MODULE 2: ASSESSING LEARNING OUTCOMES

Learning Outcomes
At the end of this module, students should be able to

1. Define the different terms;

2. Write specific and general objectives;
3. Identify learning outcomes and learning objectives;
4. Determine observable outcome and non-observable learning outcomes;
5. Identify the different levels of Bloom’s Taxonomy;
6. Identify the different levels of Krathwolh’s 2001 Revised Cognitive Domain;
7. Write specific cognitive outcomes;
8. Write specific affective outcomes;
9. Write specific psychomotor outcomes; and
10. Write measurable and observable learning outcomes.

I. Introduction
 Instructional goals and objectives play a very important role in both instructional
process and assessment process.
o Serves as a guide both for teaching and learning process, communicate
the purpose of instruction to other stakeholders, and to provide guideline
s for assessing the performance of the students.
 Critical Functions of Teachers: Assessing the learning outcomes of the students.
 A classroom teachers should classify the objectives of the lesson because it is
important for:
o Selection of the teaching method
o Selection of the instructional materials.
 Instructional Material: Should be appropriate for the lesson so that the teacher
can motivate the students properly.

II. 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.

III. Goals and Objectives

 Term ‘goals’ and ‘objectives’ are two different concepts but they are related to
each other.
 These are very important most especially if one wants to achieve something for
the students in any classroom activities.
 Goals can never be accomplished without objectives and you cannot get the
objectives that you want without goals.
 Both are tools that you need in order to accomplish what you want to achieve.

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 Table 1: Difference of 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 timeline Must be given timeline to accomplish to
be more effective

Goal, General Educational Program Objectives and Instructional Objectives

Goal
 A broad statement of a very general educational outcomes that do not include
specific level of performance.
 It tend to change infrequently and in response to the societal pressure.
 Example:
o Learn problem solving skills
o Develop high level thinking skills
o Appreciate the beauty of an art
o Be creative
o Be competent in the basic skills in the basic skills in the area of grammar

General Educational Program Objectives

 More narrowly defined statements of educational outcomes that apply to specific
educational programs
 Formulated of the annual basis
 Developed by program coordinators, principals, and other school administrators.

Instructional Objectives
 Specific statement 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
o Two weeks lesson on polynomials
o One week lesson on “parallelism after correlatives”
o One class period on “katangian ng wika”
 Examples of Instructional Objectives:
o At the end of the lesson, the students should be able to add fractions with
100% accuracy;
o The students should be able to dissect the frog following the correct
procedures

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 Table 2: Typical Problems Encountered When Writing Objectives
Problems Error Types Solutions
The objective is too broad in
Too broad or complex scope or is actually more than Simplify or break apart.
one objective.
Be more specific, make
False or missing The objective does not list the
sure the behavior,
behavior, condition, or correct behavior, condition,
condition, and degree
degree and/or degree, or it is missing.
are included.
Describes instruction, not Simplify, include ONLY
False given
conditions. ABCDs.
No true overt, observable Describe what behavior
False Performance
performance listed. you must observe.

Four Main Things that Objectives Should Specify

1. Audience
 Who?
 Who are the 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.
o If you cannot see it, hear it, touch it, taste it, or smell it, you cannot be sure
your audience really learned it.
3. Special Conditions
 How?
 Under what circumstances will the learning occur?
 What will the student be given or already be expected to know to accomplish
the learning.
4. Stating Criterion Level
 How much?
 Must a specific set of criteria be met?
 Do you want total mastery (100%), do you want them to respond correctly
90% of the time, among others?
o A common (and totally non-scientific) setting is 90% of the time.
 The criterion level of acceptable performance specifies how many of the
items must the students answer correctly for the teacher to attain his/her
objectives.
 Criterion level need not be specified in percentage of the number of items
correctly answered.
o It can be stated as:
 Number of items correct
 Number of consecutive 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

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 Types of Educational Objectives/Instructional Objective

