CHAPTER 2 ASSESSING LEARNING OUTCOMES aaa nEmmammmemmemeeeesssssssssssssoeeeeeeeeeeee EEE Key Terms goals objectives educational objectives/ instructional objectives specific/ behavioral objectives general /expressive objectives learning outcome earning activity observable outcome unobservable outcome cognitive domain affective domain psychomotor domain educational taxonomy Learning Outcomes ‘At the end of this chapter, the students should be able to: 1. define the following terms: goals, objectives, and educational objectives/ instructional objectives, specific/behavioral objectives, general/ expressive objectives, learning outcome, learning activity, observable outcome, unob- servable outcome, cognitive domain, affective domain, psychomotor do- main, and educational taxonomy; write specific and general objectives; identify learning outcomes and learning activities; determine observable outcome and non-observable learning outcomes; identify the different levels of Bloom's taxonomy; identify the different levels of Krathwolh’s 2001 revised cognitive domain; write specific cognitive outcomes; write specific affective outcomes; write specific psychomotor outcomes; and 10. write measureable and observable learning outcomes. SPN aneenp 18AssssMNTOF LEARNING 2 ‘Textbook and Reviewer INTRODUCTION ts . » important role in both instructional Instructional goals and objectives play a very impor! ; ; occas snd Samet pie “This werves as a guide both for teaching and learning ther stakeholders, and to pro- “Assessing the learning c i e f instruction to o process, communicate the purpose 0 i vide guideli i formance of the students. vide guidelines for assessing the perfor soci the leaning portant for the outcomes ofthe stucents is one ofthe very critical fei ete sify the objectives of the lesson because itis v r Se cing nel the instructional materials. The fhe lesson so that the teacher can mo- selection ofthe teaching method and the selectioh of ct 1 should be appropriate for instrictona mat The je 1e classified according to the learning tivate the students properly. The objectives can bs outcomes of the lesson that will be discussed. PURPOSES OF INSTRUCTIONAL GOALS AND OBJECTIVES ‘The purposes of the instructional goals and objectives. 1._Itprovides direction for the instructional process by clarifying the intended learning outcomes. 2. It conveys instructional intent to other stakeholders such as students, par- ents, school officials, and the public. It provides basis for assessing the performance of the students by describing the performance to be measured. GOALS AND OBJECTIVES ‘The terms goals and objectives are two different concepts but they are related to each other. Goals and objectives are very important, most especially when you want 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. This means that goals and objectives are both tools that you need in order that you can accomplish what you want to achieve, Below are the different de- scriptions between 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 | SI Lanse a you want ae em aims what you want to Hai i Heed fo quantify or put in a | Must be given a timeline to accomplish i to be more effectiveCHAPTER? 7 Assessing Learning Outcomes Goal, General Educational Program Objectives, and Instructional Objectives Goals. A broad statement of very general educational outcomes that do not in- clude specific level of performance. It tend to change infrequently and in response to the societal pressure, e.g,, learn problem solving skills; develop high level thinking skills; appreciate the beauty of an art; be creative; and be competent 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 on the annual basis; developed by progtam 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, unit of instruction. Unit of instruction may mean: a two weeks lesson on polynomials; one week lesson on “parallelism after correlatives”; one class period on “katangian ng wika.” At the end of the lesson the students should be able to add fractions with 100% accuracy; the stu- dents should be able to dissect the frog following the correct procedures, are examples of instructional objectives. ‘Typical Problems Encountered When Writing Objectives Problems Error Types Solutions The objective is too broad Too broad or complex | in scope or is actually | Simplify or break apart more than one objective The objective does not | Be more specific; make False or missing beha- | list the correct behavior, | sure the behavior, condi- vior, condition, or degree | condition, and/or degree, | tion, and degree are in- oritis missing cluded at Describes instruction, not | Simplify, include ONLY False given conditions ABCDs | No true overt, observable | Describe what behavior Fale pena performance listed you must observe To avoid different problems encountered in writing objectives, let us discuss the ‘components of instructional objectives and other terms related to constructing a good instructional objective. Four Main Things That Objectives Should Specify 1, Audience Who? Who are the specific people the objectives are aimed at?st “Textbook and Reviewer 2. Observable Behavior + This should be an overt, ble to do » you expect them to be able t ental in nature. If What? What do you = Pie actual behavior is covert OF rn ne your observa a Mea i, touch i taste it, or smell it You you cannot see , audience really learned it, Special Conditions a poets ir ctional objective is the sp on ‘The third component of instruct tive is the Peet der what e + be displayed by the s! a under which the behave eur? What wil the student be given o already ci \ arning 0 \ be expected to know to accomplish the learning? 