STANDARDS-BASED ASSESSMENT there is good fit and flow between a course’s

Short introduction of the topic intended learning outcomes, teaching and

Standards-based assessment is an approach to learning activities, and assessments of student
evaluating student performance based on learning.
predetermined learning standards. These 1.1.b.
assessments are designed to measure students' As developed and defined by John Biggs
proficiency in specific skills and knowledge (2014), Constructive Alignment involves:
outlined by these standards. The purpose of this
method is to ensure that all students meet 1. Thoughtfully determining intentions for what
consistent educational expectations and to students should learn and how they will
provide clear benchmarks for their progress and demonstrate their achievement of these intended
achievement. learning outcomes, and clearly communicating
these to students;
Standards-based Assessment 2. Designing teaching and learning activities so
1.1. Constructive Alignment that students are optimally engaged in achieving
1.1 a. Constructive alignment is an these learning outcomes; and
outcomes-based approach to teaching in which
the learning outcomes that students are intended 3. Creating assessments that will allow students
to achieve are defined before teaching takes to demonstrate their attainment of the learning
place. Teaching and assessment methods are outcomes and allow instructors to discern how
then designed to best achieve those outcomes well these outcomes have been achieved.
and to assess the standard at which they have
been achieved (Biggs, 2014). Outcomes based
teaching and learning is based on meeting set A Basic Model of an Aligned Curriculum
standards of teaching and learning to ensure
students meet the requirements for a degree.
Assessment is marked against criteria referenced
to the outcomes (Spady, 1994). In constructive
alignment, assessment is aligned to the intended
learning outcomes and students construct
knowledge through teaching and learning
experiences. Students show evidence of how they
meet the outcomes through assessment where
they show construction of knowledge and skills.
Teaching provides the opportunities for students
to demonstrate their learning. The focus in
constructive alignment is on what and how
students learn, rather than on the topic the
teacher teaches. The action verb in a learning
outcome describes to students what they should
perform to achieve the intended learning outcome
(for example, “apply procedures” or “compare
theories”). Learning activities are what the student Example of alignment from different modules:
undertakes to meet these learning outcomes and
students construct knowledge and skills based on
the learning activities. Assessment shows how
well they have learned from the activities.
Student-centered, active learning activities
provide opportunities for students to construct
new knowledge. Constructive alignment is
relevant for individual subjects as well as at the
course level. Analysis of learning outcomes and
levels of thinking for a subject informs the
rationale for assessment and the design of
structured learning opportunities to develop skills
and knowledge throughout a subject. Bloom’s
Revised Taxonomy can be used in the
development of learning activities. The goal of
Constructive Alignment then, is to support
students in developing as much meaning and
learning as possible from a well-designed,
coherent, and aligned course. Courses are
congruent and cohere in an explicit way when
1.2. Policy Guidelines on Classroom teacher provides immediate feedback to
Assessment for the K to 12 Basic students about their learning progress.
Education Program (BEP) Classroom assessment also measures the
achievement of competencies by the
1.2.a. Theoretical Basis learners.
- Classroom Assessment is a joint
process that involves both teachers and 1.3. Two Types of Classroom Assessment
learners. It is an integral part of teaching
and learning. Teachers provide appropriate 1.3.a.Formative assessment
assessment when they aim to holistically - May be seen as assessment for learning
measure learners’ current and developing so teachers can make adjustments in their
abilities while enabling them to take instruction. It is also assessment as learning
responsibility in the process. This view wherein students reflect on their own progress.
recognizes the diversity of learners inside According to the UNESCO Program on Teaching
the classroom, the need for multiple ways and Learning for a Sustainable Future (UNESCO-
of measuring their varying abilities and TLSF), formative assessment refers to the
learning potentials, and the role of learners ongoing forms of assessment that are closely
as co-participants in the assessment linked to the learning process. It is
process. At the heart of this assessment characteristically informal and is intended to help
framework is the recognition and deliberate students identify strengths and weaknesses in
consideration of the learners’ zone of order to learn from the assessment experience.