 Specific or Behavioral Objectives

o Precise statement of behavior to be exhibited by the students.
o The criterion by which mastery of the objectives will be judged.
o The statement of the conditions under which behavior must be
demonstrated.
o Examples:
 Multiply three-digit numbers with 95% accuracy.
 List the months of the year in proper order from memory, with
100% accuracy.
 Encode 30 words per minute with at most three (3) errors using
computer.
o Note: Those activities specify specific educational outcomes.
 General or Expressive Objectives
o Statements wherein the behaviors are not usually specified and the
criterion of the performance level is not stated.
o It only describes the experience or educational activity to be done.
o The outcome of the activity is not expressed in specific terms but in
general terms such as:
 Understand
 Interpret
 Analyze
o Examples:
 Interpret the novel the Lion, the Witch and the Wardrobe.
 Visit Manila Zoo and discuss what was of interest.
 Understand the concept of normal distribution.
o Note: Those examples specify only the activity or experience and broad
educational outcome.

Instructional Objective

 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 are:
o Observable behaviors
o Special conditions which the behavior must be exhibited
o Performance level considered sufficient to demonstrate mastery.
 When teacher develop this, he must include an action verb that specifies learning
outcomes.
o Some educators and education students are often confused with learning
outcome and learning activity.
o Learning Outcome
 An activity that implies a certain product or end result of
instructional objectives.
o Learning Activity:
 If you write instructional objectives as a means or processes of
attaining the end product.

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 Table 3: Examples of Learning Activities vs. Learning Outcomes

Learning Activities Learning Outcomes

Study Identify
Read Write
Watch Recall
Listen List

IV. 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 or non-measurable and non-observable behavior.
 Learning outcome is measurable = It is observable
o Therefore: Always state the learning outcomes in observable behavior.
 Teachers should always develop instructional objectives that are specific,
measurable statement of outcomes of instruction that indicates whether
instructional intents have been achieved.

Table 4: Examples of Verbs in Terms of Observable Learning Outcomes and

Unobservable Learning Outcomes

Observable Learning Non-Observable

Outcomes Learning 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 by Anton Chechov.
2. Add two-digit numbers with 100% accuracy.
3. Circle the initial sounds of words.
4. Change the battery of an engine.
5. List the steps of hypothesis testing in order.

Examples of Non-Observable Learning Outcomes

1. Be familiar with the constitutional provision 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.

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 Types of Learning Outcomes to Consider

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1. Knowledge 5. General skills
1.1. Terminology 5.1. Laboratory skills
1.2. Specific facts 5.2. Performance skills
1.3. Concepts and principles 5.3. Communication skills
1.4. Methods and procedures 5.4. Computational skills
2. Understanding 5.5. Social skills
2.1. Concepts and principles 6. Attitudes
2.2. Methods and procedures 6.1. Social attitudes
2.3. Written materials, graphs, maps, 6.2. Scientific attitudes
and numerical data 7. Interests
2.4. Problem situations 7.1. Personal interests
3. Application 7.2. Educational interests
3.1. Factual information 7.3. Vocational interests
3.2. Concepts and principles 8. Appreciations
3.3. Methods and procedures 8.1. Literature, art, and music
3.4. Problem solving skills 8.2. Social and scientific achievements
4. Thinking skills 9. Adjustments
4.1. Critical thinking 9.1. Social adjustments
4.2. Scientific thinking 9.2. Emotional adjustments

V. Taxonomy of Educational Objectives

 Taxonomy of Educational Objectives

o Useful guide for developing a comprehensive list of instructional objectives
 Taxonomy
o Primarily 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
o Well-known psychologist and educator
o He took the initiative to lead in formulating and classifying the goals and
objectives of the educational process.
 Bloom’s Taxonomy of Cognitive Domain
o Bloom and other educators worked on cognitive domain, established and
completed the hierarchy of educational objectives in 1956.
o The affective and psychomotor domains were also developed by the other group
of educators.

