Chapter III: Program, Outcome, and Learning
Program Outcomes: These are the big picture goals. They describe what students should be
able to do or know after completing the entire program (like a degree or certificate). Think of
them as the overall achievements.
Learning Outcomes: These are the smaller, more specific goals. They detail
what students should learn and be able to do within individual courses or modules within the
program. These are the stepping stones towards achieving the program outcomes.
Program outcomes for teachers education. This means it outlines the specific skills and
knowledge the teachers in training should gain from the program to become effective
educations.
Cognitive Domain
Focus: Mental skills and knowledge acquisition.
Knowledge: Remembering facts and basic concepts
Comprehension: Understanding the meaning of information.
Application: Using learned information in new situations,
Analysis: Breaking down information into parts and understanding relationships.
Synthesis: Combining different ideas to create something new.
Evaluation: Making judgments based on criteria and evidence.
Affective Domain
Focus: Emotional attitudes, values, and feelings.
Receiving: Being aware of or attending to something.
Responding: Showing some new behavior as a result of experience.
Valuing: Showing some definite involvement or commitment.
Organizing: Integrating a new value into one's general set of values, giving it some ranking
among others.
Characterizing: Acting consistently with the new value.
The Two Versions:
1. Original Bloom's Taxonomy (1956):
• It has 6 levels, named as nouns (things):
1. Knowledge – Remember facts.
2. Comprehension – Understand what the facts mean.
3. Application – Use what you learned in real situations.
4. Analysis – Break information into parts to see how they relate.
5. Synthesis – Put parts together to make something new.
6. Evaluation – Judge or decide how good something is.
2. Revised Bloom's Taxonomy (2001):
• The levels were changed to verbs (actions) to show active thinking:
1. Remember – Recall facts.
2. Understand – Explain ideas.
3. Apply – Use information.
4. Analyze – Examine parts.
5. Evaluate – Make judgments.
6. Create – Make new things (this is now the highest level).
• Notice that Create replaced Synthesis and is now the top skill.
• Evaluate moved down one level.
The Kendall and Marzano New Taxonomy (2007) is a two-dimensional model
classifying cognitive processes and knowledge domains to improve learning
assessment and development. Here's a breakdown:
1. Cognitive Processes (Six Levels): These represent increasing complexity in thinking.
- Level 6: Self-System Thinking: Reflecting on the value of knowledge to oneself,
assessing one's abilities, and recognizing emotions related to knowledge. This is the
highest level, involving self-awareness and metacognitive regulation.
- Level 5: Metacognition: Setting goals, monitoring learning processes, and evaluating
the clarity and accuracy of understanding. This involves planning, monitoring, and
evaluating one's own learning.
- Level 4: Knowledge Utilization: Formulating and testing hypotheses, experimenting,
problem-solving, and decision-making. This is the application of knowledge to new
situations.
- Level 3: Analysis: Identifying components of knowledge, relating them, and
interpreting their meaning. This involves breaking down information into parts and
understanding their relationships.
- Level 2: Retrieval: Retrieving information from memory. This is the basic recall of
facts and information.
- Level 1: Reproduction: Repeating knowledge without understanding. This is the
lowest level, involving simple memorization.
2. Knowledge Domains (Four Categories): These represent different types of
knowledge.
- Factual Knowledge: Specific details and terminology.
- Conceptual Knowledge: Principles, theories, and structures.
- Procedural Knowledge: Steps and procedures.
- Metacognitive Knowledge: Learning strategies.
3. Application in Education:
- Used to design assessment tasks aligned with cognitive processes and knowledge
domains.
- Ensures students don't just memorize but apply, analyze, and evaluate knowledge.
- Guides teachers to improve instruction and foster deeper student understanding.
By classifying processes and domains, the Kendall and Marzano New Taxonomy
provides a clearer and more comprehensive framework for assessing and improving
learning. It moves beyond simple memorization to emphasize higher-order thinking
skills.
Reporters:
Padro, Avegail
Gutierez, Aileen
Hermoso, Rheijen
Cabudoy, Angel Grace
