restate, locate,
Example: report, recognize, explain, express,
Translates an English sentence to a identify, discuss, describe, review,
mathematical equation. infer, conclude, illustrate, interpret,
draw, represent, differentiate

3. Application: The ability to use learned 3. Applying: Objectives written on the

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material, or to implement material in new applying level require the learner to implement
and concrete situations. Students take new (use) the information: Carrying out or using a
concepts and apply them to new situation. procedure through executing, or
Test questions focus on applying facts and implementing. Applying relates and refers to
principles. situations where learned material is used
 Examples of verbs that relate to this through products like ,models, presentations,
function are apply, relate, develop, interviews or simulations.
translate, use, operate, organize,  Sample verbs appropriate for
employ, restructure, interpret, objectives written at the applying
demonstrate, illustrate, practice, level: apply, relate, develop, translate,
calculate, show, exhibit, dramatize use, operate, organize, employ,
Example: restructure, show, exhibit, interpret,
Applies the law of cosine to solve a demonstrate, illustrate, practice,
trigonometric problem. calculate, dramatize
4. Analysis: The ability to break down or 4. Analyzing: Objectives written on the
distinguish the parts of the material into their analyzing level require the learner to break the
components so that their organizational information into component parts and describe
structure may be better understood. The test the relationship. Breaking material or concepts
questions focus on separation of a whole into into parts, determining how the parts relate or
component parts. interrelate to one another or to an overall
 Examples of verbs that relate to this structure or purpose. Mental actions included
function are; analyse, compare, in this function are differentiating, organizing,
probe, inquire, examine, contrast, attributing, as well as being able to distinguish
categorize, differentiate, investigate, between the components or parts. When one
detect, survey, classify, deduce, is analyzing, he/she can illustrate this mental
experiment, scrutinize, discover, function by creating spreadsheets, surveys,
inspect, dissect, discriminate, charts, or diagrams, or graphic
separate representations.
Example:  Sample verbs appropriate for
Gathers information from a department objectives written at the analyzing
and selects the required tasks for training. 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 together 5. Evaluating: objective written on the
to form a coherent or unique new whole. evaluating level require the student to make a
Students are able to take various pieces of judgment about materials or methods. Making
information and form a whole creating a judgments based on criteria and standards
pattern where one did previously exist. Test through checking and critiquing. Critiques,
question focuses on combining new ideas to recommendations, and reports are some of
form a new whole. the products that can be created to
 Examples of verbs that relate to this demonstrate the processes of evaluation. In
function are: compose, produce, the newer taxonomy, evaluation comes before
design, assemble, create, prepare, creating as it is often a necessary part of the
predict, modify, plan, invent, precursory behaviour before creating
formulate, collect, set up, generalize, something.
document, combine, propose,  Sample verbs appropriate for
develop, arrange, construct, objectives written at the evaluating
organize, originate, derive, write level: appraise, choose, compare,
Example: conclude, value, decide, defend,
Designs a machine to perform a specific evaluate, give your opinion, judge,
tasks. justify, prioritize, rank, rate, select,
support
6. Evaluation: The ability to judge, check, 6. Creating: Objectives written on the creating

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and even critique the value of material for a level require the student to generate new
given purpose. It involves students’ ability to ideas, products and ways of viewing things.
look at someone else’s ideas or principle and Putting elements together to form a coherent
the worth of the work and the value of the or functional whole; reorganizing elements
conclusion. into a new pattern or structure through
 Examples of verbs that relate to this generating, planning, or producing. Creating
function are: judge, assess, compare, requires users to put parts into something new
evaluate, conclude, measure, and different form or product. This process is
deduce, argue, decide, choose, rate, the most difficult mental function in the new
select, estimate, validate, consider, taxonomy.
appraise, value, criticize, infer  Sample verbs appropriate for
Example: objectives written at the creating level:
Explains and justifies a new budget change, write, combine, compose,
proposal. 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
sensitive to the existence of certain ideas, written 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 locates, names, points to, selects, sits, erects,
listen. replies, uses
Example:
Listens to the ideas of others with respect.
2. Responding. This refers to the Sample verbs appropriate for objectives
commitment in some measure to the ideas, written at the responding level: answers,
materials, or phenomena involved by actively assists, aids, complies, conforms, discusses,
responding to them. It answers question about greets, helps, labels, performs, practices,
ideas. The learning outcomes emphasize presents, reads, recites, reports, selects, tells,
compliance in responding, willingness to writes
respond, or satisfaction in responding. The Example:
learners are willing to participate. Participates in class discussions actively.
3. Valuing. This refers to the willingness to be Sample verbs appropriate for objectives
perceived by others as valuing certain ideas, written at the valuing level: completes,
materials, phenomenon or behaviour. It is demonstrates, differentiates, explains, follows,
based on the internalization of a set of forms, initiates, invites, joins, justifies,
specified values, while clues to these values proposes, reads, reports, selects, shares,
are expressed in the learner’s overt behaviour studies, works
and are often identifiable. This ranges from Examples:

