ED 302

ASSESSMENT OF
LEARNING 1
(Module 2)

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I. INTRODUCTION:
This learning module guides learners on becoming a good teacher. As facilitators of learning,
teachers are compelled to set learning outcomes that are expected from the students. With this learning
module, they will be assisted to formulate learning objectives and to assess student learning outcomes. It
equips students with tools for critical evaluation of a variety of learning activities and centers on the
alignment of these learning activities to the learning objectives. As future educators themselves, learners
can use the knowledge, skills and insight they’ll learn from this module in their future professional ventures.
This chapter covers additional discussion on program outcomes and student learning outcomes. It
contains examples of learning verbs for the different taxonomies for each domain of learning. This will
guide students to formulate good lesson objectives which is crucial to good teaching. Moreover, it discusses
the principles of good practice in assessing learning outcomes. In this module, students will also be
introduced to a variety of assessment methods, tools and tasks. The discussion in this module comes from
internet resources, printed materials, and among others. As your facilitator of learning in ED 302, I will
enrich our discussion by presenting information with citations. If you have questions please do not hesitate
to call, email, text or chat with me on the details provided in the Teacher Intervention Section of this module.

II. COURSE LEARNING OUTCOMES:

At the end of the course, the learners are expected to:
1. Demonstrate current, research-based knowledge and understanding of the basic concepts and
principles of assessment and how they are applied in teaching and learning;
2. Identify learning outcomes that are aligned with learning competencies;
3. Demonstrate knowledge in designing, developing, selecting and using appropriate diagnostic,
formative and summative assessment strategies in line with K to 12 standards, guidelines and
requirements;
4. Demonstrate knowledge of monitoring and evaluating learner progress using learner attainment
data;
5. Demonstrate understanding of the role of assessment in making instructional decisions;
6. Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner
performance; and
7. Demonstrate familiarity with strategies for communicating students’ learning needs, progress and
achievement to key stakeholders.

Through (4.2.1.1) excellent instruction, relevant and responsive research and/ or extension services,
and quality-assured production (4.3.1.1) of a true NOrSUnian with the core values of SAPPHIRE needed
to (4.1.1.1) become dynamic, competitive and globally responsive.

III. CONTENTS OF THE MODULE:

This Module contains the following lessons:
Lesson 3: Program Outcomes and Student Learning Outcomes
Lesson 4: Assessing Student Learning Outcomes

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IV. DIRECTIONS ON HOW TO USE THIS MODULE PROPERLY:
In order to benefit profoundly from this module, please be guided by all the key points presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations
thoroughly so that you could understand the lesson fully.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you
acquire the SLOs.
4. Feel free to chat, call, text or send an email if you have questions, reactions, or reflections about the
contents or activities in the module.
5. The Practice Task/Assessment and the Assignment shall be checked by your instructor.

SPECIFIC LEARNING OUTCOMES:

At the end of the topic, the students are expected to:
1. Describe program outcomes for Teacher Education;
2. Discuss the different levels of learning in cognitive, psychomotor and affective domain;
3. Apply the different levels of learning domains to formulate learning outcomes for a given topic.

MOTIVATION/ PROMPTING QUESTIONS:

Question: In the previous lessons, the terms ‘program outcomes’ and ‘learning outcomes’ were defined.
What is the difference between the two?

DISCUSSION
PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES
PROGRAM OUTCOMES are statements about the knowledge, skills and attitudes (attributes) the
graduate of a formal program should have. POs deal with the general aspect of graduation for a particular
program, and the competencies and expertise a graduate will possess after completion of the program
(Linways, 2018).
The Commission on Higher Education, the body that regulates higher education in the Philippines,
in its Memorandum Order #20, s.2014 requires the following outcomes for all higher education institutions
(HEI) the ability to:
● articulate and discuss the latest development in the specific field of practice;
● effectively communicate orally and in writing using both English and Filipino;
● work effectively and independently in multi-disciplinary and multi-cultural teams;
● act in recognition of professional, social and ethical responsibility; and
● preserve and promote “Filipino historical and cultural heritage.”
Some program outcomes are based on types of HEI because this determines the focus and purpose
of the HEI. For example:
● Graduates of professional institutions demonstrate a service orientation in one’s profession.

