- It establishes performance goals that are to be achieved by the

learners towards the end of the instructional process.

 Standards are established norms or benchmarks for
learning that define what students need to know,
understand and do.
 An approach that compares students performances
to the standards, rather than comparing them with
other students. (Strater, 2006)
 Standards-based assessment is an approach that
compares student achievement to a predetermined
educational content and performance standards or
learning outcomes.
“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).”
 is an education system under the Department of
Education that aims to enhance learners’ basic skills,
produce more competent citizens, and prepare
graduates for lifelong learning and employment.
 As embodied in DepEd Order No. 55, s2016, the are five(5) types
of assessment to be conducted through the Bureau of Education
Assessment to measure learners’ progress in the attainment of
the learning standards and 21st century skills:

 a. Early Language, Literacy, and Numeracy Assessment – to be

administered at the end of Grade 3 as a key stage assessment to
determine if students are meeting the learning standards in
early language, literacy and numeracy;
b. Exit assessments to be administered in Grade
6, Grade 10 and grade 12 to determine if
learners are meeting the learning standards of
the Elementary (Grades 1-6); Junior High School
(Grades 6-10); and Senior High School ( Grades
11-12)
 c. Career Assessment – to be administered in Grade 9 to
determine the learners’ aptitudes and occupational
interests for career guidance;
 d. Accreditation and Equivalency Assessment to be
taken by out-of school youth and adults to certify
completion of elementary and secondary education; and
 e. Grade Level Placement Assessment for learners in special
circumstances specified in Section 6 to determine their
appropriate grade level in the formal system.
Core Learning Area Standards – set the goal for
what the students should know and be able to
do in a specific learning area (such as Science,
Math) for the entire duration of the K to 12 BEC.
Grade Level Standards set the goal for what the
students should know and be able to do in the
specific core learning areas after completing
each grade level ( K1, Grade 1…etc)
 Content Standards set the goal for what the students
should know after instruction on a specific subject
matter.
 Performance Standards set the goal for what the
students should be able to do after instruction on a
specific subject matter content.
 Learning Competency defines the set of knowledge,
skills and abilities required to achieve the Content and
Performance Standards.
 Learning competencies are the desired knowledge,
skills and attitudes that the learners should acquire
to successfully perform a task.
 Instructional objectives are specific statements
describing what the learners should know and be
able to do after an instructional period.
 Learning outcomes are described by using action verbs.
However, not all action verbs specify learning outcomes.
 In some cases, learning outcomes may be confused with
learning activities. Let’s consider the ff.
 1. The student will write an essay.
 2. The student will read a story.
 3. The student will classify the objects according to color.
 4. The student will listen to a song.
 5. The student will collect insects.
In setting instructional goals, you can use the acronym
SMART which was originated by Peter Drucker in his
Management by Objectives concept.
Specific - Goals should be focused and with an identified
tangible outcome.
Measurable - There should be clear quantitative or
qualitative criteria of what makes a successful
accomplishment.
Attainable - Goals must be challenging yet should be
realistic and achievable despite possible constraints.
Relevant - Goals should be aligned with the standards and
competencies set in the curriculum and the institution.
Time-bound - Every goal has to be completed at a certain
point or a target period.
 Over the years, management practitioners have
extended the acronym to include extra focus areas
such as the following presented by Abrioux (2012)
and in this module, as applied to instruction:
 Evaluated. Learners progress must be assessed at
certain points to provide information needed for
feedback and guidance.
 Revisited. At the end of the instructional period, actual
learners’ accomplishment should be compared to the
instructional goals.
 According to O’Reilly (2007), learning taxonomies help in
classifying learning objectives and selecting learning
activities and assessments that are aligned to those
learning objectives.
 Benjamin Bloom(1956) classified the learning
domains into:
 Cognitive domain involves the development of mental
skills and the acquisition of knowledge.
