Tarlac State University
College of Education
Bachelor of Elementary Education
Lucinda Campus
Tarlac City, Tarlac
AN OUTPUT PREPARED BY
NICOLE SHYRLYN LINATOC
GEIMENEL AMBROCIO
JEREMY JEM DELA CRUZ
JENNA MAY RIGOR
BEED 2-D
EDUC 202
ASSESSMENT IN LEARNING 1
TABLE OF CONTENTS
Learning Domains and Taxonomies
Bloom’s Taxonomy ------------------------------------------ 2
Cognitive (Revised) -------------------------------- 2
Affective ------------------------------------------------ 4
Psychomotor ----------------------------------------- 5
Other Taxonomies
SOLO Taxonomy --------------------------------------7
12
Marzano Taxonomy --------------------------------------
Unpacking Learning Competencies
14
Unpacking Competencies using 5P’s -------------------
17
ABCD of the Statement of Objectives ------------------
1
Bloom’s Taxonomy
History
In 1956, Benjamin Bloom together with his colleagues published a
framework for categorizing educational goals: Taxonomy of Educational
Objectives.
It was created in order to promote higher forms of thinking in education,
such as analyzing and evaluating concepts, processes, procedures, and
principles, rather than just remembering facts (rote learning). It is most often
used when designing educational, training, and learning processes.
The committee identified three domains of educational activities or
learning (Bloom, et al. 1956) or what we call Student Learning Outcomes or
SLOs:
1. Cognitive: mental skills (knowledge)
2. Affective: growth in feelings or emotional areas (attitude or self)
3. Psychomotor: manual or physical skills (skills)
This taxonomy of learning behaviors may be thought of as “the goals of
the learning process.” That is, after a learning episode, the learner should have
acquired a new skill, knowledge, and/or attitude.
Bloom’s taxonomy has served as the backbone of many teaching
philosophies since then. While it initially aided in the assessment of students, it
quickly became a tool for teachers to devise their curriculum, outline clear
learning objectives, and design classroom activities. It has been adapted for use
in classrooms from K–12 to college and university level.
Cognitive Domain (The Revised Taxonomy)
The cognitive domain involves knowledge and the development of
intellectual skills (Bloom, 1956). During the 1990s, Lorin Anderson, David
Krathwohl, and a group of cognitive psychologists updated the taxonomy. It
was published in 2001 with the title A Taxonomy for Teaching, Learning, and
Assessment.
Comparing the 1956 framework and the 2001 revision were:
2
1. Changes to Terminology. The names of the major cognitive process
categories where changed from nouns to verbs to indicate action
because thinking implies active engagements. “Knowledge” was also
renamed as “remembering” because knowledge is the object of thinking.
Comprehension to understand, synthesis to create
2. Changes to Structure. The top two levels are essentially swapped. This
taxonomy moves the “evaluation” stage down a level and the highest
element becomes “creating”. This change was made because the
taxonomy is viewed as a hierarchy reflecting increasing complexity of
thinking, and creative thinking (creating) is considered more complex
than critical thinking (evaluating). Anderson and Krathwohl believed that
a learner’s ability to evaluate came before his or her ability to
synthesize/create.
3. Change in Emphasis. The revision emphasizes the use of taxonomy as a
tool for alignment of curriculum planning, instructional delivery, and
assessment. Additionally, the revision is aimed at a broader audience. The
original taxonomy was viewed as a tool best applied in the younger
grades at school. The revised version is more universal and easily
applicable at elementary, secondary, as well as adult training.
EVALUATION CREATE
SYNTHESIS EVALUATE
ANALYSIS ANALYZE
APPLICATION APPLY
COMPREHENSION UNDERSTAND
KNOWLEDGE REMEMBER
Category
Remembering Recall or retrieve previous learned information.
Understanding Comprehending the meaning, translation,
interpolation, and interpretation of instructions and
problems. State a problem in one's own words.
3
Applying Use a concept in a new situation or unprompted use
of an abstraction. Applies what was learned in the
classroom into novel situations in the workplace.
Analyzing Separates material or concepts into component parts
so that its organizational structure may be
understood. Distinguishes between facts and
inferences.
Evaluating Make judgments about the value of ideas or
materials.
Creating Builds a structure or pattern from diverse elements.
Put parts together to form a whole, with emphasis on
creating a new meaning or structure.