4, Stating Criterion Level The fourth component of the i level. The criterion level of acceptable performanc items must the students answer correctly for the te: tives. How much? Must a specific set of criteria be mel c (100%), do you want them to respond correctly 90% of the time, common (and totally non-scientific) setting is 90% of the time. ‘Always remember that the criterion level need not be specified in percent- age of the number of items correctly answered. 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 com- pletion with a certain degree of accuracy. instructional objectives is stating the criterion ce specifies how many of the acher to attain his/her objec- 2 Do you want total mastery among others? A ‘Types of Educational Objectives Educational objective is also known as instructional objective. There are two types of educational objectives: specific or behavioral objectives and general or expressive objectives (Kubiszyn and Borich, 2007). 1. Specific or Behavioral Objectives. Pre exhibited by the students; the criterion by will be judged; the statement of the condit be demonstrated. Statement of behavior to be "which mastery of the objectives tions under which behavior must o Bfamples of behavioral objectives are: rs with 95% accuracy, (2) List the months of the 5 year in proper order fi meer eh 1008, accuracy. (3) Encode 30 words per mince with at most three oo ivities Ss i thee) ¥g computer. These activities specify specific educational (1) Multiply three-digit num- be eit or Expressive Objectives, i ae 9 Aioat = e ea a gage intron a rib experience or educatic vity 3 a esc eeaperenceoredicational act iy tobe done, The outcome ine ind, inter ae : Ite nove be Lan, edges bet Zoo and disease che Lion, the Witch, and the Wardrobe, GO) ee vas at was of interest; (3) Understand the oe et Statement wherein the beh:CHAPTER 2 1» Assessing Learning Outcomes distribution. These examples specify only the activity or experience and broad educational outcome, Instructional objective is 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 of instructional objectives are observable behaviors, special conditions which the behavior must be exhibited and performance level considered sufficient to demonstrate mastery. When a teacher developed instructional objectives, he must include an action verb that specifies learning outcomes. Some educators and educa- tion students are often confused with learning outcome and learning activ- ity. An activity that implies a certain product or end result of instructional objectives is called learning outcome. If you write instructional objectives as ‘a means or processes of attaining the end product, then it is considered as learning activity. Hence, revise it so that the product of the activity is stated. Examples: Learning Activities Learning Outcomes study identify read write watch recall listen list 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. If learning outcome is measurable then it is observable, 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 (Kubiszyn, 2007). The following are examples of verbs in terms of ob- servable learning outcomes and unobservable learning outcomes. Observable Learning Non-observable Learning Outcomes Outcomes Draw Understand Build Appreciate List Value Recite Know Add Be familiarASSESSMENT OF LEARNING I 20 Textbook and Reviewer Examples of observable learning outcomes: 1. Recite the names of the characters in the story MISERY by Anton Chechoy, 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 ord Examples of non-observable learning outcomes: Be familiar with the constitutional provi Understand the process of evaporation. Enjoy speaking Spanish. Appreciate the beauty of an art: Know the concept of normal distribution. er. ssions relevant to agrarian reforms, seeps Types of Learning Outcomes to Consider Below are the lists of learning outcomes classified as a learning objective. The more specifie outcome should not be regarded as exclusive; there are merely sugges tive as categories to be considered (Gronlund, Linn, and Miller, 2009). 