Cruprer 3 MES AND OUTCO. PROGRAM MES UTCOMES STUDENT LEARNIN LEARNING OUTCOMES > Clarify the program outcomes fo Distinguish the 6 levels of knowles Discuss the psychomotor categorie of objectives contributed by Simpson, Dave and Harrow Discuss the 6 levels of learning objectives in the affective domain arranged hierarchically Discuss Kendall’s and Manzano’s new taxonomy INTRODUCTION In this Chapter, you will distinguish program outcomes from learning outcomes. Learning outcomes come in three (3) different domains — cognitive, psychomotor and affective. You will also be introduced to Kendall's and Marzano’s five levels of processing information, mental procedures and psychomotor procedures. yr teacher education xdge under the cognitive domain is in the psychomotor domain , 3.1. Program Outcomes and Student Learning Outcomes ‘The shift of focus in education from content to student learning outcomes has changed teachers’ instructional perspective. In the past teachers were often heard about their concer to finish their subject matter before the end of the term. Maybe because of the numbet of their students or failure to clarify the desired learning outcomes, teacher's concern for outcomes was secoridary to the completion of the planned content for the subject. In short, teachers were more content-centered than outcomes-centered, id “The new educational perspective requires teachers to visualize the ideal graduates three or more years after graduation and right after completion of the program, ic, graduation ti alice ia ae " Mm outcom Fae Higher Education, the body that regulates rants Commision on ion in 20 Seamed wth Camscanner neeChaper3~ Program Outcomes and Student Learing Outcomes in its Memorandum Order # 20, 8. 2014 requires the Philippines, Pra program outcomes for all higher education institutions following pr the ability to: 2) articulate and discuss the latest developments in the specific field of practice; b) effectively communicate orally and in writing using both English and Filipino; ©) work effectively and independently in multi-disciplinary and multi-cultural teams; : : @) act in recognition of professional, social and ethical responsibility; and ©) preserve and promote “Filipino historical and cultural heritage.” Some program outcomes are based on types of higher education institutional (HEI) because this determines the focus and purpose of the HEI. For example: Graduates of professional institutions demonstrate a service orientation in one’s profession. + Graduates of colleges participate in various types of employment, development activities and public discourses, particularly in response to the needs of the communities one serves. + Graduates of universities participate in the generation of new knowledge or in research and development projects. + Graduates of State Universities.and Colleges must, in addition, have the competencies to support “national, regional and local development plans.” 3.2 Program Outcomes for Teacher Education The program outcomes specific to degrees are programs spelled out in the specific Policies, Standards and Guidelines (PSG) per program or degree issued by the same Commission. The following are the program outcomes for teacher education in 2017 Philippines,. a. Articulate the rootedness of education in philosophical, socio- cultural, historical, psychological and political contexts Demonstrate mastery of subject matter/discipline c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments d. Develop innovative curricula, instructional plans,’ teaching approaches and resources for diverse learners e. Apply skills in the development and utilization of ICT Seamed wth CamscannerAssessweNT IN LEARNING 1 to promote quality, relevant, and sustainable educational practices, f£ Demonstrate a variety of thinking skills in planning, Monitoring, assessing and reporting leaming processes ang outcomes | a 7 Practice professional and ethical teaching standards sensitive Bg the local, national and global realities ife ; fessional growth sue lifelong learning for personal and professional " foul ‘varied experiential and field-based opportunities iti 7 f teacher education ag In addition to the program outcomes of te discipline, there are program outcomes specific to Bachelor of Elementary Education, (CMO No.74,8.2017); Bachelor of Secondary Education Major in English, Filipino, Mathematics, Science, Social Studies (CMO No.75,S.2017); Bachelor of Early Childhood Education (CMO No.76,S.2017); Bachelor of Special Needs Education (CMO No.77,8.2017); Bachelor of Technology and Livelihood Education (CMO No.78,$.2017); Bachelor of Technical-Vocational Teacher Education (CMO_No.79,8.2017); Bachelor of Physical Education (CMO No.80,$.2017); Bachelor of Culture