The Three Domains of Educational Activities

1. Cognitive Domain
 Called for outcomes of mental activity such as:
o Memorizing
o Reading problem solving
o Analyzing
o Synthesizing

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 o Drawing conclusions
2. Affective Domain
 Describes 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.
 Krawthwohl [Link]. found a large number of such objectives in the literature
expressed as interests, attitudes, appreciations, values, and emotional sets or biases.
 It refers to the persons’ awareness and internalization of objects and simulations.
 It focuses on the emotions of the learners.
3. Psychomotor Domain
 Characterized by the progressive levels of behaviors from observation to mastery of
physical skills
 This 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.
 It focused on the physical and kinesthetic skills of the learner.

VI. 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.

VII. Clear Statement of Instructional Objectives

 Steps in Defining the Objectives (Gronlund, 2000)
1. State the general objectives of instruction as intended learning outcomes.
2. List under each objective a sample of the specific types of performance that the
students should be able to demonstrate when they have achieved the objective
 Example
1. Understand the scientific principles
1.1. Describes the principle in their own words.
1.2. Identifies examples of the principles.
1.3. States reasonable hypotheses based on the principle.
1.4. Uses the principle in solving problem.
1.5. Distinguishes between two given principles.
1.6. Explains the relationships between the given principles.
 Explanation of the example above:
o The expected learning outcome is concerned with the understanding of the students
regarding scientific principles.
o The verb understands is expressed as a general objective so the statement
immediately starts with it.

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  It is very important to start immediately with the verb so that it will focus only
on the intended outcomes.
 There is no need to add phrase such as “the student should be able to
demonstrate that they understand”
o Beneath the general objective are statements of specific learning outcomes that start
immediately with verbs that are specific, indicate definite, and observable responses
that is, one can be seen and can be assessed by outside observers or evaluators.
o The verbs describes, identifies, states, uses, distinguishes, and explains are specific
learning outcomes stated in terms of observable student performance.

VIII. Matching Test Items to Instructional Objectives

 When constructing test items, always remember that they should match the
instructional objectives.
 The learning outcomes and the learning conditions specified in the test items should
match with the learning outcomes and conditions stated in the objectives.
 The content validity is very important so that you can measure what you want to
measure from the students.

Table 5: Example of Matching Test Items to Instructional Objectives

Match?
Yes No
1. Objective: Discriminate fact from opinion from Pres. Aquino’s first State of
the Nation Address (SONA).
/
Test Item: From the SONA speech of President Aquino, give five (5)
examples of facts and five (5) examples of opinions.
2. Objective: Recall the names and capitals of the different provinces of
Regions I and II in the Philippines.
/
Test Item: List the names and capitals of two provinces in Region I and
three provinces in Region II.
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.
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.
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.

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 IX. Bloom’s Revised Taxonomy

 Lorin Anderson, a
former student of
Bloom, together with
Krathwohl revised the
Bloom’s taxonomy of
cognitive domain in the
mid-90s in order to fit
the more outcome-
focused modern
education objectives.
 The new taxonomy
reflects a more active form of thinking and is perhaps more accurate.
 Two major changes:
o The names of the six (6) categories from noun to active verb; and
o The arrangement of the order of the last two highest level

Table 6: Comparison of Bloom’s Taxonomy (1956) and the Revised Bloom’s

Taxonomy (2001)
Bloom’s Taxonomy in 1956 Anderson/Krathwohl’s Revision in 2001
1. Knowledge: Remembering or 1. Remembering: Objectives on the
retrieving previously learned material. remembering level (lowest cognitive
level): Retrieving, recalling, or
Example of verbs related: recognizing knowledge from memory.
- Identify, relate, list, define, recall, Remembering is when memory is used
memorize, repeat, record, name, to produce definitions, facts, or lists; to
recognize, acquire. recite or retrieve material.

Sample verbs appropriate written at

this level:
- State, tell, underline, identify,
relate, list, define, recall, memorize,
repeat, record, name, recognize,
acquire.
2. Comprehension: The ability to grasp 2. Understanding: Objectives written on
or construct meaning from material. the understanding level (higher level of
mental ability than remembering ,
Example of verbs related: requires the lowest level of
- Restate, locate, report, recognize, understanding from the student):
explain, express, identify, discuss, Constructing meaning from different
describe, review, infer, conclude, types of functions be they written or
illustrate, interpret, draw, graphic message activities like
represent, differentiate. interpreting, exemplifying, classifying,

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 summarizing, inferring, comparing, and
explaining.