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simple acceptance to the more complex state Demonstrates belief in the democratic
of commitment. The learners are willing to be process.
involved. Shows the ability to solve problems.
4. Organization. This refers to the ability to Sample verbs appropriate for objectives
relate the value to those already held and written at the organizing level: adheres, alters,
bring it into a harmonious and internally arranges, combines, compares, completes,
consistent philosophy. Commits to using ideas defends, explains, formulates, generalizes,
and 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 Examples:
to be an advocate. 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
Incorporate ideas completely into practice, written at the characterizing level: acts,
recognized by the use of them the value discriminates, displays, influences, listens,
system that controls their behaviour. modifies, performs, practices, proposes,
Instructional objectives are concerned with the qualifies, questions, revises, serves, solves,
students’ general patterns of adjustment such verifies
as personal, social, and emotional. The Examples:
learners are willing to change one’s behaviour, Shows self-reliance when working
lifestyle, or way of life. independently.
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
sensory cues to guide motor activity. This written at the perception level: chooses,
ranges from sensory stimulation, through cue describes, detects, differentiates,
selection, to translation. distinguishes, identifies, 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
physical, and emotional sets. These three sets written at the set level: begins, displays,
are dispositions that predetermine a person's explains, moves, proceeds, reacts, shows,
response to different situations (sometimes states, 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
learning a complex skill that includes imitation written at the guided response level: copies,

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and trial and error. Adequacy of performance traces, follows, react, reproduce, responds
is achieved by practicing. Examples:
Performs a mathematical equation as
demonstrated.
Follows instructions to build a model.
4. Mechanism (basic proficiency): This is Sample verbs appropriate for objectives
the intermediate stage in learning a complex written at the mechanism level: assembles,
skill. Learned responses have become calibrates, constructs, dismantles, displays,
habitual and the movements can be fastens, fixes, grinds, heats, manipulates,
performed with some confidence and measures, mends, mixes, organizes,
proficiency. sketches
Examples:
Use a personal computer.
Drive a car.
5. Complex Overt Response (Expert): The Sample verbs appropriate for objectives
skillful performance of motor acts that involve written at the complex overt response level:
complex movement patterns. Proficiency is assembles, builds, calibrates, constructs,
indicated by a quick, accurate, and highly dismantles, displays, fastens, fixes, grinds,
coordinated performance, requiring a heats, manipulates, measures, mends, mixes,
minimum of energy. This category includes organizes, sketches
performing without hesitation, and automatic Examples:
performance. For example, players are often Operates a computer quickly and
utter sounds of satisfaction or expletives as accurately.
soon as they hit a tennis ball or throw a Displays competence while playing the
football, because they can tell by the feel of piano.
the act what the result 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
the individual can modify movement patterns written at the adaptation level: adapts, alters,
to fit special requirements. changes, 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
patterns to fit a particular situation or specific written at the origination level: arranges,
problem. Learning outcomes emphasize builds, combines, composes, constructs,
creativity based upon highly developed skills. creates, 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 Sample verbs: copy, follow, mimic, repeat, replicate,
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patterning behaviour after reproduce, trace

someone else. Performance Examples:
may be of low quality. Copying a work of art.
Performing a skill while observing a demonstrator.
2. Manipulation. Being able to Sample verbs: act, build, execute, perform
perform certain actions by Examples:
memory or following Being able to perform a skill on one's own after taking
instructions. lessons or reading about it.
Follows instructions to build a model.
3. Precision. Refining, Sample verbs: calibrate, demonstrate, master,
becoming more exact. perfectionism
Performing a skill within a high Examples:
degree of precision 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 Sample verbs: adapt, constructs, combine, creates,
and adapting a series of actions customize, modifies, formulate
to achieve harmony and internal Examples:
consistency. 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 Sample verbs: create, design, develop, invent, manage,
high level performance until it naturally
become second-nature or Examples:
natural, without needing to think Maneuvers a car into a tight parallel parking spot.
much about it. Operates a computer quickly and accurately.

Harrow (1972)

Category Sample verbs

1. Reflex Movements. Reactions Sample verbs: react, respond
that are not learned, such as an Example:
involuntary reaction instinctive response
2. Fundamental Movements. Sample verbs: grasp an object, throw a ball, walk
Basic movements such as walking, Example:
or grasping. perform a simple task
3. Perceptual Abilities. Response Sample verbs: catch a ball, draw or write
to stimuli such as visual, auditory, Examples:
kinaesthetic, or tactile track a moving object
discrimination. recognize a pattern
4. Physical Abilities (fitness). Sample verbs: agility, endurance, strength
Stamina that must be developed for Examples:
further development such as gain strength
strength and agility. run a marathon
5. Skilled movements. Advanced Sample verbs: adapt, constructs, creates, modifies
learned movements as one would Example:
find in sports or acting. 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. Nondiscursive Sample verbs: arrange, compose, interpretation
communication. Use effective Example:
body language, such as gestures Express one's self by using movements and
and facial expressions. gestures.

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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.

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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 a
new 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

Lesson 3. Unpacking Learning Competencies

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.

 “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.
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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.
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 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.

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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 nehaviors 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

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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

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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, analysing, 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:
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-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 a 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_Curric
ulum_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 of
Educational 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.
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