ASSESSING LEARNING OUTCOMES

Chapter 2
PURPOSES OF INSTRUCTIONAL GOALS AND OBJECTIVES

1.It provides direction for the instructional process by clarifying the

intended learning outcomes.
2. It conveys instructional intent to other stakeholders such as
students, parents, school officials and the public.
3. It provides basis for assessing the performance of the students
by describing the performance to be measured.
 GOALS AND OBJECTIVES
GOALS OBJECTIVES
Broad Narrow
General intention Precise
Intangible Tangible
Abstract (less structured) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to Short term aims what you want to
accomplish achieve
Hard to quantify or put in a Must be given a timeline to accomplish
timeline to be more effective
GOALS

- broad statement of very general educational outcomes that do

not include specific level of performance

- tend to change infrequently and in response to the societal

pressure

e.g. learn problem solving skills; develop high level thinking

skills
 GENERAL EDUCATIONAL PROGRAM OBJECTIVES

- more narrowly defined statements of educational outcomes

that apply to specific educational programs;

- formulated on the annual basis; developed by program

coordinators, principals and other school administrators
INSTRUCTIONAL OBJECTIVES – specific statements of the
learners behavior or outcomes that are expected to be
exhibited by the students after completing a unit of instruction

unit of instruction may mean: a two week lesson on

polynomials; one week lesson on “parallelism”; one class
period on “katangian ng wika”
example of learning objective:

At the end of the lesson the student should be able to add

fractions with 100% accuracy; the students should be able
to dissect the frog following the correct procedures
Four Main Things That Objectives Should Specify

1.Audience - Who?
Who are specific people the objectives are aimed at?

2. Observable Behavior – What?

What do you expect them to be able to do? This should be an
overt observable behavior, even if the actual behavior is covert or
mental in nature. If you cannot see it, hear it, touch it, taste it, or
smell it, you cannot be sure you audience really learned it.
3. Special conditions – how?

Under what circumstances will the learning occur? What will the
students be given or already be expected to know to accomplish
the learning
4. Stating Criterion Level – How much?

- the criterion level of acceptable performance specifies how

many of the items must the students answer correctly for the
teacher to attain his objective

- criterion level need not be specified in percentage of the

number of items correctly answered; it can be stated as,
number of items correct; essential features included in the case
of essay question or paper; completion within a specified time
or completion with a certain degree of accuracy.
Types Of Educational Objectives

- also known as INSTRUCTIONAL OBJECTIVE

- there are (2) types

1.Specific or Behavioral Objectives

- precise statement of behavior to be exhibited by the students;
the criterion by which mastery of the objectives will be judged;
the statement of the conditions under which behavior must be
demonstrated
examples of behavioral objectives:

a. Multiply three-digit numbers with 95% accuracy

b. List the months of the year in proper order from memory,
with 100% accuracy
c. Encode 30 words per minute with a most three (3) errors
using computer
2. General or Expressive Objectives

- behaviors are not usually specified and the criterion of the

performance level is not stated
- it only describes the experience or educational activity to be
done
- outcome of the activity is not expressed in specific terms but
in general terms such as understand, interpret or analyze
Examples:

a. Interpret the novel The Lion, the Witch and the Wardrobe
b. Visit Manila Zoo and discuss what was of interest
c. Understand the concept of normal distributio
- instructional objective is a clear and concise statement of skill
or skills that students are expected to perform or exhibit after
discussing a certain lesson or unit of instruction
- the components of instructional objectives are observable
behaviors, special conditions which the behavior must be
exhibited and performance level considered sufficient to
demonstrate mastery
- action verbs should be included that specifies learning
outcomes
LEARNING OUTCOMES - an activity that implies a certain
product or end result of instructional objectives

LEARNING ACTIVITY – means or processes of attaining the

end product
Learning Activities Learning Outcomes
study identify
read write
watch recall
listen list
TYPES OF LEARNING OUTCOMES
- after developing learning outcomes, the next step the teacher
must consider is to identify whether the learning outcome is stated
as

a. Measurable And Observable Behavior – it is observable; learning

outcomes should always be stated in observable behavior
b. Non-Measurable And Non-Observable Behavior
 Examples of Verbs in Terms of Observable
Learning Outcomes

Observable Learning Non-Observable Learning

Outcomes Outcomes
Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar
 Examples of observable learning outcomes:

1.Recite the names of the characters in the story MISERY.