Sample verbs appropriate written at

this level:
- Restate, locate, report, recognize,
explain, express, identify, discuss,
describe, review, infer, conclude,
illustrate, interpret, draw,
represent, differentiate.
3. Application: The ability to use learned 3. Applying: Objectives written on the
material, or to implement material in applying level require learner to
new and concrete situations. implement (use) the information:
Carrying out or using a procedure
Example of verbs related: through executing, or implementing.
- Apply, relate, develop, translate, Applying relates and refers to situations
use, operate, organize, employ, where learned material is used through
restructure, interpret, products like models, presentations,
demonstrate, illustrate, practice, interviews or simulations.
calculate, show, exhibit,
dramatize. Sample verbs appropriate written at
this level:
- Apply, relate, develop, translate,
use, operate, organize, employ,
restructure, interpret,
demonstrate, illustrate, practice,
calculate, show, exhibit, dramatize.
4. Analysis: The ability to break down or 4. Analyzing: Objectives written on the
distinguish the parts of the material analyzing level require the learner to
into their components so that their break the information into component
organizational structure may be better parts and describe the relationship.
understood. Breaking material or concepts into
parts, determining how the parts relate
or interrelate to one another or to an
Example of verbs related:
overall structure or purpose. Mental
- Analyze, compare, probe, inquire,
actions include in this function are
examine, contrast, categorize,
differentiating, organizing, and
differentiate, investigate, detect,
attributing, as well as being able to
survey, classify, deduce,
distinguish between the components or
experiment, scrutinize, discover,
parts. When one is analyzing, he/she
inspect, dissect, discriminate,
can illustrate this mental function by
separate.
creating spreadsheets, surveys, charts,
or diagrams, or graphic representations.

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 Sample verbs appropriate written at
this level:
- Analyze, compare, probe, inquire,
examine, contrast, categorize,
differentiate, investigate, detect,
survey, classify, deduce,
experiment, scrutinize, discover,
inspect, dissect, discriminate,
separate.
5. Synthesis: The ability to put parts 5. Evaluate: Objectives written on the
together to form a coherent or unique evaluating level require the students to
new whole. make a judgment about materials or
methods. Making judgments based on
Example of verbs related: criteria and standards through checking
- Compose, produce, design, and critiquing. Critiques,
assemble, create, prepare, predict, recommendations, and reports are
modify, plan, invent, formulate, some of the products that can be
collect, set up, generalize, created to demonstrate the processes of
document, combine, propose, evaluation. In the newer taxonomy,
develop, arrange, construct, evaluation comes before creating as it is
organize, originate, derive, write. often a necessary part of the precursory
behavior before creating something.

Note: Remember this part has now

changed places with the last one on the
old taxonomy.

Sample verbs appropriate written at

this level:
- Appraise, choose, compare,
conclude, decide, defend, evaluate,
give your opinion, judge, justify,
prioritize, rank, rate, select,
support, value.
6. Evaluation: The ability to judge, check, 6. Creating: Objectives written on the
and even critique the value of material creating level require the student to
for a given purpose. generate new ideas, products, and ways
of viewing things. Putting elements
Example of verbs related: together to form a coherent r functional
- Judge, assess, compare, evaluate, whole; reorganizing elements into a
conclude, measure, deduce, argue, new pattern or structure through
decide, choose, rate, select, generating, planning, or producing.
estimate, validate, consider, Creating requires users to put parts
appraise, value, criticize, infer. together in a new way or synthesize
parts into something new and different

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 form or product. This process is the
most difficult mental function in the
new taxonomy.

Note: This one used to be No. 5 in

Bloom’s taxonomy and was known as
the synthesis.

Sample verbs appropriate written at

this level:
- Change, combine, compose,
construct, create, invent, design,
formulate, generate, produce,
revise, reconstruct, rearrange,
visualize, write, plan.

