Program Outcomes and Student Learning Outcomes

Learning Outcomes:

1. State the program outcomes expected of all educational institutions and educational
institutions according to type
2. Discuss the programs outcomes of teacher education
3. Distinguish learning outcomes in the 3 domains of learning and in the additional levels of
knowledge processing of Kendal”s and Manzano
4. Formulates learning outcomes in the cognitive, psychomotor and affective domains in the
different levels and in the metacognitive and self-system knowledge processing of Kendali &
Manzano

Introduction:

Program Outcome for teacher Education

The three types of Learning

● Domain I: Cognitive (knowledge)

● Domain II: Psychomotor (Skills)
● Domain III: Affective (Attitude)
● Kendalls”s and Manzano”s New Taxonomy

Cognitive Domain

The cognitive domain (Bloom, 1956) involves knowledge and the development of
intellectual skills. This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the development of intellectual
abilities and skills. There are six major categories, which are listed in order below,
starting from the simplest behavior to the most complex. The categories can be
thought of as degrees of difficulties. That is, the first one must be mastered before
the next one can take place.

Category Example and Key Words

Knowledge: Recall data or
information.
Comprehension: Understand the
meaning, translation, interpolation, and test writing. Explain in one's own
interpretation of instructions and
problems. State a problem in one's
own words.
Examples: Recite a policy. Quote prices
from memory to a customer. Knows the
safety rules.
Key Words: defines, describes,
identifies, knows, labels, lists, matches,
names, outlines, recalls, recognizes,
reproduces, selects, states.
Examples: Rewrites the principles of
words the steps for performing a
complex task. Translates an equation
into a computer spreadsheet.
Key Words: Comprehends, converts,
defends, distinguishes, estimates,

Application: 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 work place.
Analysis: Separates material or
concepts into component parts so that
its organizational structure may be
understood. Distinguishes between
facts and inferences.
Synthesis: Builds a structure or pattern
from diverse elements. Put parts
together to form a whole, with
emphasis on creating a new meaning
or structure.
Evaluation: Make judgments about the
value of ideas or materials.
explains, extends, generalizes, gives
Examples, infers, interprets,
paraphrases, predicts, rewrites,
summarizes, translates.
Examples: Use a manual to calculate an
employee's vacation time. Apply laws
of statistics to evaluate the reliability of
a written test.
Key Words: applies, changes,
computes, constructs, demonstrates,
discovers, manipulates, modifies,
operates, predicts, prepares, produces,
relates, shows, solves, uses.
Examples: Troubleshoot a piece of
equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
department and selects the required
tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams,
deconstructs, differentiates,
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates,
selects, separates.
Examples: Write a company operations
or process manual. Design a machine to
perform a specific task. Integrates
training from several sources to solve a
problem. Revises and process to
improve the outcome.
Key Words: categorizes, combines,
compiles, composes, creates, devises,
designs, explains, generates, modifies,
organizes, plans, rearranges,
reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells,
writes.
Examples: Select the most effective
solution. Hire the most qualified
candidate. Explain and justify a new
budget.
Key Words: appraises, compares,
concludes, contrasts, criticizes,
 critiques, defends, describes,
discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports.

Affective Domain

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in
which we deal with things emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. The five major categories are listed from
the simplest behavior to the most complex.

Category Example and Key Words

Examples: Listen to others with
respect. Listen for and remember the
name of newly introduced people.
Receiving Phenomena: Awareness,
willingness to hear, selected attention.. Key Words: asks, chooses, describes,
follows, gives, holds, identifies, locates,
names, points to, selects, sits, erects,
replies, uses.
Examples:  Participates in class
discussions.  Gives a presentation.
Responding to Phenomena: Active Questions new ideals, concepts,
participation on the part of the models, etc. in order to fully understand
learners. Attends and reacts to a them. Know the safety rules and
particular phenomenon. Learning practices them.
outcomes may emphasize compliance
in responding, willingness to respond, Key Words: answers, assists, aids,
or satisfaction in responding complies, conforms, discusses, greets,
(motivation). helps, labels, performs, practices,
presents, reads, recites, reports, selects,
tells, writes.
Valuing: The worth or value a person Examples:  Demonstrates belief in the
attaches to a particular object, democratic process. Is sensitive towards
phenomenon, or behavior. This ranges individual and cultural differences
from simple acceptance to the more (value diversity). Shows the ability to
complex state of commitment. Valuing solve problems. Proposes a plan to
is based on the internalization of a set social improvement and follows
of specified values, while clues to through with commitment. Informs
these values are expressed in the management on matters that one feels
learner's overt behavior and are often strongly about.
identifiable.
Key Words: completes, demonstrates,