1, Knowledge 1.1 Terminology 12. Specific facts 1.3 Concepts and principles 1.4. Methods and procedures 2. Understanding 2.1. Concepts and principles 2.2. Methods and procedures 23. Written materials, graphs, maps, and numerical data 24 Problem situations 3. Application 3.1. Factual information 3.2. Concepts and principles 33 Methods and procedures 3.4 Problem solving skills 4, Thinking skills 4.1 Critical thinking, 4.2. Scientific thinkingCHAPTER? a Assessing Learning Outcomes WMSU LIBRARY ZAMBOANGA CITY 5. General skills 5.1 Laboratory skills 5.2. Performance skills 5.3 Communication skills 54 Computational skills, 5.5. Social skills, 6. Attitudes 6.1 Social attitudes 6.2. Scientific attitudes 7. Interests 7.1. Personal interests 7.2 Educational interests 73 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 TAXONOMY OF EDUCATIONAL OBJECTIVES Taxonomy of Educational Objectives is a useful guide for developing a compre~ hensive list of instructional objectives. A taxonomy is primarily useful in identifying the types of learning outcomes that should be considered when developing a compre~ hensive list of objectives for classroom instruction. Benjamin S. Bloom (1948, as cited by Gabuyo, 2011), a well-known psychologist and educator, took the initiative to lead in formulating and classifying the goals and objectives of the educational processes. The three domains of educational activities were determined: the cognitive domain, affective domain and the psychomotor do- main. 1. Cognitive Domain called for outcomes of mental activity such as memoriz- ing, reading problem solving, analyzing, synthesizing and drawing conclu- sions. 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. We found a large number of such objectives in the literature expressed as interests, attitudes, apprecia- tions, values, and emotional sets or biases (Krathwohl et al., 1964 as citedASSESSMENT OF LEARNING | ‘Textbook and Reviewer 1) 1t refers to the persons’ awareness i titerlization of srenietona ns of the lea 7 i ima focuses on the emotio jects and simulations, it f : ee | Y9,! Cea charyterzed bythe proresv eves of bay v1 astery of phys 1 4 Hea NN Apcludes physical Se eet pacie ah se OF the ‘ll areas. Development of these sI eS Fhe : f speed, precision, distance, aon tecuselon the physical and kinesthetic skills ofthe earner. This domain is characterized by the progressive levels of behaviors from “observation to mastery of physical skills. Bloom and other educators work on cognitive domain, panied ee comme othe hierarchy of educational objectives in 1956, it was called asthe Bloons Taxon ny of the cognitive domain. The affective and psychomotor domains were al ps by other group of educators. by Esmane, CRITERIA FOR SELECTING APPROPRIATE OBJECTIVES 1. The objectives should include all important outcomes of the course or sub- ject matter. 2. Thi objectives should be in harmony with the content standards of the state and with the general goals of the school. The objectives should be in harmény 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, CLEAR STATEMENT OF INSTRUCTIONAL OBJECTIVES ‘To obtain a clear statement of instructional objectives you should define the ob- jectives in two steps. First, state the, ives of i i ing outcomes, Second, list under ea formance that the students should the objective (Gronlund, 2000 as cit cedure should result in the statemer ‘comes such as the given example below. 1. Understands the scientific principles 11 Describes the principle in their own words, 12 Identifies examples ofthe principle. 15 ‘States reasonable hypotheses based on the Principle, 14_Uses the principle in solving problem, 15 Distinguishes between two given Principles, : 1.6. Explains the relationshi Jn this example, the standing of the students Ps between the given principles, expected learning outcome is concer ected leamin "med with the under- "*serding scientific principles. As the vert cadsiocsCHAPTER 2 B Assessing Learning Outcomes expressed as a general objective, the statement immediately starts with the word understands. Itis very important to start immediately with the verb so that it will focus only on the intended outcomes. No need to add phrase such as “the student should be able to demonstrate that they understand,” and the like. 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. The verbs describes, identifies, states, uses, distinguishes, and explains are specific learning outcomes stated in terms of observable student performance. MATCHING TEST ITEMS TO INSTRUCTIONAL OBJECTIVES When constructing test items, always remember that they should match the in- structional 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. If a test developer followed this basic rule, then the test is ensured to have content validity. The content validity is very important so that you can measure what you want to measure from the students. Always remember that your goal is to assess the achievement of the students, hence, don’t ask tricky questions. To measure the achievement of the students ask them to demonstrate a mastery of skills that was specified in the conditions in the instructional objectives. Consider the following examples of matching test items to instructional objec- tives as the author adapted and modified Kubiszyn and Borich’s (2007) instructional objectives. From the table below, items 1 and 3 have learning outcomes that match with the test item while items 2, 4, and 5 have learning outcomes that were unmatched with the test items. Match? Yes No 1 Objective: Discriminate fact from opinion from Pres Benigno C. Aquino's first State of the Nation Address / (SONA). ‘Test item: From the State of the Nation Address (SQNA) speech of President Aquino, give five (5) examples of facts and five (5) examples of opinions. 