and Arts Education (CMO No.82,S.2017). For details, refer to the given CMOs. 3.3, The Three Types of Learning Believing that there were more than one (1) type of learning, Benjamin Bloom and a committee of colleagues in 1956, identified three domains of educational activities: the cognitive, referring to mental skills; affective referring to growth in feeling or emotion, and psychomotor, referring to manual or physical skills, These terms were regarded as too technical by practicing teachers and so the domains were translated to simpler terms commonly used by teachers: knowledge, skills and attitudes (KSA). These domains are organized’ into categories or levels and arranged in hierarchical order from the simplest behavior to the most complex behavior. To ensure that the learning outcomes are measurable, demonstrable and verifiable, the outcomes should be Stated as concrete and active verbs. In mid-nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive domain objectives and effected some changes. The two most prominent of these are (a) changing the names in the six subdivisions from noun to verb and (b) Fe-arranging the order of the last two-synthesis and evaluation. These three domains of learn ‘ earni ‘ as succeeding pages, Ing are given in detail in the Scanned wth CamscannerChapter 3 Program Outcomes and Stident Learning Outcomes 23 Tabl Taxonomies of the Cognitive Domain: Bloom's, Anderson's and Krathwoh's Bloom’s ‘Taxonon eT - Knowledge: Remembering or retrieving 1. Remembering: previously learned material. Examples of verbs that relate to this function are: Recognizing or recalling knowledge from memory. Remembering is when know’ define recall [record name ] memory is used to produce or retrieve identify |memorize | recognize definitions, facts, or lists, or to recite relate list | repeat acquire previously learned information. 2. Comprehension: The ability to grasp 2. Understanding: or construct meaning from material. Examples of verbs that relate to this function are: Constructing meaning from different types of functions be they written or graphic messages or activities like Tess Tdenity ~~] iustate ) _ interpreting, exemplifying, classifying, locate report | discuss interpret draw | Summarizing, inferring, comparing or recognize |describe _| represent explaining. explain discuss __| differentiate express review infer | conclude 3, Application: The ability to use learned 3. Applying: material or to implement material in Carrying out or using @ new and concrete situations. Examples procedure through executing of of verbs that relate to this function are: implementing. Applying relates to ‘apply relate | organize employ practice or refers to situations where learned develop restructure calculate material is used through products like translate interpret show models, presentations, interviews or use operate | derhonstrate exhibit simulations. illustrate dramatize 4. Analysis: The ability to break down 4. Analyzing: or distinguish the parts of material Breaking materials or concepts into into its components so that its parts, determining how the parts organizational structure may be better relate to one another or how they understood. Examples of verbs that interrelate or how the parts relate relate to this function are: to an overall structure or purpose. Mental actions included in this function analyze Gifferentiate [experiment | are differentiating, organizing and compare contrast scrutinize attributing, as well as being able to probe inquire | investigate | discover distinguish between the components examine detect survey | inspect or parts. When one is analyzing, he/she contrast, classify dissect can illustrate this mental function by categorize | deduce discriminate | creating spreadsheets, surveys, charts separate or diagrams or graphic representations, Seamed wth Camscanner‘ASSESSMENT IN LEARNING 1 24 Se a 5. Synthesis: The ability to put parts new whole. Examples of verbs that relate to this function are: together to form a coherent or unique ‘compose plan invent | propose produce formulate | develop design. collect set arrange assemble up generalize | construct create document — | organize prepare combine originate predict relate derive write modify tell propose that relate to this function are: 6. Evaluation: The ability to judge, check, 6. and even critique the value of materi for a given purpose. Examples of verb: judge assess | argue validate compare decide consider evaluate choose appraise conclude rate select | value measure estimate criticize infer deduce — 7 ‘~~ 5, Evaluating: Making judgments based 6q criteria and standards through checking and critiquing. Critiques, recommendations and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy, evaluating comes before: creating as it is often a necessary part of the precursory behavior before one creates something. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning or producing. Creating requires users to put parts together in a new way, or synthesize parts into something new’ and different creating a new form or product. This process is the most difficult mental function in the new taxonomy. Seamed wth CamscannerChapter 3 - Program Outcomes and Student Leaming Outcomes 1956 2001 _ ot Evaluation ' Synthesis 1 / Evaluate. E7309 ! Ree ; ° 1 Knowledge Figure 2 - Bloom's and Anderson's Compared (Source: Wilson, Leslie 0. 2001) Benjamin Bloom critically examined his own cognitive taxonomy and he noted that there is a fundamental difference between the knowledge category (first level in his taxonomy) and the mental operation (higher 5 levels in his.taxonomy-comprehension, application, analysis, synthesis and evaluation) performed on that knowledge or with that knowledge. Mere recall of knowledge is different from comprehension, application, analysis, synthesis and evaluation of that knowledge. Bloom also identified specific types of knowledge as: Terminology Specific facts Conventions Trends and sequences Classifications and categories Criteria Methodology Principles and generalizations Theories and structures Seamed wth Camscanner 25ASSESSMENT IN LEARNING 1 In the revised cognitive taxonomy, See Oe i - 1) factual identified 4 levels of knowledge: 1) fa Wa aceon iowa ledge, 3) procedural knowledge an‘ C Pere ee to specific types of knowledge given by Bloom, take Toe that the first 3 categories - factual, conceptual and procedura} knowledge - were cited by Bloom. How do the 4 categories of knowledge differ from one another? ‘As the name implies, this refers to facts, This terminology, details or elements students must scipline or solve a Factual Knowledge - refers to essential facts, a know or be familiar with in order to understand a di problem in it. Conceptual Knowledge — This refers to the interrelationship of facts, It is facts put together within a within a larger structure that enable them to function together, It is knowledge of classifications, principles, generalizations, theories, models or structures pertinent to a particular disciplinary area. Procedural Knowledge - This is knowing how to do something. refers to information or knowledge that helps students to do something specific to a discipline, subject or area of study. It includes knowledge of methods of inquiry, criteria for using skills, algorithms, techniques and methods. Metacognitive Knowledge ~ This is knowing that you know. This is thinking about your own thinking in a purposeful way. It is awareness and knowledge of one’s own cognition. It is a reflective knowledge about how to go about solving problems and cognitive task. It includes contextual and conditional knowledge and knowledge of self. As shown in Table 1.1 in the revised co; Processes start with Temembering along factual, conceptual, procedi gnitive taxonomy, the cognitive and end with creating knowledge lural and metacognitive dimensions. Seamed wth CamscannerChapter: 3 Program Outcomes and Student Learning Outcomes 27 Table: 1.2 Revised version from DR Original by Anderson, L. W. and Krathwohl, et al (Eds..) (2001) Knowledge of terminology Vocabulary terms, mathematical symbols, musical notation, alphabet Knowledge of specific details and elements nvledge DCS Knowledge of classifications and categories ‘Components of the Food Pyramid, names of congressional representatives, major battles of wwil Species of animals, different kinds of arguments, geological era Knowledge of principles and generalizations ‘Types of conflict in literature, Newton’s Laws of Motion, principles of democracy Knowledge of theories, models and structures eee Me ero see OO Knowledge of subject-specific skills and algorithms Theory of evolution, economic theories, DNA models Ore triy Procedure for solving quadratic equations, mixing colors for oil painting, serving a volleyball Knowledge of subject-specific techniques and methods Knowledge of criteria for determining when to use appropriate procedures Strategic knowledge Literary criticism, analysis of historical documents, mathematical problem-solving methods Methods appropriate for different kinds of experiment, statistical analysis procedures used for different situations, syllabus guidelines for different genres of writing reading facts, Ways of memorizing comprehension : strategies, methods of planning a Web site Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge Self-knowledge Different reading demands of textbooks and novels; thinking ahead when using an electronic database; differences between writing emails and writing business letters Need for a diagram or chart to understand complex processes, better comprehension in_ quiet environments, need to discuss ideas with someone before writing an essay Seamed wth Camscannerwer ‘ASSESSMENT IN LEARNING 7 28 EE ns Table: 1.3 Cognitive Processes Across the Knowledge Dimensio ‘ognitive Processes Cog =| The Knowledge Dimentions 1. Remember | Understand | Apply 2. 