Cognitive Domain
1. Knowledge: Recognizes students’ ability to use rote memorization and recall certain
facts. Test questions focus on identification and recall information.
a. Sample verbs of stating specific learning outcomes: Cite, identify, define, label, list,
match, name, recognize, reproduce, select, state
b. Instructional objective: At the end of the topic, the students should be able to
identify the different steps in testing hypothesis.
c. Test Item: What are the different steps in testing hypothesis?

2. Comprehension: Involves students’ ability to read course content, interpret important

information and put other’s ideas into words. Test questions should focus on the use of
facts, rules and principles.
a. Sample verbs of stating specific learning outcomes: Classify, convert, describe,
distinguish between, give examples, interpret, summarize
b. Instructional objective: At the end of the lesson, the students should be able to
summarize the main events in the story INVICTUS in grammatically correct
English.
c. Test Item: Summarize the main events in the story INVICTUS in grammatically
correct English.
3. Application: Students take a new concepts and apply them to new situation. Test
questions focus on applying facts and principles.
a. Sample verbs of stating specific learning outcomes: Apply, arrange, compute,
construct, demonstrate, discover, extend, operate, predict, relate, show, solve,
use
b. Instructional objective: At the end of the lesson, the students should be able to
write a short poem in iambic pentameter.
c. Test Item: Write a short poem in iambic pentameter.

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4. Analysis: Students have the ability to take new information and break it down into
parts and differentiate between them. The test questions focus on separation of a whole
into component parts.
a. Sample verbs of stating specific learning outcomes: Analyze, associate, determine,
diagram, differentiate, discriminate, distinguish, estimate, point out, infer,
outline, separate
b. Instructional objective: At the end of the lesson, the students should be able to
describe the statistical tools needed in testing the difference between two
means.
c. Test Item: What kind of statistical test would you run to see if there is a
significant difference between pre-test and post-test?
5. Synthesis: Students are able to take various pieces of information and form a whole
creating a pattern where one did not previously exist. Test question focuses on
combining new ideas to form a new whole.
a. Sample verbs of stating specific learning outcomes: Combine, compile, compose,
construct, create, design, develop, devise, formulate, integrate, modify, revise,
rewrite, tell, write
b. Instructional objective: At the end of the lesson, the students should be able to
compare and contrast the two types of error.
c. Test Item: What is the difference between type I and type II error?
6. Evaluation: Involves students’ ability to look at someone else’s ideas or principles and
the worth of the work and the value of the conclusion.
a. Sample verbs stating specific learning outcomes: Appraise, assess, compare,
conclude, contrast, criticize, evaluate, judge,, justify, support
b. Instructional objective: At the end of the lesson, the students should be able to
conclude the relationship between two means.
c. Test Item: What should the researcher conclude about the relationship in the
population?

Affective Domain
 Describes 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.
 Krathwohl [Link]. found a large number of such objectives in the literature expressed
as literature, attitudes, appreciations, values, and emotional sets or biases.
 Affective domain includes objectives pertaining to attitudes, appreciations, values
and emotions.
 Krathwohl’s affective domain is perhaps the best known of any of the affective
domain.
o “The taxonomy is ordered according to the principle of internalization.”
 Internalization: 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.

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 Psychomotor Domain
 Characterized by the progressive levels of behaviors from observation to mastery of
physical skills.
 Esmane (2011) includes physical movement, coordination, and use of the motor-
skill areas.
 Development of these skills requires practice.
 Measured in terms of speed, precision, distance, procedures, or techniques in
execution.
 The seven major categories are listed from the simplest behavior to the most
complex
 This domain includes objectives that require basic motor skills and/or physical
movement such as construct, kick or ski.