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.
Internalizing
values (characterization): Has a value
system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the
learner. Instructional objectives are
concerned with the student's general
patterns of adjustment (personal,
social, emotional).
Bloom's Revised Taxonomy
Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the
learning taxonomy in the mid-nineties and made some changes, with perhaps the
two most prominent ones being, 1) changing the names in the six categories from
noun to verb forms, and 2) slightly rearranging them.
differentiates, explains, follows, forms,
initiates, invites, joins, justifies,
proposes, reads, reports, selects, shares,
studies, works.
Examples:  Recognizes the need for
balance between freedom and
responsible behavior. Accepts
responsibility for one's behavior.
Explains the role of systematic planning
in solving problems. Accepts
professional ethical standards. Creates a
life plan in harmony with abilities,
interests, and beliefs. Prioritizes time
effectively to meet the needs of the
organization, family, and self.
Key Words: adheres, alters, arranges,
combines, compares, completes,
defends, explains, formulates,
generalizes, identifies, integrates,
modifies, orders, organizes, prepares,
relates, synthesizes.
Examples:  Shows self-reliance when
working independently. Cooperates in
group activities (displays teamwork).
Uses an objective approach in problem
solving.  Displays a professional
commitment to ethical  practice on a
daily basis. Revises judgments and
changes behavior in light of new
evidence. Values people for what they
are, not how they look.
Key Words: acts, discriminates,
displays, influences, listens, modifies,
performs, practices, proposes, qualifies,
questions, revises, serves, solves,
verifies.
Psychomotor Domain

The psychomotor domain (Simpson, 1972) 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. The seven major categories are listed from the simplest
behavior to the most complex:

Category Example and Key Words

Examples:  Detects non-verbal
communication cues. Estimate 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
Perception: The ability to use
temperature by smell and taste of food.
sensory cues to guide motor activity. 
Adjusts the height of the forks on a
This ranges from sensory stimulation,
forklift by comparing where the forks
through cue selection, to translation.
are in relation to the pallet.

Key Words: chooses, describes, detects,

Set: Readiness to act. It includes
mental, physical, and emotional sets.
These three sets are dispositions that
predetermine a person's response to
different situations (sometimes called
mindsets).
differentiates, distinguishes, identifies,
isolates, relates, selects.
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.

Key Words: begins, displays, explains,

moves, proceeds, reacts, shows, states,
volunteers.
Examples:  Performs a mathematical
equation as demonstrated. Follows
Guided Response: The early stages
instructions to build a model. Responds
in learning a complex skill that
hand-signals of instructor while learning
includes imitation and trial and error.
to operate a forklift.
Adequacy of performance is achieved
by practicing.
Key Words: copies, traces, follows,
react, reproduce, responds
Examples:  Use a personal
computer. Repair a leaking faucet. Drive
Mechanism: This is the intermediate
a car.
stage in learning a complex
skill. Learned responses have become
Key Words: assembles, calibrates,
habitual and the movements can be
constructs, dismantles, displays, fastens,
performed with some confidence and
fixes, grinds, heats, manipulates,
proficiency.
measures, mends, mixes, organizes,
sketches.
Examples:  Maneuvers a car into a tight
Complex Overt Response: The
parallel parking spot. Operates a
skillful performance of motor acts
computer quickly and accurately.
that involve complex movement
Displays competence while playing the
patterns. Proficiency is indicated by a
piano.
quick, accurate, and highly
Key Words: assembles, builds,
coordinated performance, requiring a
calibrates, constructs, dismantles,
minimum of energy. This category
displays, fastens, fixes, grinds, heats,
includes performing without
manipulates, measures, mends, mixes,
hesitation, and automatic
organizes, sketches.
performance. For example, players
are often utter sounds of satisfaction
NOTE: The Key Words are the same as
or expletives as soon as they hit a
Mechanism, but will have adverbs or
tennis ball or throw a football,
adjectives that indicate that the
because they can tell by the feel of the
performance is quicker, better, more
act what the result will produce.
accurate, etc.
Adaptation: Skills are well Examples:  Responds effectively to
developed and the individual can unexpected experiences.  Modifies
modify movement patterns to fit instruction to meet the needs of the
special requirements. 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.
Examples:  Constructs a new theory.
Develops a new and comprehensive
Origination: Creating new movement
training programming. Creates a new
patterns to fit a particular situation or
gymnastic routine.
specific problem. Learning outcomes
emphasize creativity based upon
Key Words: arranges, builds, combines,
highly developed skills.
composes, constructs, creates, designs,
initiate, makes, originates.