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 ● Graduates of colleges participate in various types of employment, development activities and public
discourses, particularly in response to the needs of the communities one serves.
● graduates of universities participate in the generation of new knowledge or in research and
development projects.
● Graduates of State Universities and Colleges must, in addition, have the competencies to support
“national, regional and local development plans.”

PROGRAM OUTCOMES FOR TEACHER EDUCATION

The program outcomes specific to degrees are programs spelled out in the specific Policies, Standards
and Guidelines (PSG) per program or degree. The following are the program outcomes for teacher
education in 2017 Philippines.
● CMO No. 74, Series of 2017 – Policies, Standards and Guidelines for Bachelor of Elementary
Education (BEEd): https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-74-s.-2017.pdf
● CMO No. 75, Series of 2017 – Policies, Standards and Guidelines for Bachelor of Secondary
Education (BSEd): https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-75-s.-2017.pdf
● CMO No. 76, Series of 2017 – Policies, Standards and Guidelines for Bachelor of Early
Childhood Education (BECEd): https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-76-
s.-2017.pdf
● CMO No. 77, Series of 2017 – Policies, Standards and Guidelines for Bachelor of Special Needs
Education (BSNEd): https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-77-s.-2017.pdf
● CMO No. 78, Series of 2017 – Policies, Standards and Guidelines for Bachelor of Technology
and Livelihood Education (BTLEd): https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-
78-s.-2017.pdf
● CMO No. 79, Series of 2017 – Policies, Standards and Guidelines for Bachelor of Technical-
Vocational Teacher Education (BTVTEd): https://ched.gov.ph/wp-
content/uploads/2017/11/CMO-No.-79-s.-2017.pdf
● CMO No. 80, Series of 2017 – Policies, Standards and Guidelines for Bachelor of Physical
Education (BPEd): https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-80-s.-2017.pdf
● CMO No. 81, Series of 2017 – Policies, Standards and Guidelines for Bachelor of Science in
Exercise and Sports Sciences (BSESS): https://ched.gov.ph/wp-content/uploads/2017/11/CMO-
No.-81-s.-2017.pdf
● CMO No. 82, Series of 2017 – Policies, Standards and Guidelines for Bachelor of Culture and
Arts Education (BCAEd): https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-82-s.-
2017.pdf

LEARNING OUTCOMES are statements of desired results of learning that are expressed in words
that make it clear how measurement can be achieved. Therefore, learning outcomes provide a basis for
measuring and reporting on student achievement (Popenici & Millar, 2015).

Figure 1

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Learning outcomes should be SMART.
How to Write SMART
Learning Objectives

https://www.convergencetraining.com/blog/
how-to-write-smart-learning-objectives

Figure 2: SMART Learning Outcomes

THE THREE TYPES OF LEARNING

In 1956, Benjamin Bloom and a committee of colleagues identified three domains of educational
activities: (1) cognitive, which refers to mental skills, (2) affective, which refers to feeling or emotion and
(3) psychomotor, which refers to manual or physical skills. As these terms were regarded as too technical
by practicing teachers, they are translated to simpler terms (KSA): Knowledge (cognitive), Skills
(psychomotor) and Attitudes (affective).
These domains are organized into categories or levels and arranged in hierarchical order from
simplest behavior to the most complex behavior.
THE COGNITIVE DOMAIN
The cognitive domain 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 of cognitive processes starting from the
simplest to the most complex. The categories can be thought of as degrees of difficulties. That is, the first
ones must normally be mastered before the next one can take place (Clark, 2015).