2. Objective: Recall the names and capitals ofall the different provinces of Regions I and Il in the Philippines, 1 ‘Test item: List the names and capitals of two provinces in Region I and three provinces in Region Il | 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, lst the main event in chronological order. |a ASSESSMENT OF LEARNING I : Textbook and Reviewer 4, Objective: Circle the nouns and pronouns from the given ist of words. Test item: Give five examples of pronouns and five examples of verbs. 5. Objective: Make a freehand drawing about Region II using 4 your map as a guide, | Testitem: Without using your map, draw the map of Region Tl. BLOOM'S REVISED TAXONOMY Lorin Anderson a former student of Bloom together with Krathwolh, revised the Bloom's taxonomy of cognitive domain in the mid-90s in order to fit the more outcome-focused modern education objectives. There are two major changes: (1) the ‘ames in the six categories from noun to active verb, and (2) the arrangement of the order of the last two highest levels as shown in the given figure below. This new tax. onomy reflects a more active form of thinking and is perhaps more accurate. 1956 2001 Knowledge J HH *Adaptey od with write Bloom —A New veri * permission \ ey Nis Permission from Leslie. sion of the Copnity Grenson hy the Cognitive Taxonomy, Sn Wilson’ Curriculum Pages BeyondCHAPTER? Assessing Learning Outcomes Bloom's Taxonomy in 1956 ‘Anderson/Krathwolh’s Revision in 2001 6 1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function are: identify, relate, lis, define, recall, memorize,repeat,record name, recognize, acquire 1. Remembering: Objectives written on the remembering level (lowest cognitive level): Retrieving, recalling, or recognizing knowledge from memory. Remembering, is when memory is used to produce definitions, facts, or lists; to recite or retrieve material. Sample verbs appropriate for objec- tives written at the remembering level: state, tell, underline, locate, match, state, spell, fill in the blank, identify, relate, list, define, recall, memorize, repeat, record, name, recognize, acquire 2. Comprehension: The ability to grasp or construct meaning from material Examples of verbs that relate to this function are: restate, locate, report, recognize, explain, express, identify, discuss, describe, review, infer, conclude, illustrate, interpret, draw, represent, differentiate 2. Understanding: Objectives written on the understanding level (higher level of ‘mental ability than remembering, requires the lowest level of understanding from the student): Constructing meaning from different types of functions be they written or graphic message activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Sample verbs appropriate for objec- tives written at the understanding 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 material, or to implement material in mew and concrete situations. Examples of verbs that relate to this function are: apply, relate, devel- op, translate, use, operate, organize, ‘employ, restructure, interpret, dem- onstrate, illustrate, practice, calcu- late, show, exhibit, dramatize ° 3. Applying: Objectives written on the applying level require the learner to implement (use) the information: Carrying out or using a procedure through executing, or implementing. Applying relates and refers to situations where learned material is used through products like models, presentations, interviews or simulations.-MENT OF LEARNING f Textbook and Reviewer 4. Analysis: The ability to break down or distinguish the parts of the material’ into their components so that their organizational structure may be better understood. Examples of verbs that relate to this function are: analyze, compare, Probe, inquire, examine, contrast, categorize, differentiate, investi- gate, detect, survey, classify, de- duce, experiment, scrutinize, dis- cover, inspect, dissect, discriminate, separate | 4, Analyzing: Objectives written on the et Sample verbs appropriate for objec. es written at the applying level: apply, relate, develop, translate, use, operate, organize, employ, restructure, interpret, demonstrate, illustrate, practice, calculate, show, exhibit, dramatize | analyzing level require the learner to break the information into component parts and describe the relationship. Breaking material or concepts into parts, determining | how the parts relate or interrelate to | one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing, he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations. Sample verbs appropriate for ob- jectives written at the analyzing level: analyze, compare, probe, inquire, ex- amine, contrast, categorize, differenti- ate, contrast, investigate, detect, survey, Classify, deduce, experiment, scrutinize, | discover, inspect, dissect, discriminate, | separate 5. Synthesis: The ability to put Parts together to form a coherent or unique new whole. Examples of verbs that relate to this function are: compose, produce, design, assemble, create, prepare, predict, modify, plan, invent, formu. late, collect, set up, generalize, docu- ment, combine, propose, develop, at= range, construct, organize, originate, derive, write 5. Evaluating: Objectives written on the evaluating level require the student to make a judgment about materials or meth- ods. Making judgments based on criteria and standards through checking and cri- tiquing. Critiques, recommendations, and Teports are some of the products that can be created to demonst rate the processes of evaluation. In the ne "wer taxonomy, evalu- | ation comes before creating as it is often a necessary part of the precursory behavior | before creating something. Remember this part h 1as now changed plac- es with the k 2 last one on the old taxonomy.CHAPTER? 