3, 4. 5. 6. Analyze | Evaluate | Create Factual Conceptual [Procedural Metacognitive | | | | process. Here are examples of cognitive activities from the lowest to the highest cognitive Table: 1.4 Example of Cognitive Activities Cognitive Processes ne eee Recognizing Recalling Interpreting Cute ue Examples eu Cee + Identify frogs in a diagram of different kinds of amphibian. : + Find an isosceles triangle in your neighborhood. + Answer any true-false or multiple - choice : questions. * Name three 19*-century women English authors. + Write the multiplication facts. + Reproduce the chemical formula for carbon tetrachloride. UR ae + Translate a story problem into an algebraic equation. + Draw a diagram of the digestive system. + Paraphrase Jawaharlal Nehru’s tryst with destiny speech. Exemplifying +” Draw a parallelogram. * Find an example of stream-of-consciousness style of writing. + Name a mammal that lives in our area, Classifying + Label numbers odd or even. + List the events of the Sepoy Mutiny of 1857. * Group native animals into their proper species. Inferring L Read a passage of dialogue between two characters and make conclusions about their past relationship. * Figure out the meaning of an unfamiliar term from the context. * Look at a series of numbers and i the next number will be. a Seamed wth Camscanner‘Cheptor 3 - Progam Outcomes and Student Learning Outcomes ees ent vee 29 Comparing Explain how the heart is like a pump. Compare Mahatma Gandhi to a present day leader. Use a Venn diagram to demonstrate how two books by Charles Dickens are similar and different. Explaining ion happened when and how Describe how interest rates affect the economy. * Draw a diagram explaining how air pressure affects the weather. * Frovide details that justify why the French ev Add a column of two- xc git numbers. Executing + Orally read a passage in a forcign language. + Have a student open house discussion. * Design an experiment to see how plants grow in Implementing different kinds of soil Pec nO et + Proofread a piece of writing + Create a budget. Ue om een es * List the important information in a mathematical word problem and cross out the unimportant eee Checking Differentiating information. + Draw a diagram showing the major and minor characters in a novel * Place the books in the classroom library into categories. + Make a chart of often-used figurative devices and Organizing explain their effect, + Make a diagram showing the ways plants and animals in your neighborhood interact with each other. + Read letters to the editor to determine the authors” points of view about a local issue. ae + Determine a character’s motivation in novel or Attributing short story. + Look at brochures of political candidates and hypothesize about their perspectives on issues, ne eed La ees * Participate in a writing group, giving peers feedback on organization and logic of arguments. + Listen to a political speech and make a list of any contradictions within the-speech + Review a project plan to see if all the necessary steps are included. Seamed wth CamscannerAssessnent wv Learns 4 30 + Judge how well a project meets the criteria of al tubric. 2 * Choose the best method for solving a complex Critiquing mathematical problem. Judge the validity of arguments for and against. astrology. Given a list of criteria, list some options for’ improving race relations in the school. f Generate several scientific hypotheses to explain why plants need sunshine. i Generating Propose a set of alternatives for reducin, dependence on fossil fuels that address both economic and environmental concerns, Come up with al ternative hypotheses based on criteria, Make a storyboard for a mu Itimedia presentation on insects. : * Outline a research paper on Mark Twain’s views on Planning religion. + Design a scientific Study to test the effect of different kinds of music on hens’ egg production. Write a journal from the point of view of ; Mountaineer, Producing * Build a habitat for Pigeons, * Put on a play based on a chapt el you're ready ipter from a nove (Source: Anderson, L.W and Krathwohl, D.R. 2001. A ta -xonomy for learning, *ssessing, New York: iongmans) teaching and Seamed wth Camscanner(Chapter 3 - Program Outcomes and Student Leeming Outcomes 3.4. DOMAIN I: Cognitive (Knowledge) Table 1.5 Domain |: Cognitive (Knowledge) Categories/Levels Outcome Verbs [ Learning Outcome Statements 1.1. Remembering: recall of previously learned information define, describe, identify, label, match, list, name, outline, recall, recognize, Teproduce, select, state Recite the multiplication tables; match the word with the parts of the picture of a sewing machine 1.2 Understanding: comprehending the meaning, translation and interpretation of instructions; state a problem in one's own word 1.3 Applying: using what was leamed in the classroom in similar new situations distinguish, estimate, explain, give example, interpret, paraphrase, summarize Apply, change, compute, construct, demonstrate, discover, modify, prepare, produce, show, solve, use Explain in one's own words the stages in the life cycle of a butterfly; distinguish among the different geometric figures Use a mathematical formula to solve an algebra problem; prepare daily menus for‘one week for a family of six. 1.4 Analyzing: separating materials or concept into component parts to understand the whole 1.5 Evaluating: judging the * value of an idea, object or material analyze, compare, contrast, diagram, differentiate, distinguish, illustrate, outline, select Compare, conclude, criticize, critique, defend, evaluate, relate, support, justify Observe a classroom and list down the things to be improved; differentiate the parts of a tree Defend a research proposal; select the most effective solution; critique a class demonstration 1.6 Creating: building a structure or pattern; putting parts together Categorize, combine, compile, compose, devise, design, plan, organize, revise, rearrange, generate, modify Compile personal records and documents into a portfolio; write a syllabus for a school subject Seamed wth Camscanner‘Assessvent n Learn 1 3.5. DOMAIN II: Psychomotor (Skills) In the recommended carly seventies, E Simpson, Dave and ae Harrow categories for the Psychomotor Domain which incly physical coordination, movement and use of the motor Skills bod parts. Development of these skills requires constant practice jn accuracy and specd. Simpson contributed 7 categories, Dave 5 categories and Harrow 6 categories. Simpson Cats to guide motor activity. This ranges from sensory stimulation, through cue selection to translation. Table 2.1 Domain II: Psychomotor (Skills) Eee C moron) les: Detects non-verbal communication cues, Ee 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. Adjusts the height of the forks ona forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's Fesponse to different situations (sometimes called mindsets). Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena’ ‘subdivision of the Affective domain. 2 Key Words: begins, displays, explains, moves, Proceeds, reacts, shows, States, volunteers, Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of Performance is achieved by Practicing. Mechanism (basic Proficiency): This is the Intermediate stage in learnin, a complex skill. Learned responses have become habitual and the movements, can be performed with some Confidence and Proficiency. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift, Key Words: co, pies, traces, follo\ sr , responds Ws, react, reproduce, Examples: Use @ personal cc i mples; omputer. leaking faucet, Drive a car, iat! Key Words: asser dismantles, display manipulates, mea Sketches. mbles, Calibrates, constructs, ys, fastens, fixes, grinds, heats, ‘sures, mends, mixes, organizes, eee ee | Seamed wth CamscannerChapter 3- Program Outcomes and Student Learning Outcomes Rts] Complex Overt Response (Expert): The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Example and Key Words (verbs) Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. 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. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts; alters, changes, rearranges, reorganizes, revises, varies. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. L__ 2.1 Domain II: Psychomotor (Skills), continued (Source: tewunvinkcontdoneanhndBoomPyeronae domain.htm! Retrieved, February 3, 2017) Seamed wth CamscannerAssessvent I LEARNING 1 4 Table 2.2 Dave (1975): orl Tella Imitation — Observing and patterning behavior after someone else. Performance may be of low quality. Manipulation — Being able to perform certain actions by memory or following instructions. Precision — Refining, becoming more exact. Performing a skill within a high degree of precision Example and Key Words (verbs) Examples: Copying a work of art. Performing a skil) ile observing a demonstrator. Ny Viords: oa follow, mimic, repeat, replicate, reproduce, trace F ir skill on one's Examples: Being able to perform a n own afr taking lessons or reading about it. Follows instructions to build a model. Key