Bloom's Taxonomy:
The Original Cognitive
Domain

http://www.nwlink.com/~don
clark/hrd/Bloom/original_cog
nitive_version.html

Figure 3: Cognitive Domain

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in
the mid-nineties and made some changes, with perhaps the three most prominent ones being (Anderson,
Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):

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 ● changing the names in the six categories from noun to verb forms
● rearranging them as shown Figure 3
● creating a processes and levels of knowledge matrix

In the revised cognitive taxonomy, Anderson and Krathwohl identified 4 levels of knowledge.
1. Factual - The basic elements or facts students must know to be acquainted with a
Bloom's Revised discipline or solve problems.
Taxonomy 2. Conceptual – The interrelationships among the basic elements within a larger
structure that enable them to function together.
3. Procedural - How to do something, methods of inquiry, and criteria for using
skills, algorithms, techniques, and methods.
4. Metacognitive – Knowledge of cognition in general, as well as awareness and
knowledge of one’s own cognition.
http://www.nwlink.co
m/~donclark/hrd/bloo
m.html#revised

When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes
a nice performance aid for creating performance objectives.

Figure 4: The Cognitive Dimension

THE PSYCHOMOTOR DOMAIN

The psychomotor domain (Simpson, 1972) includes physical movement,

The Psychomotor Domain:
Simpson (1972), Dave
coordination, and use of the motor-skill areas. Development of these skills
(1975) and Harrow (1972) requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution. Thus, psychomotor skills rage from
manual tasks, such as digging a ditch or washing a car, to more complex tasks,
such as operating a complex piece of machinery or dancing.

http://www.nwlink.com/~don
clark/hrd/Bloom/psychomoto
r_domain.html

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 Figure 5: Simpson (1972) Figure 6: Dave (1975) Figure 7: Harrow (1972)

THE AFFECTIVE DOMAIN

Bloom’s Taxonomy: The affective domain (Krathwohl, Bloom, Masia,

The Affective Domain 1973) includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. The taxonomy
is arranged into 5 levels as the person progresses towards
http://www.nwlink.com/~don
internalization in which the attitude or feeling
clark/hrd/Bloom/affective_do consistently guides or controls a person’s behavior.
main.html
Figure 8: The Affective Domain

KENDALL’S AND MARZANO’S NEW TAXONOMY

Instead of categorizing learning activities, Kendall and Marzano reframed the three domains of
knowledge by describing six levels of processing knowledge.
The New Taxonomy
(Marzano and
Kendall, 2007)

https://www.academia.edu/350
69892/The_New_Taxonomy_
Marzano_and_Kendall_2007

Figure 9: Six Levels of Processing Knowledge

LEARNING ACTIVITIES/EXERCISE
Direction: Using the given topics, write learning outcomes for each of the 3 domains.
1. Natural Resources of Asia
2. Colonialism and Imperialism in Southeast Asia
3. Branches of Philippine Government

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TEACHER INTERVENTION
(Note: This section allows your teacher to validate your understanding of the lesson presented in this module.
You can chat your teacher through messenger, MWF 11:00-12:00 for BSED SOC STUD 3 and TTh 10:00-
11:30 for BEED 3).

1. One thing I have learned on this topic is/are

________________________________________________________________________
_________________________________________________.
2. The problems I have encountered while working on this topic is/are
________________________________________________________________________
_________________________________________________.
3. I solve these problems by

______________________________________________________________________________
___________________________________________.

PRACTICE TASK/ASSESSMENT
Direction: The following are examples of learning outcomes. For each learning outcome, write in the
second column the domain in which the outcome is classified and in the third column the level/category to
which the outcome belongs. NOTE: For the cognitive domain, use the Revised Taxonomy and for the
psychomotor domain, use Harrow’s Classification to determine the level.

LEARNING OUTCOME DOMAIN LEVEL/

CATEGORY

1. Try to remember profile and facts

2. Demonstrate objectivity in problem-solving

3. Add a column of two-digit numbers

4. Displays competence while playing the violin

5. Explain in one’s words the stages in the water cycle

6. Write a research paper on the effects of social media to students

7. Utilize yoga stretches to de-stress and calm their minds and bodies

8. Appreciate the importance of civil rights in to promote equality

9. Perform the steps in sterilizing baby bottle

10. Recite prices of commodities from memory

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FEEDBACK TO ASSESSMENT

Varied answers.