Affective Domain
INTERNALIZES VALUES
The affective domain
(Krathwohl, Bloom, Masia, 1973) ORGANIZATION
includes the manner in which we
deal with things emotionally, such as VALUING
feelings, values, appreciation, RESPONDS TO
enthusiasms, motivations, and PHENOMENA
attitudes. The five major categories RECEIVING
are listed from the simplest PHENOMENA
behavior to the most complex:
Category
Receiving Awareness, willingness to hear, selected attention.
Phenomena
Responds to Active participation on the part of the learners.
Phenomena Attend and react to a particular phenomenon.
Learning outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction in
responding (motivation).
Valuing The worth or value a person attaches to a particular
object, phenomenon, or behavior. This ranges from
simple acceptance to the more complex state of
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commitment. Valuing is 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.
Organization Organizes values into priorities by contrasting
different values, resolving conflicts between them,
and creating an unique value system. The emphasis
is on comparing, relating, and synthesizing values.
Internalizes Has a value system that controls their behavior. The
Values behavior is pervasive, consistent, predictable, and
(characterization) most important characteristic of the learner.
Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).
Psychomotor Domain
The psychomotor domain ORIGINATION
(Simpson, 1972) includes physical
movement, coordination, and use of ADAPTATION
the motor-skill areas. Development of COMPLEX OVERT RESPONSE
these skills requires practice and is
MECHANISM
measured in terms of speed,
precision, distance, procedures, or GUIDED RESPONSE
techniques in execution. The seven
SET
major categories are listed from the
simplest behavior to the most PERCEPTION
complex:
Category
Perception The ability to use sensory cues to guide motor
(awareness) activity. This ranges from sensory stimulation, through
cue selection, to translation.
Set Readiness to act. It includes mental, physical, and
emotional sets. These three sets are dispositions that
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predetermine a person's response to different
situations (sometimes called mindsets).
Guided The early stages in learning a complex skill that
Response includes imitation and trial and error. Adequacy of
performance is achieved by practicing.
Mechanism This is the intermediate stage in learning a complex
(basic skill. Learned responses have become habitual and
proficiency) the movements can be performed with some
confidence and proficiency.
Complex Overt The skillful performance of motor acts that involve
Response complex movement patterns. Proficiency is indicated
(Expert) by a quick, accurate, and highly coordinated
performance, requiring a minimum of energy. This
category includes performing without hesitation, and
automatic performance.
Adaptation Skills are well developed and the individual can
modify movement patterns to fit special
requirements.
Origination Creating new movement patterns to fit a particular
situation or specific problem. Learning outcomes
emphasize creativity based upon highly developed
skills.
6
Solo Taxonomy
The Structure of Observed Learning Outcome (SOLO) taxonomy is a
model that describes levels of increasing complexity in a learner's
understanding of subjects. It was proposed by John Biggs and Kevin Collis in
1982. It aids both trainers and learners in understanding the learning process.
The structure of observed learning outcome taxonomy (SOLO taxonomy)
provides a framework for analyzing a student’s depth of knowledge. It was
developed as an alternative to Bloom’s taxonomy of knowledge. It is
considered a more practical framework than Bloom’s due to its focus
on observable outcomes rather than internal cognitive processes.
The first 3 levels represent quantitative thinking, which Biggs argues tends
to involve deductive reasoning and surface analysis. The final 2 levels move into
a qualitative approach that focuses on depth of knowledge and understanding
on a topic.
The model consists of five levels in the order of understanding:
1. Pre-structural
At the pre-structural stage, students don’t have any understanding of the
topic. This may be because they’ve never encountered it before!
Biggs argues that “pre-structural responses simply miss the point” and
“show little evidence of relevant learning” (Biggs & Tang, 2007, p. 87).
7
We can observe that a student is in the pre-structural stage when they
respond to questions with simple answers like:
2. Uni-structural
A student with unistructural understanding tends to understand only one
or two elements of the task, but not the whole.
At this level, a student may be able to identify and name a few things and
follow simple procedures that they have been taught.
While some elements of a topic may be covered by the student, they will
also miss many more important parts of the topic that are required to truly
understand it.
Biggs explains: “Unistructural responses deal with terminology, getting on
track but little more” (Biggs & Tang, 2007, p. 87).
A student who provides a unistructural response to a question would likely:
3. Multi-structural
At the multistructural level, the student has begun to acquire a lot
knowledge, but can’t put it together yet.
8
The student’s knowledge remains at the level of remembering,
memorizing and parroting what they have learned. The student therefore
has surface level understanding. They could not use a concept in new
and innovative ways because they simply don’t understand it well
enough.