proximal development (Vygotsky 1978). Formative assessment may be given at any time
Appropriate assessment is committed to during the teaching and learning process. It is
ensure learners’ success in moving from also a way to check the effectiveness of
guided to independent display of instruction. Formative assessment involves
knowledge, understanding, and skills, and teachers using evidence about what learners
to enable them to transfer this successfully know and can do to inform and improve their
in future situations. From this point of view, teaching. Teachers observe and guide learners in
assessment facilitates the development of their tasks through interaction and dialogue, thus
learners’ higher-order thinking and 21st- gaining deeper insights into the learners’ progress,
century skills. This view of assessment, strengths, weaknesses, and needs. The results of
therefore, acknowledges the unity of formative assessments will help teachers make
instruction and assessment. Assessment is good instructional decisions so that their lessons
part of day-to-day lessons and extends the are better suited to the learners’ abilities. It is
day-to-day classroom activities that are important for teachers to record formative
already in place in the K to 12 curriculum. assessment by documenting and tracking
learners’ progress using systematic ways that can
1.2.b. What is Classroom Assessment? easily provide insight into a student’s learning.
- Assessment is a process that is Such monitoring will allow teachers to understand
used to keep track of learners’ progress in their students and thus teach them better.
relation to learning standards and in the Formative assessment results, however, are not
development of 21st-century skills; to included in the computation of summative
promote self-reflection and personal assessment. Formative assessment must also
accountability among students about their provide students with immediate feedback on how
own learning; and to provide bases for the well they are learning throughout the teaching-
profiling of student performance on the learning process. Recommendations on how they
learning competencies and standards of can improve themselves and should also be given
the curriculum. Various kinds of by the teachers. Formative assessment enables
assessments shall be used appropriately students to take responsibility for their own
for different learners who come from learning, and identify areas where they do well
diverse contexts, such as cultural and where they need help. As a result, students
background and life experiences. will appreciate and make their own decisions
Classroom Assessment is an ongoing about their progress.
process of identifying, gathering,
organizing, and interpreting quantitative 1.4. Summative Assessment
and qualitative information about what
learners know and can do. Teachers 1.4.a. Summative assessment,
should employ classroom assessment on the other hand, may be seen as
methods that are consistent with curriculum assessment of learning, which occurs at the end
standards. It is important for teachers to of a particular unit. This form of assessment
always inform learners about the objectives usually occurs toward the end of a period of
of the lesson so that the latter will aim to learning in order to describe the standard reached
meet or even exceed the standards. The by the learner.Often, this takes place in order for
appropriate decisions about future learning or job
suitability to be made. Judgments derived from
summative assessment are usually for the benefit 1.8. Learning Competencies - refer to the
of people other than the learner (UNESCO-TLSF). knowledge, understanding, skills, and attitudes
Summative assessment measures whether that students need to demonstrate in every lesson
learners have met the content and performance and/or learning activity.
standards. Teachers must use methods to
measure student learning that have been 1.9. Concept Development
deliberately designed to assess how well students - The learning standards in the curriculum
have learned and are able to apply their learning reflect progressions of concept development. The
in different contexts. The results of summative Cognitive Process Dimensions adapted from
assessments are recorded and used to report on Anderson & Krathwohl (2001) may be a good way
the learners’ achievement. Primarily, the results of to operationalize these progressions. It provides a
summative assessment are reported to the scheme for classifying educational goals,
learners and their parents/guardians. In addition, objectives, and standards. It also defines a broad
these are reported to principals/school heads, range of cognitive processes from basic to
teachers who will receive the child in the next complex, as follows: Remembering,
grade level, and guidance teachers who should Understanding, Applying, Analyzing, Evaluating,
help students cope with challenges they and Creating. Each dimension is described in the
experience in school. given table.