7 Assossing Learning Outcomes Sample verbs appropriate for objectives written at the evaluating level: appraise, choose, compare, conclude, detide, defend, evaluate, give your opinion, judge, justify, prioritize, rank, rate, select, rate, support, value 6, Evaluation: The ability to judge, | 6. Creating: Objectives written on the check, and even critique the value of | creating level require the student to material for a given purpose. generate new ideas, products and ways of viewing things. Putting elements together Examples of verbs that relate | t form a coherent or functional whole; to this function are: judge, assess, | reorganizing elements into a new pattern or compare, evaluate, _ conclude, | structure through generating, planning, or measure, deduce, argue, decide, | producing. Creating requires users to put choose, rate, select, estimate, | parts together in a new way or synthesize validate, consider, appraise, value, | parts into something new and different form criticize, infer or product. This process is the most difficult ‘mental function in the new taxonomy. This one used to be No. 5 in Bloom’s taxonomy and was known as the synthesis. Sample verbs appropriate for objec- tives written at the creating level: change, combine, compose, construct, create, in- vent, design, formulate, generate, produce, revise, reconstruct, rearrange, visualize, write, plan “Adapted with written permission from Leslie Owen Wilson’s Curriculum Pages Be- yond Bloom ~ A New Version of the Cognitive Taxonomy. Cognitive Domain Bloom's taxonomy of cognitive domain is arranged according to the lowest level to the highest level. Knowledge as the lowest level followed by comprehension, anal sis, application, synthesis and evaluation as the highest level. 1, Knowledge recognizes students’ ability to use rote memorization and recall ce tain facts, Test questions focus on identification and recall information, Sample verbs of stating specific learning outcomes Cite, define, identify, label, list, match, name, recognize, reproduce, select, state_AsstssMENT OF LEARNING [ Textbook and Reviewer Instructional objectives: eee At the end of the topic; thi steps in testing hypothesis. i e students should be able to Test Item: ¥ wh What are the different steps in testing hypothesis? content, interpret im- Comprehension involves students’ ability to read course Corer a. portant information and put other's ideas into words. Test q) cus on the use of facts, rules and principles. Sample verbs of stating specific lenrning outcomes: : i Classify, convert, describe, distinguish between, give examples, interpret summarize Instructional objective: : “ ‘Atthe end of the lesson, the students should be able to summarize the main events of the story INVICTUS in grammatically correct English. Test Item: ‘Summarize the main events in the story INVICTUS in grammatically correct English. Application students take new concepts and apply them to new situation. Test questions focus on applying facts and principles. Sample verbs of stating specific learning outcomes: Apply, arrange, compute, construct, demonstrate, discover, extend, operate, predict, relate, show, solve, use Instructional objective: Al the end of the lesson, the students should i ape eli ‘ould be able to write a short poem ‘Test Item: Write a short poem in iambic pentameter, ty to take new information and break it down into parts and differentiate betwee nn them, i Of @ whole nto component pars, n®teSt auestions focus on separation Sample verbs of stating specific learning outcomes Analyze, associate, guish, estimate, determine, diagram, Point out, infer oud ea slllerentiate, discriminate, distin- SeparateCHAPTER 2» Assessing Leatnng, Outcomes Instructional objectives: Atthe end of the lesson, the students should be able to des cal tools needed in testing the difference between two means, the statisti- Test Item: What kind of statistical test would you run to see if there a significant difference between pre-test and post-test? 