Table 7: Levels of Affective Domain (lowest to highest)

Level Definition Sample Verbs
1. Receiving Refers to being aware of or Example: Listens to the ideas
sensitive to the existence of of others with respect.
certain ideas, materials, or
phenomena and being able to Sample verbs appropriate
tolerate them. The learners for objectives written in this
are willing to listen. level: Masks, chooses,
describes, follows, gives,
holds, identifies, locates,
names, points to, selects, sits,
erects, replies, uses
2. Responding Refers to the commitment in Example: Participates in
some measure to the ideas, class discussions actively.
materials, or phenomena
involved by actively Sample verbs appropriate
responding to them. It answers for objectives written in this
question about ideas. The level: Answers, assists, aids,
learning outcomes emphasize complies, conforms,
compliance in responding, discusses, greets, helps,
willingness to respond, or labels, performs, practices,
satisfaction in responding. The presents, reads, recites,
learners are willing to reports, selects, tells, writes.
participate.
3. Valuing Refers to the willingness to be Example:
perceived by others as valuing - Demonstrate belief in the
certain ideas, materials, democratic process.
phenomenon or behavior. It is - Shows the ability to solve
based on the internalization of problems.
a set of specified values, while
clues to these values are Sample verbs appropriate
expressed in the learner’s for objectives written in this

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 overt behavior and are often level: Completes,
identifiable. This ranges from demonstrates, differentiates,
simple acceptance to the more explains, follows, forms,
complex state of commitment. initiates, invites, joins,
The learners are willing to justifies, proposes, reads,
be involved. reports, selects, shares,
studies, works.
4. Organization Refers to the ability to relate Example:
the value to those already help - Explains the role of
and bring it into a harmonious systematic planning in
and internally consistent solving problems.
philosophy. Commits to using - Prioritizes time effectively
ideas and incorporate them to to meet the needs of the
different activities. It organization, family, and
emphasizes on comparing, self.
relating, and synthesizing
values. The learners are Sample verbs appropriate
willing to be an advocate. for objectives written in this
level: Adheres, alters,
arranges, combines,
compares, completes,
defends, explains, formulates,
generalizes, identifies
integrates, modifies, orders,
organizes, prepares, relates,
synthesizes.
5. Characterization Incorporate ideas completely Example:
by value or value into practice, recognized by the - Shows self-reliance when
set use of them. The value system working independently.
that controls their behavior. - Values people for what
Instructional objectives are they are, not how they look.
concerned with the student’s
general patterns of adjustment Sample verbs appropriate
such as personal, social, and for objectives written in this
emotional. The learners are level: Acts, discriminates,
willing to change one’s displays, influences, listens,
behavior, lifestyle, or way of modifies, performs, practices,
life. proposes, qualifies,
questions, revises, serves,
solves, verifies.

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 Table 8: Levels of Psychomotor Domain (Simplest to Most Complex Behavior)
Level Domain Example
1. Perception The ability to use sensory cues to Example:
guide motor activity. This ranges - Detects nonverbal
from sensory, stimulation, through communication cues.
cue selection, to translation. - Estimate where a ball will
land after it is thrown and
then moving to the correct
location to catch a ball.

Sample verbs appropriate for

objectives written in this
level: Chooses, describes,
detects, differentiates,
distinguishes, identifies,
isolates, relates, selects.
2. Set Readiness to act. It includes Example:
mental, physical, and emotional - Recognizes one’s abilities and
sets. These three sets are limitations. Shows desire to
dispositions that predetermine a learn a new process
person’s response to different (motivation)
situations (sometimes called
mindsets) Note: This subdivision of
Psychomotor Domain is closely
related to the “responding to
phenomena” subdivision of the
Affective Domain.

Sample verbs appropriate for

objectives written in this
level: Begins, displays,
explains, moves, proceeds,
reacts, shows, states,
volunteers.
3. Guided The early stages in learning a Example:
Response complex skill that includes - Performs a mathematical
imitation and trial and error. equation a demonstrated.
Adequacy of performance is - Follows instructions to build
achieved by practicing. a model.

Sample verbs appropriate for

objectives written in this
level: Copies, traces, follows,
reacts, reproduces, responds.