Other Psychomotor Domains

As mentioned earlier, the committee did not produce a compilation for the
psychomotor domain model, but others have. The one discussed above is by
Simpson (1972). There are two other popular versions:

Dave's (1975)

● Imitation: Observing and patterning behavior after someone else.

Performance may be of low quality. Example: Copying a work of art.

● Manipulation: Being able to perform certain actions by following

instructions and practicing. Example: Creating work on one's own, after
taking lessons, or reading about it.
● Precision: Refining, becoming more exact. Few errors are apparent.
Example: Working and reworking something, so it will be ‘just right.’
● Articulation: Coordinating a series of actions, achieving harmony and
internal consistency. Example: Producing a video that involves music,
drama, color, sound, etc.
● Naturalisation: Having high level performance become natural, without
needing to think much about it. Examples: Michael Jordan playing
basketball, Nancy Lopez hitting golf ball, etc.

Harrow's (1972)

● Reflex movements: Reactions that are not learned.

● Fundamental movements: Basic movements such as walking, or grasping.
● Perception: Response to stimuli such as visual, auditory, kinesthetic, or
tactile discrimination.
● Physical abilities: Stamina that must be developed for further development
such as strength and agility.
 ● Skilled movements: Advanced learned movements as one would find in
sports or acting.
● No discursive communication: Effective body language, such as gestures
and facial expressions.

The New Taxonomy (Marzano and Kendall, 2007)

Level of Process Verbs, Phrases, Definitions Useful for SLO

Difficulty

6. Self System Examining analyze importance of knowledge to self.

Importance
Thinking

Examining Efficacy examine own beliefs to improve integration of

knowledge.

Examining identify emotional responses associated with knowledge

Emotions

5. Examining examine motivations to learn and improve

Metacognition Motivation

Specifying Goals set specific learning goals and develop a plan for
accomplishing the goals

Process Monitoring self-monitor the process of achieving a goal.

Monitoring Clarity determine how well they understand knowledge

Monitoring determine accuracy of understanding and defend

Accuracy judgments

4. Knowledge Investigating investigate; research; take a position on; distinguish

features;
Utilization
explain; think through implications; report results. The
student

generates and tests hypotheses

Experimenting experiment; generate; test; theorize; predict . The

student designs

new methods of collecting data

Problem-Solving solve; recognize obstacles; adapt; develop novel

strategies to reach

goals under difficult conditions.

 Decision-Making decide; select among similar alternatives; establish
criteria; defend

choices

3. Analysis Specifying predict; judge; deduce; argue for cause or predictions.

Generalizing establish conclusions; elaborate about inferences; state

a principle,

generalization or rule; trace chronological development;

infer new

generalizations from known knowledge.

Analyzing identify errors or problems; identify issues or

misunderstandings;

assess; critique; diagnose; evaluate; edit; revise, identify

and explain

logical or factual errors in knowledge.

Classifying classify; organize; sort; identify a broader category;

identify different

types; identify super ordinate and subordinate

categories of

information

Matching categorize; compare & contrast; differentiate;

discriminate;

distinguish; sort; create an analogy or metaphor

2. Symbolizing symbolize; depict; represent; illustrate; draw; show; use

Comprehension models;

diagram chart depict critical aspects of knowledge in a

pictorial of

symbolic form

Integrating describe how or why; describe the key parts of; describe
the effects;

describe the relationship between; explain ways in

which;

paraphrase; summarize; discern essential from

nonessential
 elements

1. Retrieval Executing use; demonstrate; show; make; complete; draft. perform

procedures

without significant errors.

Recalling exemplify; name; list; label; state; describe; who; what;

where; when

produce information on demand.

Recognizing recognize (from a list); select from (a list); identify (from

a list);

determine if the following statements are true.

determine whether

provided information is accurate, inaccurate or

unknown.

Adapted from:
http://www.kidsrsu.org/images/uploads/Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf

Exercises

a. The following are examples of learning outcomes, on the second column, write the domain
in which each outcome is classified and on the third columns the level/category to which the
learning outcomes belongs.

Learning Outcomes Domain Level/Category

1. Formulate a procedure to
follow in preparing for class
demonstration.

2.Formulate new program.

3. Perform repeatedly with

speed and accuracy

4.Listen to others with

respect.