 Psychomotor domain includes utilizing motor skills and
the ability to coordinate them.
 Affective domain involves feelings, emotions and
attitudes.
 Bloom’s Taxonomy of the Cognitive Domain
 Bloom’s Taxonomy is a classification system of the
cognitive domain that describes six major categories of
cognitive processes (Kubizsyn and Borich, 1993)
 Knowledge
 require the students to recall or remember. Test items ask
the students to recall or recognize facts, terminologies,
problem-solving strategies or rules.
 Comprehension
 Objectives at this level require some level of
understanding. Test items ask the students to translate-,
restate-, interpret- or infer from- previously learned
information.
 Application
 Objectives at this level require the students to use
knowledge in new situations other than what was
learned. Test items ask the students to apply previous
information or use it in a different context.
 Analysis
 Objectives at this level, require the students to break
down information into component parts and show
relationship between parts. Test items asks the students
to describe relationship among concepts or to compare
and contrast.
 Synthesis
 Objectives at this level, require the students to produce
something unique or original. Test items ask the students
to solve unfamiliar problems in a unique manner or to
combine parts into a new whole.
 Evaluation
 Objectives at this level require the students to make
judgment about ideas, people or products based on a
given purpose or criteria.
 Blooms revised Taxonomy table
 Types of Knowledge (adopted from O’Reilly, 2007)
 Factual:
 the knowledge about the basic elements used to
communicate, understand, organize a subject such as
terminologies, scientific terms, vocabulary, jargon,
symbols and specific details such as knowledge of
events, people, dates.
 Types of Knowledge (adopted from O’Reilly, 2007)
 Conceptual:
 the knowledge of principles and generalizations,
classifications, categories and theories; and models or
structures of a subject.
 Procedural:
 includes knowing how to do something such as
performing specific skills and algorithms, techniques and
methods.
 Types of Knowledge (adopted from O’Reilly, 2007)
 Metacognitive:
 a process of cognition (the process or strategy of
learning and thinking, an awareness of one’s own
cognition, and the ability to control, monitor and
regulate one’s own cognitive processes.
 The succeeding table shows examples of actions verbs
appropriate for each level of Bloom’s- and Anderson &
Kratwohl’s taxonomy of the cognitive domain.
 Krathwol and Bloom’s Taxonomy of the Affective
Domain (1964)
 Receiving: being aware of or attending to something in
the environment.
 Responding: exhibiting behavior as a result of
experience.
 Valuing: showing definite involvement or commitment.
 Organization: integrating and ranking a new value into
one’s general set of values.
 Characterization by value: acting consistently with the
new value.
 Psychomotor Domain (synthesis of the taxonomies of
Simpson(1972), Dave(1970) and Harrow(1972)
 Observing: Active mental attention to a physical event.
 Imitating: Trying to copy a physical behavior
 Practicing: Repeatedly tries a physical activity
 Adapting: Fine tuning. Making adjustments in the
physical activity in order to perfect it.
 Lets practice.
 Which of the following is an example of a learning
objective in the affective domain?
A. Create a detailed outline for a training activity.
B. Perform with a ballet troupe.
C. Mediate a dispute between coworkers.
D. Edit an article for a professional journal.
 Lets practice.
 Which of the following is an example of a learning
objective in the psychomotor domain?
A. Given a pair of cut lenses from a nonstick frame, assemble a pair of eyeglasses.
B. Distinguish the types of logical fallacy that undermine an argument's form.
C. Formulate an agreement that is counter to your own opinion of a controversial
issue.
D. Propose an action plan that generates support for a cause that is important to
you.
 Lets practice.
 Which of the following is an example of a learning
objective in the cognitive domain?
A. Measure the spherical, cylindrical, and axis values of eyeglass
lenses using a manual lensometer.
B. Manipulate the colonoscope during a colonoscopy.
C. Categorize criminal activity according to whether it is a
personal, property, inchoate, or statutory crime.
D. Take a stand for or against a controversial social issue and justify
your position.
 SOLO Taxonomy (Biggs & Collis, 1982)
 stands for the Structure of the Observed Learning
Outcome
 SOLO can be used not only in assessment, but in
designing the curriculum in terms of the
level of learning outcomes intended, which is helpful in
implementing constructive alignment. The SOLO model
describes the learner’s understanding of concepts or