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 4. Mechanism This is the intermediate stage in Example:
learning a complex skill. Learned - Uses a personal computer.
responses have become habitual - Repairs a leaking faucet.
and the movements can be - Drives a car.
performed with some confidence
and proficiency. Sample verbs appropriate for
objectives written in this
level: Assembles, Calibrates,
constructs, dismantles,
displays, fastens, fixes, grinds,
heats, manipulates, measures,
mends, mixes, organizes,
sketches.
5. Complex The skillful performance of motor Example:
Overt acts that involves complex - Operates a computer quickly
Response movement patterns. Proficiency is and accurately.
indicated by a quick, accurate, and - Displays competence while
highly coordinated performance, playing the piano.
requiring a minimum energy. This
category includes performing Sample verbs appropriate for
without hesitation, and automatic objectives written in this
performance. For example, players level: Assembles, builds,
often utter sounds of satisfaction calibrates, constructs,
or expletives as soon as they hit a dismantles, displays, fastens,
tennis ball or throw a football, fixes, grinds, heats,
because they can tell by the feel of manipulates, measures, mends,
the act what the result will mixes, organizes, sketches.
produce
Note: They key words are the
same as mechanism, but will
have adverbs or adjectives that
indicate that the performance
is quicker, better, more
accurate, etc.
6. Adaptation Skills are well developed and the Example:
individual can modify movement - Responds effectively to
patterns to fit special unexpected experiences.
requirements. - Modifies instruction to meet
the needs of the learners.
Sample verbs appropriate for
objectives written in this
level: Adapts, alters, changes,
rearranges, reorganizes,
revises, varies.

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 7. Origination Creating new movement patterns Example: Creates a new
to fit a particular situation or gymnastic routine.
specific problem. Learning
outcomes emphasize creativity Sample verbs appropriate for
based upon highly developed skills. objectives written in this
level: Arranges, builds,
combines, composes,
constructs, creates, designs,
initiates, makes, originates.

Table 9: Other Psychomotor Domains by Dave, R.H. (1975)

Level Domain Example
Imitation Observing and patterning behavior Copying a work of art.
after someone else. Performance may
be low quality.
Manipulation Being able to perform certain actions Creating work on one’s own,
by following instructions and after taking lesson, or reading
practicing. about it.
Precision Refining, becoming more exact. Few Working and reworking
errors are apparent. something, so it will be “just
right”.
Articulation Coordinating a series of actions, Producing a video that
achieving harmony and internal involves music, drama, color,
consistency. sound, etc.
Naturalization Having high level performance Michael Jordan playing
become natural, without needing to basketball; Nancy Lopez
think much about it. hitting a golf ball; etc.

Table 10: Other Psychomotor Domains by Harrow, Anita (1972) and Kubiszyn and
Borich (2007)
Level Definition Example
Reflex Reactions that are not learned. Flexion, extension, stretch,
Movements postural adjustment
Fundamental Inherent movement patterns Basic movement such as
Movements which are formed by walking, grasping, twisting,
combinations of reflex manipulating
movements, the basis for
complex skilled movements.
Perception Response to stimuli such as Coordinated movements such
visual, auditory, kinesthetic, or as jumping rope, punting,
tactile discrimination. catching
Physical Abilities Stamina that must be developed Muscular exertion, quick
for further development such as precise movement
strength and agility.

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 Skilled Advanced learned movements as Skilled activities in sports,
Movements one would find in sports or recreation and dance
acting.
No Discursive Effective body language, such as Body postures, gestures, facial
Communication gestures and facial expressions. expressions, efficiently
executed in skilled dance
movement and choreographies

Chapter 2 Exercises

1. Write (5) specific and (5) general objectives in your area of interest.
2. Determine observable earning outcome and non-observable learning outcomes in
the (5) specific objectives in number 1.
3. Compare and contrast the following:
a. Specific objective and general objective
b. Observable outcome and unobservable outcome
c. Learning outcome and learning activity
4. Explain the main changes in the Krathwohl’s 2001 Cognitive Taxonomy.
5. Develop cognitive, affective and psychomotor learning outcomes in the subject
matter “hypothesis testing”.

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