ASSIGNMENT
Based on Kendall’s and Marzano’s new taxonomy, select learning competencies from the K-12
Curriculum Guide to illustrate levels of difficulty found in the new taxonomy. Refer to Kendall’ and
Marzano’s new taxonomy in:
https://www.academia.edu/35069892/The_New_Taxonomy_Marzano_and_Kendall_2007

SPECIFIC LEARNING OUTCOMES:

At the end of the topic, the students are expected to:
1. Clarify the principles in assessing learning outcomes;
2. Construct a scoring rubric; and
3. Show appreciation to student diversity as they consider the different multiple intelligences in
giving assessment tasks

MOTIVATION/ PROMPTING QUESTIONS:

Direction: Determine which intelligences are strongest for you by doing this activity accessible through
https://www.literacynet.org/mi/assessment/findyourstrengths.html. Answer it as objectively as possible.
What are your top 3 intelligences? How do you feel upon knowing your strengths?

DISCUSSION
PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES
Assessment is an integral process for determining the nature of and extent of student learning and
development. This process will be most effective when the principles of good practice in assessment are
taken into consideration.
Samples of Supporting Student Activities
Principles of Good
Practice in Assessing
Learning Outcomes

https://docs.google.com/document/d
/11oCEDGBX1FfrhrsmtcHyIFg4hy
BtlkGQd-Z_h1mU3tM/edit
Figure 10

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 CONSTRUCTIVE ALIGNMENT
An important consideration when designing a learning experience, course, or
program is to ensure assessments and instructional strategies are aligned with the
intended learning outcomes (Biggs & Tang, 2011). Creating an aligned design focuses
instructional strategies on development of knowledge, skills, and values while providing
formative feedback and preparing learners for formal assessment.
● Establish learning objectives - write clear, measurable outcomes of student
learning in line with assessment criteria
● Provide learning opportunities - design content, fine-tune teaching and
Figure 11: Instructional Cycle assessment to provide multiple opportunities to achieve all established learning
outcomes
● Assess student learning - teachers implement their planned assessments to determine whether students have
met the intended learning outcomes
● Use the results from the assessment - use results to understand and improve student learning and fine-tune
teaching strategies and practice
VARIETY OF ASSESSMENT METHODS, TOOLS AND TASKS
Assessment methods can be classified as traditional and authentic. Traditional assessment method
refers to the usual paper-and-pencil test while authentic assessment is called alternative assessment, it being
an alternative to the traditional.
Traditional vs.
Authentic Assessment TRADITIONAL ASSESSMENT AUTHENTIC ASSESSMENT

Selected-response Constructed- Product Performance

response

- Alternate response - Completion - Product output - Performance

- Matching type - Short answer - visual: graph, tasks
https://abdao.wordpress.co - Multiple choice - Essay - restricted collage, reflective - experiments, oral
m/2015/07/18/traditional- or non-restricted - journal presentations,
vs-authentic-assessment/ - Problem solving dramatization

PORTFOLIO
For purposes of assessment, a portfolio is a limited collection of Types of Portfolio
a student’s work used either to present the student’s best work(s) or
to demonstrate the student’s educational growth over a given time. A
portfolio is not simply a scrapbook or collection of all of a student’s
work. The works put into a portfolio are carefully and deliberately
http://www.ascd.org/publications/books/197
selected so the collection as a whole accomplishes its purpose (Nitko 171/chapters/The-Types-of-Portfolios.aspx
& Brookhart, 2014).

SCORING RUBRICS
According to Brookhart (2013), a rubric is a coherent set of criteria for students’ work that includes
descriptions of levels of performance quality on the criteria. The main purpose of rubrics is to assess
performances.
Rubrics have two major aspects: coherent sets of criteria and descriptions of levels of performance for
these criteria. There are two types: (1) analytic and (2) holistic. Analytic rubrics describe work on each
criterion separately. For most classroom purposes, analytic rubrics are best. Holistic rubrics describe the
work by applying all the criteria at the same time and enabling an overall judgment about the quality of the

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work. One classroom purpose for which holistic rubrics are better than analytic rubrics is the situation in
which students will not see the results of a final summative assessment and you will not really use the
information for anything except a grade.