2.Add two-digit numbers with 100% accuracy.
3.Circle the initial sounds of words.
4.List the steps of hypothesis testing in order.
5.List the steps of hypothesis testing in order.
 Examples of non-observable learning outcomes:

1.Be familiar with the constitutional provisions relevant to agrarian

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

- Taxonomy of Educational Objectives is a useful guide for

developing a comprehensive list of instructional objectives

- Useful in identifying the types of learning outcomes that should be

considered when developing a comprehensive list of objectives
for classroom instruction.
Benjamin S. Bloom

- a well known psychologist and educator, formulated

and classified the goals and objectives of the
educational processes; worked on the cognitive
domain, called Bloom’s Taxonomy
 The Three Domains of Educational Activities:

1.Cognitive Domain
- called for outcomes of mental activity such as
 memorizing
 reading problem solving
 analyzing synthesizing
 drawing conclusions
2. Affective Domain
- describe 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; focuses on the emotions of
the learners
3. Psychomotor Domain
- characterized by the progressive levels of behavior from
observation to mastery of physical skills
- includes physical movement, coordination and use of the
motor-skill areas
- development of these skills require practice and is
measured in terms of speed, precision, distance,
procedures or techniques in execution
- focuses on the physical and kinesthetic skills of the
learner

- characterized by the progressive levels of behaviors

from observation to mastery of physical skills
 CRITERIA FOR SELECTING APPROPRIATE OBJECTIVES

1.The objectives should include all important outcomes of the course

or subject matter.

2. The objectives should be in harmony with the content standards of

the state and with the general goals of the school.
3. The objectives should be in harmony with the sound
principles of learning.

4. The objectives should be realistic in terms of the abilities of

the students, time and the available facilities.
MATCHING TEST ITEMS TO INSTRUCTIONAL OBJECTIVES

Learning outcomes and the learning conditions specified in the

test items should match with the learning outcomes and
conditions stated in the objectives

if followed by the test developer, the test have CONTENT

VALIDITY – measures what you want to measure from the
students.
 Match?
Objective / Test Item
Yes No
1. Objective: Discriminate fact from opinion from
President Duterte’s first State of the Nation Address
(SONA)

Test Item: From the State of the Nation Address

(SONA) speech of the President Aquino, give five (5)
examples of facts and five (5) examples of opinions.
 Match?
Objective / Test Item
Yes No
2. Objective: Recall the names and capitals of all
the different provinces of Regions I and II in
the Philippines.
Test Item: List the names and capitals of
twoprovinces in Region 1 and three provinces in
Region II.
 Match?
Objective / Test Item
Yes No
3. Objective: List the main event in chronological
order, after reading the short story A VENDETTA by
Guy de Maupassant.

Test Item: From the short story A VENDETTA by

Guy de Maupassant, list the main event in
chronological order.
 Match?
Objective / Test Item
Yes No
4. Objective: Circle the nouns and pronouns from
the given list of words.

Test Item: Give five examples of pronouns and

five examples of verbs.
 Match?
Objective / Test Item
Yes No
5. Objective: Make a freehand drawing about
Region II using your map as a guide.

Test Item: Without using your map, draw the map

of Region II.
BLOOM’S REVISED TAXONOMY

- LORIN ANDERSON, a former student of Bloom together with

Krathwolh, revised the Bloom’s taxonomy of cognitive domain in
the mid 90s in order to fit the more outcome-focused modern
education objectives
two (2) major changes:

1. The names in the six categories from noun to active verb

2. Arrangement of the order of the last two highest levels

this new taxonomy reflects a more active form of thinking
and is perhaps more accurate
 CHANGES IN BLOOM’S TAXONOMY
COGNITIVE DOMAIN

BLOOM’S TAXONOMY in 1956 ANDERSON/KRATHWOLH’S REVISION in 2001

Category Sample Verb to Use Category Sample Verb to Use
KNOWLEDGE – Identify, relate, list, define, REMEMBERING – Retrieving, recalling, or
remembering or retrieving recall, memorize, repeat, objectives written on the recognizing knowledge from
previously learned material record name, recognize, remembering level (lowest memory. Remembering is
acquire cognitive level) when memory is used to
Instructional Objective – - when memory is used to produce definitions, facts or
At the end of the topic, produce definitions, facts or lists; to recite or retrieve
the students should be able list; to recite or retrieve material
to identify the different steps material
in testing hypothesis