performance tasks in terms of increasing levels of
complexity
 Prestructural
 students don’t have any understanding of the topic. This
may be because they’ve never encountered it before.
 Unistructural
 At this level, a student may be able to identify and name
a few things and follow simple procedures that they have
been taught.
 Multistructural
 The multistructural student is like the builder without his
tools: all the pieces are there, but he doesn’t know how
they connect.
 Relational
students start to see how the parts of a topic are put
together. They can identify patterns, explain how parts of a
topic link together, compare and contrast different
elements of a topic, and view a topic from several
perspectives.
 Extended Abstract
 Ex. A student may learn something in the classroom and
be able to apply it in their lives outside the classroom in
an entirely different context.
 Students may also be able to generate theoretical ideas
and then use them to make assumptions about future
events.
 SOLO Taxonomy (Biggs & Collis, 1982)
 The New Taxonomy (Marzano and Kendall, 2007)
 Marzano’s model is composed of three systems – the
Self System, the Metacognitive and the Cognitive
System, and the Knowledge Domain.
 The New Taxonomy (Marzano and Kendall, 2007)
 The Self- System involves examining the importance of
knowledge to self, its ability to produce a desired result
(efficacy), and the emotions associated with the
knowledge
 The Metacognitive System involves examining
motivations, specifying learning goals, process
monitoring, monitoring clarity and monitoring accuracy.
 The New Taxonomy (Marzano and Kendall, 2007)
 The Cognitive System involves four elements which are
further classified into sublevels :
 a. Knowledge retrieval involves recognizing, recalling
and executing;
 b. Comprehension involves integrating and symbolizing;
 c. Analysis involves matching, classifying, analyzing, and
generalizing; and
 d. Knowledge utilization involves investigating,
experimenting, decision problem solving and decision
making
 The New Taxonomy (Marzano and Kendall, 2007)
 Knowledge Domain
 Information
 includes vocabulary terms, facts, time sequences,
generalizations and principles.
 Mental procedures - involves mental skills
 Physical procedures
 is composed of physical procedures an individual uses to
negotiate daily life and to engage in complex physical
activities for work and for recreation.
 Ex.
 Vocabulary(information):isosceles,equilateral,hypotenuse
 Generalization (information): All right triangles have one
angle of 90 degrees.
 Mental procedures: Conducting proofs and figuring the
length of the side of a right triangle.
 Physical procedures: Constructing triangles with a
compass and ruler
 The New Taxonomy (Marzano and Kendall, 2007)
 Ex. Libby, a 3rd grader is thinking about a slumber party she is
going to attend this weekend when her teacher begins a math
lesson. Libby’s Self-System decides to stop thinking about the
party and engage in the lesson. Her Metacognitive System tells
her to pay attention and ask questions so she
can do the assignment. Her Cognitive System provides her with
the thinking strategies she needs to make sense of the
teacher’s instructions. The mathematical knowledge about
concepts and procedures makes it possible for her to complete
the problems successfully.
The ABCDs of Writing Instructional Objectives
(Gahasan,Undated)
A stands for audience,
B is for behavior,
C for conditions and
D is for degree of mastery needed.
The ABCDs of Writing Instructional Objectives
(Gahasan,Undated)
Ex. Lets us identify the ABCD’s in this objective.
At the end of this course, using a PC with MS
Word software, students in “key boarding 101”, will be
able to type at least 60 words per minute, with no
more than three mistakes.
Unpacking Learning Competencies
Prior to formulating instructional objectives, learning
competencies need to be unpacked. This means that
learning competencies or sometimes we call them
learning outcomes are to be deconstructed into
component parts. Specific content knowledge and
skills needed to achieve the identified competency.
Unpacking Learning Competencies
Ex. Topic: Characteristics of solids, liquids and gases.
Learning Competency: The learners should be able to:
a. describe different objects based on their
characteristics (e.g. shape, weight, volume, ease of
flow);

Given a list of concepts, the learners should be able to

identify them correctly as matter or non-matter.
Unpacking Learning Competencies
Ex. Topic: Numbers and Number Sense( SETS)
Learning Competency: at the end of the lesson the
students should be able to describe well defined sets,
subsets, null set, and cardinality of a set.

Given a collection of objects, the learners should be

able to identify correctly the if the given collection of
objects is a set or not.