Creating and
Using Rubrics

https://manoa.hawaii.edu/a
ssessment/resources/creatin
g-and-using-rubrics/

Figure 12: Advantages and Disadvantages of Different Types of Rubrics

ASSESSMENT STRATEGIES AND MULTIPLE INTELLIGENCES
Assessment should reflect the diversity of intelligences and learning styles of students in the classroom.
For example, students who are good at spatial learning might not display the full range of their knowledge
on an essay test. In fact, traditional testing methods are inherently biased towards students with strong
linguistic and mathematical skills. Advocates of MI theory suggest that teachers supplement their traditional
assessment methods with assessment strategies that evaluate student progress in an inclusive, meaningful
way.

The 9 Intelligences Using Multiple

of MI Theory Intelligences in
Testing & Assessment

https://www.teachervision.c
https://web.cortland.edu/and om/using-multiple-
ersmd/learning/mi%20table. intelligences-testing-
htm assessment
Figure 13: Multiple Intelligences

ASSESSMENT OF LEARNING OUTCOMES IN THE K TO 12 PROGRAM

The assessment practices for the guidance of all teachers were lifted from DepEd order 8, s. 2015:
https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf

LEARNING ACTIVITIES/EXERCISE
I. Determine whether or not the assessment task is aligned with the learning outcome. If the assessment
task is not aligned with the learning outcome, improve it to align with the learning outcome.

Learning Outcome Assessment Task

1. Demonstrate how to do a PowerPoint presentation Present a report with PowerPoint

2. Trace the historical development of the Philippine With the use of an appropriate graphic organizer, trace

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 basic education curriculum the historical development of the Philippine basic
education curriculum

3. Dance tango Trace the history of tango

4. Interpret a given poem What is your favorite line in the poem? Why is it your
favorite line?

5. Practice natural resource management methods and Group discussion on the different natural resources
environmental decision making found in the community

6. Classify common treatments for mental illnesses Working in groups, students create a short presentation
on a specific mental illness and describe effective
treatments used in modern clinical settings

II. Using your learning outcomes from Lesson 3: LEARNING ACTIVITIES/EXERCISE, give assessment
tasks appropriate to the MIs. Choose learning outcomes from 1 topic only.

TEACHER INTERVENTION
(Note: This section allows your teacher to validate your understanding of the lesson presented in this module.
You can chat your teacher through messenger, MWF 11:00-12:00 for BSED SOC STUD 3 and TTh 10:00-
11:30 for BEED 3).

1. One thing I have learned on this topic is/are

________________________________________________________________________
_________________________________________________.
2. The problems I have encountered while working on this topic is/are
________________________________________________________________________
_________________________________________________.
3. I solve these problems by

______________________________________________________________________________
___________________________________________.

PRACTICE TASK/ASSESSMENT
I. There are 13 principles of assessment in
https://docs.google.com/document/d/11oCEDGBX1FfrhrsmtcHyIFg4hyBtlkGQd-
Z_h1mU3tM/edit. At the blank before each number, indicate the letter corresponding to the
principle illustrated in each item.
___ 1. Assessment activities should be observable and measurable.
___ 2. Assessment should be ongoing and continuous.
___ 3. Teachers set passing score for a test
___ 4. Every school must publicize its mission and core values.
___ 5. Competencies or skills may be assessed from the simple to more complex level.
___ 6. Rubrics assessment is used for non-objective types of tests.

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 ___ 7. The faculty, students, parents and staff understand and commit to implement the
program/department objectives.
___ 8. Outcomes are attained through supporting activities.
___ 9. The institution must decide on its mission of education and values it will develop.
___ 10. Teacher presents intended learning outcomes before instruction.
___ 11. The outcome assessment phrases are organized in an instructional cycle.
___ 12. To solve a problem is more observable than ‘analytical ability.’
___ 13. Supporting activities are as important as outcomes.
___ 14. The program or department should have mission and objectives aligned with the
institution’s mission and core values.
___ 15. Portfolios are of two types: longitudinal and ‘best case/ thematic.’

FEEDBACK TO ASSESSMENT

Note: Answers will be provided once all of the student’s module are submitted.