Test Item –
What are the different
steps in testing hypothesis
COMPREHENSION – the Restate, locate, report, UNDERSTANDING – Restate, locate, report,
ability to grasp or construct recognize, explain, express, objectives written on the recognize, explain, express,
meaning from material identify, discuss, describe, understanding level (higher identify, discuss, describe,
review, infer, conclude, level of mental ability than review, infer, conclude,
illustrate, interpret, draw, remembering, requires the illustrate, interpret, draw,
Instructional Objective - represent, differentiate lowest level of understanding represent, differentiate
At the end of the lesson, from the students)
the students should be able - constructing meaning from
to summarize the main different types of functions be
events of the story INVICTUS they written or graphic
in grammatically correct message activities like
English. interpreting, exemplifying,
classifying, summarizing,
Test Item – inferring, comparing and
Summarize the main explaining
events in the story INVICTUS
in grammatically correct
English
APPLICATION – the ability Apply, relate, develop, APPLYING – requires Apply, relate, develop,
to use learned material, or to translate, use, operate, learners to implement (use) translate, use, operate,
implement material in new organize, employ, the information. organize, employ,
and concrete situations restructure, interpret, - carrying out or using a restructure, interpret,
demonstrate, illustrate, procedure through demonstrate, illustrate,
Instructional objective - practice, calculate, show, executing, or implementing. practice, calculate, show,
At the end of the lesson, exhibit, dramatize Applying relates and refers exhibit, dramatize
the students should be able to situations where learned
to write a short poem. material is used through
products like models,
Test Item – presentations, interviews or
Write a short poem. simulations
ANALYSIS – the ability to break Analyze, compare, probe, ANALYZING – requires the Analyze, compare, probe,
down or distinguish the parts of inquire, examine, contrast, learners to break the inquire, examine, contrast,
the material into their categorize, differentiate, information into component categorize, differentiate,
components so that their investigate, detect, survey, parts and describe the investigate, detect, survey,
organizational structure maybe classify, deduce, experiment, relationship classify, deduce, experiment,
better understood. scrutinize, discover, inspect, - breaking material or concepts scrutinize, discover, inspect,
dissect, discriminate, separate into parts, determining how the dissect, discriminate, separate
Instructional Objective – parts relate or interrelate to one
At the end of the lesson, the another or to an overall
students should be able to structure or purpose.
describe the statistical tools - when one is analyzing, he can
needed in testing the difference illustrate this mental function by
between to means. creating spreadsheets, surveys,
charts or diagrams, or graphic
Test Item – representations
What kind of statistical test
would you run to see if there is
a significant difference between
pre-test and post-test?
SYNTHESIS – the ability to Compose, produce, design, EVALUATING – objectives Appraise, choose, compare,
put parts together to form a assemble, create, prepare, written on this level require conclude, decide, defend,
coherent or unique new predict, modify, plan, invent, the student to make a evaluate, give your opinion,
whole formulate, collect, set-up, judgment about materials or judge, justify, prioritize, rank,
generalize, document, methods rate, select, rate, support,
combine, propose, develop, - making judgments based value
Instructional Objective – arrange, construct, organize, on criteria and standards
At the end of the lesson, originate, derive, write through checking and
the students should be able critiquing
to compare and contrast the - evaluation comes before
two types of error. creating as it is often a
necessary part of the
Test Item – precursory behavior before
What is the difference creating something
between type I and type II
error?
EVALUATION – the ability to Judge, assess, compare, CREATING – requires the Change, combine, compose,
judge, check ad even evaluate, conclude, student to generate new construct, create, invent,
critique the value of material measure, deduce, argue, ideas, products and ways of design, formulate, generate,
for a given purpose decide, choose, rate, select, viewing things produce, revise,
estimate, validate, consider, - putting elements together reconstruct, rearrange,
appraise, value, criticize, to form a coherent or visualize, write, plan
Instructional Objective – infer functional whole
At the end of the lesson, - recognizing elements into a
the students should be able new pattern or producing
to conclude the relationship - creating requires users to
between two means. put parts together in anew or
synthesize parts into
Test Item – something new and different
What should the form pr product
researcher conclude about - this process is the most
the relationship in the difficult mental function in the
population? new taxonomy
AFFECTIVE DOMAIN

- emphasize a feeling of tone, an emotion, or a degree of

acceptance or rejection; it includes objectives pertaining to
attitudes, appreciations, values and emotions

- Krathwol’s affection domain is the best know 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 behavior
 Levels of Affective Domain