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. Samiple verbs of stating specific learning outcomes: Combine, compile, compose, construct, create, design, develop, devise, for- mulate, integrate, modify, revise, rewrite, tell, write Instructional objectives: At the end of the lesson, the students should be able to compare and contrast the two types of error. Test Item: What is the difference between type I and type Il 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. Sample verbs of stating specific learning outcomes: Appraise, assess, compare, conclude, contrast, criticize, evaluate, judge, justify, support Instructional objectives ‘At the end of the lesson, the students should be able to conclude the rela~ tionship between two means. Test Item: What should the researcher conclude about the relationship in the popula- tion? Affective Domain 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 char- acter and conscience, We found a large number of such objectives in the literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases(Krathwohl et al, 1964 as cited by Esmane, 2011). Th tives pertaining to attitudes, appreciations, ASSESSMENT OF LEARNING I ‘Textbook and Review 2011). The affective domain includes obje, ind emotions. m of any of the affectiy, Krathwohl’s affective domain is perhaps the best know! { domain. “The taxonomy is ordered according to ternalization refers to the process whereby a from a general awareness level to a point wl person’s al inci i lization.” j the principle of internalize ‘S Patfect toward an object passe; hhere the affect is internalized and con, i it of the affectiy sistently guides or controls the person's benavinn dine eb esmane (2011), ive domain from lowest level to the highest level as articulated by Levels of Affective Domain listen, Level Definition Sample Verbs 1. Receiving Refers to being aware of or | Example: Seve to Heese | Tesabea on ideas ok of certain ideas, materials, - or phenomena and being | others with respect. able to tolerate them. The, | Sample verbs learners are willing to —_| appropriate for objectives written at the receiving level: masks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses 2. Responding in some measure to phenomena involved outcomes emphasize compliance in responding, d, or ding. ing, willingness to respon satisfaction in respon The learners are will to participate. Refers to the commitment the ideas, materials, or by actively responding to them. It answers question about ideas. The learning Example: Participates in class discussions actively. Sample verbs appropriate for objectives written at the responding level: answers, assists, aids, complies, conforms, discusses, greets, | helps, labels, performs, Practices, presents, reads, recites, reports, selects, tells, writesCHAPTER 2 Assessing Learning, Outcomes 3 3. Valuing Refers to the willingness tobe perceived by others as valuing certain ideas, materials, phenomenon or behavior. It is based a set of specified values, while clues to these values are expressed in the learner’s overt behavior and are often identifiable. This ranges from simple acceptance to the more complex state of commitment. The Examples: Demonstrates belief in the democratic proce Shows the ability to solve problems. Sample verbs appropriate for objectives written at the valuing level: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, Tearners are willing to be | proposes, reads, reports, involved. selects, shares, studies, works 4. Organization Refers to the ability to Examples: relate the value to those z already held and bring Explains the role of itinto a harmonious and _| systematic planning in internally consistent solving problems. philcnophy, Comunity, Prioritizes time to using ideas and incorporate them to different activities. It emphasizes on comparing, relating, and synthesizing values. The learners are willing to be an advocate. effectively to meet the needs of the organization, family, and self. Sample verbs appropriate for objectives written at the organizing levi adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, | synthesizes5. Characterization by value or value set Psychomotor Domain Psychomotor domai from observation to mastery of physical skills. Esmane _agSESSMENT OF LEARN Ssrpcbok and Reviewer Incorporate ideas completely recognized by the use of them. The value system that controls tl behavior. Instructional objectives are concerné ratterns of adjustment such as personal, social, and emotional. The earners are willing to change one’s behavior, lifestyle, or way of life. NGI into practice, their with the student's general Examples: {reliance when shows sell ve dependently. working in for what .5 people Values peop! aay they are, not ho look. Sample verbs appropriate for objectives written at the characterizing level: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies in is characterized by the progressive levels of behaviors 2011) 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. The Psychomotor Domain includes objectives that require basic motor skills and /or physical movement such as construct, kick or ski. ] Levels of Psychomotor Domain Level Definition Example 1. Perception The ability to use sensory | Examples: cues to guide motor activi- ty. This ranges from sensory stimulation, through cue se- lection, to translation. Detects nonverbal commu- nication cues, Estimate where a ball will land after it is thrown and | then moving to the correct location to catch the ball.CHAPTER? Assesting Learning Outcomes 33 Sample verbs appropriate for objectives