4. Relational
The relational stage is the first that shows deep qualitative understanding
of a topic and more complex thinking skills. Central to relational
knowledge is the ability to create structures and systems for sorting
knowledge. Students begin to explain connections between things by
using systemic and some theoretical modelling.
As Biggs argues: “a qualitative change in learning and understanding has
occurred. It is no longer a matter of listing facts and details” (Biggs & Tang,
2007, p. 87).
At the relational level, students start to see how the parts of a topic are
put together. They can:
5. Extended abstract
At the extended abstract stage, students have a sophisticated
understanding of the topic and can apply it in various contexts.
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Biggs argues that the essence of the extended abstract response “is that it
goes beyond what has been given” (Biggs & Tang, 2007, p. 87). In other
words, students can create new knowledge and apply the knowledge
they have in multiple contexts due to their deep understanding of the
topic.
10
REFERENCES:
Bloom’s Taxonomy of Learning Domains.
[Link]
#revised
Affective Domain.
[Link]
ctive_domain.html
Psychomotor Domain.
[Link]
chomotor_domain.html
SOLO Taxonomy.
[Link]
O_taxonomy.html
[Link]
ABCD of Writing Objectives
11
MARZANO TAXONOMY
Robert J. Marzano
- He is an educational researcher in the United States. He has done
educational research and theory on the topics of standards-based
assessment, cognition, high-yield teaching strategies.
- Born: 8 October 1946 (age 74 years)
- Nationality: American
- Education: Seattle University, University of Washington, Iona College
- Awards: Independent Publisher Book Award for Education I
(Workbook/Resource)
- Robert J. Marzano, PhD, is cofounder and chief academic officer of
Marzano Resources in Denver, Colorado. A leading researcher in
education, he is a speaker, trainer, and author of more than 50 books and
200 articles
Three Domain of Knowledge
1. Information Domain
• Vocabulary terms, Facts, Time Sequences, Principles, Generalizations
2. Mental Procedures Domain
• Macroprocedures, Tactics, Algorithms, Single Rules,
3. Psychomotor Procedures Domain
• Complex combinations process, Single combination procedures,
Foundational Procedures
Marzano’s Taxonomy
Executing
• Almost a different category.
• Performing procedures
Retrieval
Recalling
• Short answer type question. Information isn't provided.
• Producing information on demand
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Recognizing
• Most basic level. Information is provided.
• Determining whether information is accurate,
inaccurate or unknown.
Symbolizing – Non-linguistic
• Construct symbolic representation of information
Comprehension
Integrating - Summarizing
• Identify basic structure of information
Specifying - making predictions
• Identify logical consequences of information
Generalizing
• Construct new principles or generalizations based on
information Analyzing Errors—i.e. editing
Analysis • Identify errors
Classifying
• Identify categories to which information belongs
Matching
• Identify important similarities and differences
Investigating
• Testing an hypothesis using the assertions and
opinions of others
Experimenting
• Testing an hypothesis using data collected by the
Knowledge student
Utilization
Problem Solving
• Using information to accomplish a goal for which
obstacles
Decision Making
• Using information to make a decision
Monitoring Accuracy
• The student is able to determine their own level of
Metacognition
accuracy.
Monitoring Clarity
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• The student is able to determine how clear their
understanding is.
Process Monitoring
• The student is able to monitor their own progress
toward a specific goal.
Specifying Goals
• The student is able to specify learning goals and
develop a plan to achieve them.
Examining motivation
• The students identifies his or her own level of
motivation towards learning
Examining Emotional Response
• The student identifies his or her own emotional
Self-System response to the learning
Thinking Examining Efficacy
• The student identifies beliefs about his or her ability to
improve competence or understanding
Examining Importance
• The student identifies how important the learning is
and the reasons behind this belief
UNPACKING OF LEARNING COMPETENCIES
LEARNING COMPETENCIES
• Are the main idea or skills you expect students to master or also called
goal.
UNPACKING COMPETENCIES
WHY DO WE NEED TO UNPACK LEARNING COMPETENCIES?
• The teachers unpack the standard in isolation they are likely to interpret
the intent and rigor differently resulting in educational lottery for students
rather than a guaranteed to all students at grade level.
14
UNPACKING COMPETENCIES USING 5PS
- It is the technique teachers used for deconstructing the lesson.
- It is to identify the types of learning experiences, tasks and assessment that
align with those outcomes.
- It is also allows teachers to develop grade level assessment (Formative Or
Summative)
WHAT ARE THE 5PS?
