URDANETA CITY UNIVERSITY

San Vicente West, Urdaneta City

COLLEGE OF TEACHER EDUCATION

Name: Edeth P. Cafirma Instructor: Dr. Alberto O. Rabang

Course: UESE-4 Date: May 2, 2022

Assessment of Learning 1
SLA # 4

1. What are the types of educational objectives?

Educational objectives also considered as instructional objectives. Tom Kubiszyn

and Gary D. Borich (2007) stated that there are two types of educational objectives
these are: Specific or Behavioral Objectives and General or Expensive Objectives.

The first type is Specific or Behavioral Objectives, this objective is precise

statement of behavioral which is to be exhibit by the students; and the statement of its
conditions under which behavior must be demonstrated. As an example of this objective
are: multiply three-digit number with 95% accuracy, list the months of the year in proper
order from memory, encode 30 words per minute with the most three error using
computer. These activities specify specific educational outcomes.

The second type is General or Expressive objectives, this objective is a

statement wherein the behaviors are not usually specified and the criterion for
performance is not stated. It only describe the activities and performances that has to
be done. Also the outcomes are expressed in general terms such as understanding,
interpret or analyze. As an example of this objective are the following: interpret the
novel the Lion, the Witch, and the Wardrobe; Visit Manila zoo and discuss what was of
interest; understanding the concept of normal distribution. These activities only specify
the activities and experiences and the broad educational outcomes.

2. Types and examples of observable and non-observable learning outcomes

Aside from developing learning outcomes of the students, the teacher must also
consider to identify whether the students learning outcomes are stated as a measurable
and observable behavior or non-measurable or non-observable behavior. Teachers
should always develop specific instructional objectives and measurable statement of
instruction that is indicated whether instructional intents have been achieved or not.

According to Miller, Linn and Gronlund (2009), suggested that learning outcomes
are not regarded as exclusive rather it is categorized as the following:
3.2 Concepts and principles
1) Knowledge 3.3 Methods and procedures
1.1 Terminology 3.4 Problem solving
1.2 Specific facts 4) Thinking Skills
1.3 Concepts and principles 4.1 Critical Skills
1.4 Methods and procedures 4.2 Scientific Thinking
2) Understanding
1.1 Concepts and Principles
1.2 Methods and Procedures 5) General Skills
1.3 Written materials, graph, 5.1 Laboratory Skills
maps, and numerical data 5.2 Performance skills
1.4 Problem situations 5.3 Communication skills
3) Application 5.4 Computational skills
3.1 Factual information 5.5 Social Skills
 URDANETA CITY UNIVERSITY
San Vicente West, Urdaneta City

COLLEGE OF TEACHER EDUCATION

6) Attitudes
6.1 Social Attitudes
6.2 Scientific Attitudes
7) Interests
7.1 Personal interests
7.2 Educational interests
7.3 Vocational interests
8) Appreciations
8.1 Literature, art, and music
8.2 Social and scientific
achievements
9) Adjustments
9.1 Social adjustments
9.2 Emotional adjustments

In the table below are the example of verbs in terms of observable learning
outcomes and non-observable learning outcomes.
Observable Learning Outcomes Non-observable Learning Outcomes
Draw Understand
Build Appreciate
List Values
Recite Know
Add Be familiar

4. Identify the taxonomy of educational objectives

Taxonomy of Educational Objectives are known as useful guide for developing a

comprehensive list of instructional objectives. It is useful in identifying the types of
learning outcomes that should be considered in developing a comprehensive list of
objectives for classroom instruction.

Benjamin Bloom (1956, as cited by Charlotte Ruhl (2021)) published a framework

for categorizing educational goals: Taxonomy of Educational Objectives. It is known as
Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers
and college instructors in their teaching. Bloom’s Taxonomy has three domains of
educational activities these are the following: cognitive domain, affective domain and
psychomotor domain.

The first domain is cognitive, this domain focused on the intellectual skills such
as critical thinking, problem solving, and creating a knowledge base. The hierarchy of
this domain spans from simple memorization which is designed to build knowledge of
learners, to creating something new based on previously-learned information. This
domains are expected the learners to progress linearly, beginning at “remember” and
ending at “create.”

The second domain is affective, this domain focuses on the attitudes, values,
interest, and appreciation of learners. The hierarchy of this domain begins with receiving
and listening to information, and extends to characterization, or internalizing values and
consistently acting upon them. This domain refers to the person’s awareness and
internalization of an object and simulations, it focus on the emotions of the learners.

The last domain is psychomotor, this domain encompasses the ability of learners
to physically accomplish tasks and perform movement and skills. This domain focused
on the physical and kinesthetic skills of the learner. Psychomotor domain is
characterized by the progressive level of behaviors from observation to mastery of
skills.
 URDANETA CITY UNIVERSITY
San Vicente West, Urdaneta City

COLLEGE OF TEACHER EDUCATION

References
Kubiszyn, T., & Borich, G. D. (2007). Educational testing and measurement : classroom
application and practice. New York : J. Wiley & Sons, Inc.
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and Assessment in
Teaching (10th Edition ed.). New Jersey: The Lehigh Press, Inc. Retrieved April
30, 2022
Ruhl, C. (2021, May 24). Bloom’s Taxonomy of Learning. Retrieved from
simplypsychology.org: https://www.simplypsychology.org/blooms-taxonomy.html