ASSIGNMENT
INSTRUCTION: With the given learning outcome, construct a scoring rubric - analytic and holistic.
Learning Outcome: Retell thru drama presentation the major events that
happened during the Philippine revolution in 1896.
Here’s a rubric of how your work will be assessed.
https://docs.google.com/document/d/14X7X-CnWBFeAQ8d3g36CBno66LoxK52vuNDIlzyynKA/edit

REFERENCES/ READING MATERIALS

Abdao, D. (2015). Traditional vs. Authentic Assessment. Principles and Methods of Assessment. Retrieved from
https://abdao.wordpress.com/2015/07/18/traditional-vs-authentic-assessment/
Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C.
(2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives.
New York: Pearson, Allyn & Bacon.
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. Maidenhead, UK: Open University Press.
Brookhart, S.M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading. Alexandria, VA: Association for
Supervision and Curriculum Development.
Clark, D.R. (2015). Bloom's Taxonomy of Learning Domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
Dalto, J. (2020). How to Write SMART Learning Objectives. Convergence Training. Retrieved from
https://www.convergencetraining.com/blog/how-to-write-smart-learning-objectives
Danielson, C. & Abrutyn, L. (1997). Introduction to Using Portfolios in the Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.
Navarro, R.L., Santos, R.G., Corpuz, B.B. (2019). Assessment in Learning 1. Quezon City, Philippines: Lorimar Publishing, Inc.
Nitko, A.J., Brookhart, S.M. (2014). Educational Assessments of Students (6th ed.). England, United Kingdom: Pearson
Education Limited.
Popenici, S. & Millar, V. (2015). Writing Learning Outcomes: A practical guide for academics. Melbourne, Australia:
Melbourne Centre for the Study of Higher Education.
A Definitive Study on Course Outcomes & Program Outcomes. Linways. Retrieved from https://stories.linways.in/a-definitive-
study-on-course-outcomes-program-outcomes-fc55332df510

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Creating and Using Rubrics. Assessment and Curriculum Support Center. Retrieved from
https://manoa.hawaii.edu/assessment/resources/creating-and-using-rubrics/
How to Write Course Learning Outcomes. Mohawk College. Retrieved from https://www.mohawkcollege.ca/employees/centre-
for-teaching-learning/curriculum-development/how-to-write-course-learning-outcomes
Using Multiple Intelligences in Testing & Assessment. TeacherVision. Retrieved from https://www.teachervision.com/using-
multiple-intelligences-testing-assessment

FIGURE SOURCES
https://www.mohawkcollege.ca/employees/centre-for-teaching-learning/curriculum-
FIGURE 1
development/how-to-write-course-learning-outcomes
https://www.mohawkcollege.ca/employees/centre-for-teaching-learning/curriculum-
FIGURE 2
development/how-to-write-course-learning-outcomes
FIGURE 3 https://csuci.instructure.com/courses/33/pages/blooms-taxonomy-of-the-cognitive-domain
FIGURE 4 http://www.nwlink.com/~donclark/hrd/bloom.html#revised
FIGURE 5 http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.jpg
https://www.researchgate.net/figure/Psychomotor-Domain-from-Taxonomy-of-Educational-
FIGURE 6
Objectives-revised-by-Dave-1970_fig3_296962755
FIGURE 7 http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/harrowstax.htm
FIGURE 8 https://thepeakperformancecenter.com/wp-content/uploads/2016/02/Affective-Domain.jpg
FIGURE 9 http://www.ifeet.org/files/The-New-taxonomy-of-Educational-Objectives.pdf
Navarro, R.L., Santos, R.G., Corpuz, B.B. (2019). Assessment in Learning 1. Quezon City,
FIGURE 10
Philippines: Lorimar Publishing, Inc.
FIGURE 11 https://curry.virginia.edu/sites/default/files/uploads/pageImages/CCPRC_Instructional_Cycle.png
Brookhart, S.M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading.
FIGURE 12
Alexandria, VA: Association for Supervision and Curriculum Development.
FIGURE 13 https://hunterswritings.files.wordpress.com/2016/03/mi-round.jpg

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