1. Purpose
2. Preparation
3. Pitch
4. Pace
5. Progress
EXAMPLES
- Unpacking learning competencies is to serve as a guide in lesson
planning.
- In planning the lesson, teacher can observe what could be his/her
strategy?
- During discussion teacher are confident able to discuss the topic and
answered a question from the students.
- The more knowledge of the teacher about the lesson, the more they can
assist the students in learning.
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REFERENCES:
Marzano Taxonomy.
[Link]
MmNiM/The_New_Taxonomy_Marzano_and_Kend
all_2008_powerpoint_ppt_presentation
Learning Competencies.
[Link]
[Link]/-
FvOLMJXwYWs/WUgJ4rJPqtI/AAAAAAAABXU/4pjJb
6Y7vsA8p63275hqRBiTNlR0Efp8gCLcBGAs/s1600/5P
[Link]&imgrefurl=[Link]
[Link]/2015/11/the-5ps-planning-lessons-that-
are-
[Link]&tbnid=X5zv8UIjczSAeM&vet=1&docid=zBFj
wL7KK2o7cM&w=1105&h=616&hl=en&source=sh/x/
im
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ABCD of Writing Objectives
Learning Outcome Statements can be written using the ABCD (audience,
behavior, condition, and degree) method. While the method is often directed
at learning objectives, it can also be used to write learning outcomes.
1. Objectives will include 4 distinct components which are Audience,
Behavior, Condition, and Degree.
2. Objectives must be both observable and measurable to be effective.
3. Use of Words like Know and Learn in writing objectives are generally not
acceptable as they are difficult to measure.
4. Written Objectives are a vital part of instructional design because they
provide the roadmap for designing and delivering curriculum.
Characteristics of Objective:
▪ Observable and Measurable
Why are measurable objectives important?
- It is important to create measurable goals in order to clearly identify
exactly what it is you want to achieve and when the goal has been
achieved.
▪ Unambiguous
▪ Results oriented/ clearly written / specific
▪ Measurable by both quantitative and qualitative criteria
▪ Communication a successful learning in behavioral terms
▪ Written in terms of performance
▪ May be presented in 2 levels: 1st level and 2nd level
1st level: Identify the overall goal of the instruction for the program of
instructional event. Sometimes called terminal objectives.
- when you say terminal objectives, it state the overall learning
outcome you want students to achieve.
2nd level: Identify the goals required to meet the 1st level objectives.
Sometimes called enabling objectives.
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- when you say enabling objectives break down the terminal
learning objective into smaller, more manageable steps that
students must achieve in order to meet the terminal learning
objective.
4 Parts of ABCD Objective:
1. Audience
Describe the intended learner or end user of the instruction.
- Example: The prehospital care provider attending this seminar.
- Example: The BEED Students.
2. Behavior
Describe Learner Capability
- Example: Should be able to write a report
- Example: Should be able to describe the steps
The behavior can include demonstration of knowledge or skills in any of the
domains of learning which are Cognitive, Psychomotor, Affective, Interpersonal.
a. Cognitive Domain
- Emphasizes remembering or reproducing something which has
presumably been learned.
- This Domain aims to develop the mental skills and the acquisition of
knowledge of the individual.
- So, Cognitive Domain is the deal with what a learner should know,
understand, comprehend, solve, spell, critique, etc.
b. Psychomotor Domain
- Emphasizes some muscular motor skill, some manipulation of material and
objects, or some act that requires a neuromuscular coordination.
- This domain 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.
c. Affective Domain
- Composed of two different types of behaviors: reflexive (attitudes) and
voluntary reactions and actions (values)
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- This Domain involves feelings, attitudes, and emotions. It includes the ways
in which people deal with external and internal phenomenon
emotionally, such as values, enthusiasms, and motivations.
d. Interpersonal Domain
- Emphasizes learner skills (not attitude or knowledge) associated with
interpersonal exchanges.
- This domain How a learner interacts with others in a variety of situations.
3. Condition
Equipment or tools that may (or may not) be utilized in completion of the
behavior.
Environmental Conditions may also be included.
- Example: Given the following Environment: 10 pm, snowing, temperature 0
degrees C.
4. Degree
States the standard for acceptable performance (time, accuracy, proportion,
quality, etc)
- Example: … without error.
- Example: … 9 out of 10 times.
- Example: …within 60 seconds.
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REFERENCES:
ABCD of Writing Objectives.
[Link]
[Link]