written at the perception level: chooses, describes, detects, differen- tiates, distinguishes, identi- fies, isolates, relates, selects Readiness to act. It includes mental, physical, and emo- tional sets. These three sets are dispositions that prede- termine a person's response to different situations (so- ‘metimes called mindsets). Example: Recognizes one’s abilities and limitations. Shows de- sire to learn a new process (motivation). Note: This subdivision of Psychomotor domain is closely related to the “re- sponding to phenomena” subdivision of the Affective domain. Sample verbs appropriate for objectives written at the set level: begins, displays, explains, moves, proceeds, reacts, shows, states, volun- teers 2 Set 3. Guided Response The early stages in learn- ing a complex skill that in- cludes imitation and trial and error. Adequacy of per- formance is achieved by practicing, Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Sample verbs appropriate for objectives written at the guided response level: cop- jes, traces, follows, reacts, reproduces, responds 4, Mechanism This is the intermediate stage in learning a complex skill, Learned responses have become habitual and the movements can be per- formed with some confi- dence and proficiency. Examples: Uses a personal computer. Repairs a leaking faucet, Drives a car[ASSESSMENT OF LEARNING | "Textbook and Reviewer ecm Sample verbs appropriate for objectives written at the mechanism level: assembles, calibrates, cons- tructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches 5. Complex Overt Response The skillful performance of motor acts that involves complex movement _pat- terns, Proficiency is indi- cated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes perform- ing without hesitation, and automatic performance. For ‘example, players often utter sounds of satisfaction or ex- pletives as soon as they hit a tennis ball or throw a foot- ball, because they can tell by the feel of the act what the result will produce, Examples: Operates a computer quickly and accurately. Displays competence while playing the piano. Sample verbs appropriate for objectives written at the complex overt response level: assembles, builds, cal- ibrates, constructs, disman- tles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, or- ganizes, 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. 6. Adaptation Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Sample verbs appropriat for objectives written at the adaptation level: adapts, alters, changes, rearranges, reorganizes, revises, varies ae ee ye A‘CHAPTER? Assessing Learning Outcomes Creating new movement patterns to fit a particular situation or specific prob- lem. Learning outcomes emphasize creativity based upon highly developed skills. Example: Creates a new gymnastic routine. Sample verbs appropriate for objectives written at the origination level: arranges, builds, combines, composes, constructs, creates, designs, initiates, makes, originates Other Psychomotor Domains Aside from the discussion of Simpson (1972) about the psychomotor domain, there are two other popular versions commonly used by educators. The works of Dave, R. H. (1975) and Harrow, Anita (1972) and Kubiszyn and Borich (2007) were discussed below. Dave's (1975) 7. Origination Level Definition Example Imitation Observing and patterning | Copying a work of art : behavior after someone else. Performance may be of low quality. ‘Manipulation Being able to perform | Creating work on one’s certain actions by own, after taking lessons, following instructions _| or reading about it | and practicing. Precision Refining, becoming more | Working and reworking exact. Few errors are something, so it will be apparent. “just right” Articulation Coordinating aseries | Producing a video that of actions, achieving involves music, drama, harmony and internal __| color, sound, etc. consistency. Naturalization Having high level Michael Jordan playing performance become basketball, Nancy Lopez natural, without needing. | hitting a golf bali, etc. to think much about it. iHarrow’s (1972), Kubiszyn and Bo! ASSESSMENT OF LEARNING 1 "Textbook and Reviewer ich (2007) Level Definition Examp! Reflex movements Reactions that are not learned. Flexion, extension, stretch, postural adjustment Fundamental movements Inherent movement patterns which are formed by combinations of reflex movements, the basis for complex skilled Basic movement such as walking, grasping, twisting, manipulating movements. Perception Response to stimuli Coordinated movements such as visual, auditory, | such as jumping rope, kinesthetic, or tactile punting, catching discrimination. Physical abilities Stamina that must be Muscular exertion, quick developed for further _| precise movement development such as strength and agility. Skilled movements Advanced learned Skilled activities in movements as one sports, recreation and would find in sports or | dance acting. No discursive Effective body language, | Body postures, gestures, communication such as gestures and facial expressions facial expressions. efficiently executed in skilled dance movement and choreographies