Words: act, build, execute, perform PoP SR rr Examples: Working and reworking something, so it will be ‘just right.” Perform a skill or task without assistance. Demonstrate a task to a beginner. Key Words: calibrate, demonstrate, master, perfectionism Articulation — Coordinating and adapting a series of actions to. achieve harmony and internal consistency. Naturalization — Masteting @ high level performance until it becomes second-nature or natural, without Needing to think much about it. Examples: Combining a series of skills to produce a video that involves music, drama, color, sound, etc, Combining a series of skills or activities to meet a novel requirement. Key Words: adapt, Constructs, combine, creates, customize, modifies, formulate Examples: Maneuvers a car into a tight parallel % Parking Spot. Operates @ computer quickly and accurately. Displays competence while playing the piano, Michael Jordan Playing basketball or Nant Lopez hitting a golf ball, a Key Words: create, Naturally Seamed wth Camscanner design, develop, invent, manage.| -‘Chapter 3 - Program Outcomes and Student Leaming Outcomes. Table 2.3 Harrow (1972): ETC DTN Reflex Movements — Reactions that are not learned, such as a involuntary reaction Fundamental Movements — Basic movements such as walking or grasping. Eo men ncn) Examples: instinctive response Key Words: react, respond Examples: perform a simple task Key Words: grasp an object, throw a ball, walk Perceptual Abilities — Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination. Examples: track a moving object, recognize a pattern Key Words: catch a ball, draw or write Physical Abilities (fitness) — Stamina that must be developed for further development such as strength and agility. Examples: gain strength, run a marathon Key Words: agility, endurance, strength Skilled movements — Advanced learned movements as one would find In sports or acting. Examples: Using an advanced series of integrated movements, perform a role in a stage play or play In a set of serles Ina sports game. 2 Key Words: adapt, constructs, creates, modifies Nondiscursive communication — Use effective: body language, such as gestures and facial expressions. Examples: Express one’s self by using movements and gestures Key Words: arrange, compose, interpretation Seamed wth CamscannerAssessment i LeAewna t 36 ave been re-organizeq These contributions from Simpson, Dave and Harrow h ang simplified into 4 categories or levels Te Sim als of Learning in the Psychomotor 3. Simplified and Re-organized Categories or Levels of Learning in tl 6 Domain fable 3. Simpli Categories/ Levels 2.1. Observing: active ‘mental attention to a physical activity 22 Imitating: attempt to copy a physical behavior 23 Practising: performing @ specific activity repeatedly 24 Adapting: fine tuning the skill and making ‘minor adjustments to attain perfection Outcomes Verbs watch, detect, distinguish, differentiate, describe, relate, select begin, explain, move, display, proceed, react, show, state, volunteer bend, calibrate, construct, differentiate, dismantle, display, fasten, fix, grasp, grind, handle, measure, mix, operate, Manipulate, mend organize, relax, shorten, Sketch, write, Te-arrange, Compose, create, design, originate Learning Outcomes Statements Detect non-verbal communication cues; watch a more experiencey person; observe and reag directions Show understanding and do sequence of steps with assistance; recognize one's limitations Operate quickly and” accurately; display competence while Performing, performance is moving towards becoming automatic and smooth, Perform automatically; Construct a new scheme! Sequence; apply skill in New situation; create a new routine, develop a New prograin Seamed wth Camscanner‘Chapter 3 ~ Program Outcomes and Student Leeming Outcomes 3.6. DOMAIN III: Affective (Attitude) The affective domain refers to the way in which we deal with situations emotionally such as feclings, appreciation enthusiasm, motivation, values and attitude. The taxonomy is ordered into 5 levels as the person progresses towards internalization in which the attitude or feeling consistently guides oF controls a person's behavior, Charac- terization Internalizing Organizing Responding Receiving Figure 3. The Categories/Levels of Affective Domain Leaming ‘Objectives Arranged Hierarchically loom, B.B. Masia (1964) Taxonomy of Educational (Source: D.R. Krathwohl, B.S. Bl. Objectives: Handbook Il-Affective Domain, New York: David Mckay Co.) Seamed wth Camscaner_Assessvent Iv LEARNING 1 Table 4: The Categories / Levels of the Affe’ .ctive Domain Categories/Levels sensitive to something and pay attention 3.2 Responding: showing ‘commitment to respond in some measure to the —t Outcomes Verbs 1 Statements ving: bei ect, point to, sit, choose, Sec ae tting and Gescrbe, follow, hol, identity, remember profile and facts being wiling to listen or | name, reply answer, assist, and, comply, conform, discuss, greet, help, perform practice, read, recite, idea or phenomenon report, tell, write Learning Outcomes Listen to others with respect, try Participate in discussions, gives expectation; know the rules and practice them; question concepts in order to understand them well 3.3 Valuing: showing complete, demonstrate, wilingness to be diferentite, explain, follow, | or process; show ability to resolve perceived as valuing or | invite, join, justify, propose, favoring certain ideas report, share, study, perform —____| Demonstrate belief in the concept 3.4 Organizing: arranging values into priorities, relating and synthesizing person. In some source, intemalzing is equated to characterization. Affective Doma (Source: Krathwool, David R, and Benj wn (The Classificatio arrange, combine, complete, the need for balance between adhere, alter, defend, explain, | freedom and responsible behavior, creating a unique value formulate, integrate, organize, explain how to plan to solve system by comparing, relate, synthesize values problems/conflicts propose plan for Improvement, Inform mi W Supervisor on matters that need attention 35- Intemalzing: practicing act, display, influence, li . display, , listen, reli ing; = system fet reed dsermnate, listen, modify, eee nae eee cee ee "Fevse, save, very | demonstrate objetivity in problem pate, predictable Solving; revise judgment in light haracterisics of the of new evidences, value people jamin N of Educatio Accept responsibility, recognize problem; prioritize time effectively for family, work and personal life for what they are and not for how they look, Bloom. Taxonom, ; j nal Goals) 19595 cational Objectives, Handboot Seamed wth CamscannerChapter 3 ~ Program Outcomes and Student Leeming Outeomes 3.7. Kendall’s and Marzano’s New Taxonomy Instead of categorizing learning activities which Bloom and Anderson did, Kendall and Marzano reframed the three domains of knowledge (information, mental procedures and psychomotor procedures) by describing six levels of processing knowledge, (Refer to Figure 5), The first four levels of processing are cognitive, beginning with the lowest (retrieval) then moving upward with increasing cognitive complexity -- comprehension, analysis and knowledge utilization. The fifth level of processing, the metacognitive system, involves the learner’s specification of learning goals, monitoring of the learner’s own learning process, clarity and accuracy of the learer’s learning. (See Figure 5) The highest level of knowledge processing self-system, involves the leamer’s examination of the importance of the learning task and his/her self-efficacy. It also involves the learner’s examining his/her emotional response and his/her motivation of learning. Metacognitive System (een ‘Loved &: Knowledge Utitzaton (Cognitive System) i g Level 3: Analysis (Cognitive Systern) Level 2: ‘Comprehension (Cognitive System) Level t: Retrieval (Cognitive System) Figure 4. Kendall's and Marzano's New Taxonomy (Source: Marzano, RJ. and J.S. Kendall. The New Taxonomy of Education Objectives, 2nd ed.) \ Scanned wth CamscannerAssess vent n LEARNING 1 ° of Marzan For additional information on the new taxonomy © ang Kendall, refer to Figure 5. ‘The New Taxonomy (Manzano and Kendall, 2007) “The studi can anal ‘Examining © saitysem Talakng, | Weatans 1 ae How mach ay eine ey on IPINE SH) Le anh area WH ele oF fy those nace exis ino prove heir understanding ae Ete) _| understand | Examining The student can Identify € Emotional Anovwedge and deere z Ne apelin snc eR apa Monti —_ aca deen bow wal thy andes kaoriete. Se ar ae lee toon | Saaien a avestigating ‘investig research; find out about, take a position on; ‘are the dif Sohne [mee | ee enctentatnaper eon mt Viilieation een "hypothesis and uses the assertions and opi Pe casero a | a Experimenting | pene has how would you determine if bow can this be explained: | ‘ved onthe experiment, what canbe predicted . ‘Favsudent gerues andes a bypotheds by conducting an experiment and Sener adapt; develop @ strategy to; figure out lem Solving sive Rowand you overcome aap 7a oka ay ™ | irhow wiflyou reek you gral under these conditions _The student can accomplish » goal for which obstacles exist. si ang dele set the best anon he ellowing aerate; which amongibe Tang weil te Ds at the bet way: which of hte sox ae The sd cat slang atenalives hat ly appear 0 be eal md, defend thet choi : 3 Speclfing ‘make and defend; predict: judge; deduce; what would have to happen; developaa. 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