Level Definition Sample Verbs

Receiving - refers to being aware of or - listen to the ideas of
sensitive to the existence of others with respect
certain ideas, materials, or - sample verbs – chooses,
phenomena and being able describes, follows, gives,
to tolerate them holds, identifies, locates,
- the learners are willing to names, points to, selects,
listen sits, erects, replies, uses
 Levels of Affective Domain
Level Definition Sample Verbs
Responding - refers to the commitment - participates in class
in some measure to the discussions actively
ideas, materials or
phenomena involved by
actively responding to them
- answers question about
ideas
 Levels of Affective Domain
Level Definition Sample Verbs
Responding - the learning outcomes - sample verbs –
emphasize compliance in answers, assists, aids,
responding, willingness to complies, conforms,
respond, or satisfaction in discusses, greets, helps,
responding labels, performs,
- the learners are willing to practices, presents,
participate reads, recites, reports,
selects, tells, writes
Valuing - refers to willingness to be - demonstrates belief in
perceived by others as valuing the democratic process
certain ideas, materials, - shows the ability to solve
phenomenon or behavior problems
- based on the internalization of
a set of specified values, while
clues to these values are
expressed in the learner’s overt
behavior and are often
identifiable
 Level Definition Sample Verbs
Valuing - ranges from simple acceptance - sample verbs –
to the more complex state of completes, demonstrates,
commitment differentiates, explains,
- the learners are willing to be follows, forms, initiates,
involved invites, joins, justifies,
proposes, reads, reports,
selects, studies, works
 Level Definition Sample Verbs
Organizing - refers to the ability to - explains the role of
relate the value to those systematic planning in
already held and bring it solving problems
into a harmonious and - prioritizes time effectively
internally consistent to meet the needs of the
philosophy organization, family and
- commits to using ideas self
and incorporate them to
different activities
 Level Definition Sample Verbs
Organizing - emphasizes on comparing, - sample verbs – adheres,
relating and synthesizing alters, arranges, combines
values compares, completes,
- the learners are willing to defends, explains,
be an advocate formulates, generalizes,
identifies, integrates,
modifies, orders,organizes,
prepares, relates,
synthesizes
Characterization - incorporates ideas - shows self-reliance when
by value or completely into practice, working independently
value set recognized by the use of them - values people for what they
- instructional objectives are are, not how they look
concerned with the student’s - sample verbs – acts,
general patterns of adjustment discriminates, displays,
such as personal, social, and influences, listens, modifies,
emotional performs, practices,
- the learners are willing to proposes, qualifies,
change one’s behavior, questions, revises, serves,
lifestyle, or way of life solves, verifies
PSYCHOMOTOR DOMAIN
- characterized by the progressive levels of behaviors from
observation to mastery of physical skills, includes physical
movement, coordination, and use of the motor-skill areas.
- development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures or techniques in
execution
 Levels of Psychomotor Domain
Level Definition Example
Perception - the ability to use sensory - sample verbs –
cues to guide motor activity, chooses, describes,
ranges from sensory detects, differentiates,
stimulation, through cue distinguishes, identifies,
selection, to translation isolates, relates, selects
 Levels of Psychomotor Domain

Level Definition Example

Perception - sample verbs – chooses,
describes, detects,
differentiates, distinguishes,
identifies, isolates, relates,
selects
 Levels of Psychomotor Domain
Level Definition Example
Set - readiness to act; it includes - example – Recognizes
mental, physical and emotional one’s abilities and
sets limitations; shows desire to
- these three (3) sets are learn a new process
dispositions that predetermine a (motivation)
person’s response to different - sample verbs – begins,
situations (sometimes called displays, explains, moves,
mindsets) proceeds, reacts, shows
 Level Definition Example
Guided - the early stages in - example – Performs a
Response learning a complex skill mathematical equation
that includes imitation as demonstrated.
and trial and error, Follow instructions to
adequacy of performance build a model.
is achieved by practicing - sample verbs – copies,
traces, follows, reacts,
reproduces, responds
 Level Definition Example
Mechanism - this is the intermediate Examples –Uses a
stage in learning a personal computer.
complex skill
- learned responses have Repairs a leaking faucet
become habitual and the Drives a car.
movements can be
performed with some
confidence and
proficiency
 Level Definition Example
Mechanism - sample verbs –
assembles, calibrates,
constructs, dismantles,
displays, fastens, fixes,
grinds, heats,
manipulates, measures,
mends, mixes,
organizes, sketches
 Level Definition Example
Complex - the skillful performance of Example – Operates a
Overt motor acts that involves computer quickly and
Response complex movement patterns accurately.
- proficiency is indicated by a
quick, accurate, and highly Displays competence
coordinated performance, while playing the piano.
requiring a minimum of energy
 Level Definition Example
Complex - this category includes - sample verbs –
Overt performing without assembles, calibrates,
Response hesitation, and automatic constructs, dismantles,
performance displays, fastens, fixes,
grinds, heats,
manipulates, measures,
mends, mixes, organizes,
sketches
 Level Definition Example
Adaptation - skills are well developed Examples – Responds
and the individual can effectively to unexpected
modify movement patterns experiences
to fit special requirements
Modifies instruction to
meet the needs of the
learners
 Level Definition Example
Adaptation - sample verbs – adapts,
alters, changes,
rearranges, reorganizes,
revises, varies
 Level Definition Example
Origination - creating new movement Example – Creates a
patterns to fit a particular new gymnastic routine
situation or specific - sample verbs –
problem arranges, builds,
- learning outcomes combines, composes,
emphasize creatively constructs, creates,
based upon highly designs, initiates,
developed skills makes, originates