5. Select the most effective

among a number of solutions.

6.Watcha more experienced

performer.

7. know the rules and practice

them.
 8. Show ability to resolve
problems/conflicts.

9. Apply learning principles in

studying students’ behavior.

10.Recite prices of
commodities from memory.

B. Using the indicated topic or subject matter, choose one quarte coverage of lesson (use the
curriculum guide) write the learning outcomes for each of the 3 domains arranged from the
simplest to the most complex level or category.

1. cognitive Topic:

1.1. Remembering

1.2. Understanding

1.3. Applying

1.4. Evaluating

1.5. Creating

2. Psychomotor-

2.1. Observing

2.2. Imitating

2.3. Practicing

2.4. Adapting

3.Affective:

3.1. Receiving

3.2. Responding

3.3. Valuing

3.4. Organizing

3.5. Internalizing

4. The New Taxonomy (Marzano and Kendall, 2007)

4.1.Retrieval

4.2. Comprehension

4.3. Analysis

4.4. Knowledge Utilization

4.5. Metacognition
4.6. Self-System Thinking

Quick Quotable: Have students create three columns on a piece of paper. The first column Construct
Learning Objective in line with the learning Outcome, second column write the Learning Outcome
and Code base on the Curriculum Guide or MELCS and third column Construct Lesson activity
suitable to the learning Objectives.

Cognitive Category Learning Objectives Learning Lesson Activity ( Name of

Outcome & Activity and Direction)
Code
(CG/MELCS
)

Remembering

Understanding

Applying

Evaluating

Creating

Psychomotor

Observing

Imitating

Practicing

Adapting

Affective:

Receiving

Responding

Valuing

Organizing

Internalizing

The New Taxonomy Learning Objectives Learning Lesson Activity ( Name of

(Marzano and Kendall, Outcome & Activity and Direction)
2007) Code
(CG/MELCS
)

Retrieval

Comprehension
 Analysis

Knowledge Utilization

Metacognition

Self-System Thinking

References:

Bloom's Taxonomy of Learning Domains. Retrieved from: https://vikaspedia.in/education/teachers-

corner/bloom-s-taxonomy-of-learning-domains

Lucan Central Colleges

PED 10

Learning Activity NO. 2

Instructional Decisions in Assessment

Making Instructional Decisions

A big part of teaching excellence is tied to making instructional decisions that are effective.

Here is a listing of things all teachers should take into consideration when planning instructional
events.

©Leslie Owen Wilson

I. Essay
1. How you decide on what content and processes to teach?
2. How they organize and deliver course content?
3. How you choose effective methods of instructional delivery?
II. Assess yourself

Select a Subject that you will be teaching as a senior school teacher : __________

Identify What is your Lesson Topic: (based on the curriculum Guide, indicate the Learning
Content standard, Performance Standard

Construct a 3 Lesson Objectives:

Primary Considerations:
1. What is your end vision of you learners (What do you want them to be able to do, know and
understand, and at what level of mastery? As you consider these questions, be very
specific!)
2. What is the nature of the content and concepts you are responsible for teaching?
3. What is your teaching style (What you feel comfortable doing or attempting.)?
4. What is your knowledge of your students. ( how can you gather information about the
knowledge of your students?) What do you know about their learning styles, instructional
preferences, how they best retain information, and their educational, social and cultural
backgrounds. We sometimes make assumptions about our student populations that may not
be accurate! For instance, we might assume all students have cell phones, or that they are
computer savvy or can navigate cyberspace. Challenge your assumptions, ask questions,
assess skill levels, and know your demographic.)

Secondary considerations

5. What learning domain does your subject, topic falls with and why? (Which area(s) does the
content or process fall into – cognitive, affective, psychomotor [kinesthetic, tactile, haptic]?)
6. What is the Level of learning (Are your learners at the novice, intermediate, or mastery
level?)
7. What is the possible Size of the class?
8. What is the time allotments (length of the period, or quarter)
9. What is the Importance of the information or skill in the context of the topic (This decision
should dictate your time allotment and the course’s progression. Is the material considered
a must, need, or nice to know?)
10. What is the sequence within the lesson topic (Is it a beginning skill on which other skills or
content depend or build, or is it something that can stand alone?)
11. What is the availability of materials/resources, and/or fiscal support for activities
12. What Resources needed for students to complete assigned tasks. (Do they need access to
special equipment, expertise, or technology?)
III. Identify or construct an activity base on your lesson topic if you are doing :
a. Measurement
b. Assessment; and
c. Evaluation