1.5. What is assessed in the Classroom?

1.5.a. Assessment in the classroom is aimed at

helping students perform well in relation to the
learning standards. Learning standards comprise
content standards, performance standards, and
learning competencies that are outlined in the
curriculum.

1.6. Content Standards

1.6.a. Identify and set the essential knowledge

and understanding that should be learned. They
cover a specified scope of sequential topics within
each learning strand, domain, theme, or
component. Content standards answer the
question, “What should the learners know?”

1.7. Performance Standard

1.7.a. Describe the abilities and skills that learners

are expected to demonstrate in relation to the
1.10. Components of Summative Assessment
content standards and integration of 21st-century
- Summative assessments are classified
skills. The integration of knowledge,
into three components, namely, Written Work
understanding, and skills is expressed through
(WW), Performance Tasks (PT), and Quarterly
creation, innovation, and adding value to
Assessment (QA). These three will be the bases
products/ performance during independent work
for grading. The nature of the learning area
or in collaboration with others.
defines the way these three components are
Performance standards answer the following assessed.
questions:
1.10.a. Written Work
1. “What can learners do with what they know?”
- The Written Work component ensures
2. “How well must learners do their work?” that students are able to express skills and
concepts in written form. Written Work, which may
3. “How well do learners use their learning or
include long quizzes, and unit or long tests, help
understanding in different situations?” strengthen test-taking skills among the learners. It
is strongly recommended that items in long
4. “How do learners apply their learning or
quizzes/tests be distributed across the Cognitive
understanding in real-life contexts?” Process Dimensions so that all are adequately
covered. Through these, learners are able to
5. “What tools and measures should learners use
practice and prepare for quarterly assessment
to demonstrate what they know?” and other standardized assessments. Other
written work may include essays, written reports,  establish learning targets that reflect school
and other written output. goals and 21st century skills (Do the targets
reflect school goals and 21st century
1.10.b. Performance Task knowledge, skills, and dispositions?);
- The Performance Task component
allows learners to show what they know and are  establish learning targets that are challenging
able to do in diverse ways. They may create or yet feasible (Will the targets challenge
innovate products or do performance-based tasks. students to do their best work?); and
Performance-based tasks may include skills
demonstration, group presentations, oral work,  establish learning.
multimedia presentations, and research projects.
It is important to note that written output may also Types of Learning Targets
be considered as performance tasks. Many experts consider four primary types of
learning targets: knowledge reasoning, skill, and
1.10.c. Quarterly Assessment product.
- Quarterly Assessment measures student
learning at the end of the quarter. These may be Knowledge Targets
in the form of objective tests, performance-based - factual conceptual, and procedural
assessment, or a combination thereof. information that learners must learn in a subject or
content area.

Sample- I can explain the role of conceptual

framework in a research.

Reasoning Targets
- knowledge-based thought processes that
learners must learn. It involves application of
knowledge in problem solving, decision making,
and other tasks that require mental skills.
Sample- I can justify my research problems with a
theory.

Skill Targets
- use of knowledge and/or reasoning to
perform or demonstrate physical skills.
Sample- I can facilitate a focus group discussion
(FGD) with research participants.
Appropriate Targets: Competencies,
objectives, outcomes &Characteristics of Product Targets
Objectives (SMARTER) - use of knowledge, reasoning, and skills in
creating a concrete or tangible product.
Short Introduction of the Topic: Sample- I can write a thesis proposal.
Training targets should make it a lot easier
for the teacher to become more disciplined and
successful in instruction concepts and COMPETENCIES, OBJECTIVES and
implementation. This method will encourage OUTCOMES
teachers to reflect on improving learning across These three words are very critical to the
lessons and units and students. At first, the successful implementation of teaching-learning
technique can seem rigid, but the experience will and evaluation. The lack of a solid understanding
soon yield smoothness as with any sort of of the terms distinctions in the teacher's aspect
procedural expertise. will be tough to establish clear learning goals, and
hence ambiguous on what to accomplish in the
Mcmillan (2014, p. 53) proposed five criteria end. There has to be some confusion about what
for selecting learning targets: determines successful learning performance and
how it is distinguished from learning objectives or
 establish the right number of learning targets abilities. Even in education research, the use of
(Are there too many or too few targets?); these terms sometimes appears incoherent.
 establish comprehensive learning targets (Are Learning Competency:
all important types of learning included?); A general statement that describes the use
of desired knowledge, skills, behaviors and
abilities. Competencies often define specific
functions in a work or educational setting.
 The mnemonic SMART—Specific, Measurable,
Functional Competencies: Attainable, Relevant, and Time-bound— can
Skills that are required to use on a daily or be used to describe the elements of a well-
regular basis, such as cognitive, methodological, written learning objective.
technological and linguistic abilities.
Specific
Interpersonal Competencies: Make sure to use clear and direct
Oral, written, and visual communication language. This makes it easier to
skills, as well as the ability to work effectively with communicate to the learner and let
diverse teams. them know what exactly he or she
should learn.
Critical thinking competencies:
The ability to reason effectively, use
systems thinking and make judgments and It must also give them a clear idea
decisions toward solving complex problems. about the things he or she should be
able to do once completed.
Learning Objective:
Statement that describes what a faculty
member (teacher) will cover in a course and what One should not be vague,
course will have provided students. They are misleading, or unclear.
generally broader than student learning outcomes.
Measurable
For example: “By the end of the course, students The basic aim is to determine if it is
will use change theory to develop family-centered possible for the learners to meet,
care within the context of nursing practice” perform, or satisfy it. This is possible
only if the objective is measurable.
Statement like this help determine what the
student learned and what the teacher taught.
It needs to be an action you could
Learning Outcomes: observe. Here is where you correct
A specific statement that outlines the the common mistake of using words
overall purpose or goal from participation in an which signify actions that could not
educational activity. These statements often start be observed objectively. Examples
by using a stem phrase--a starter statement at the are words like “know” and
beginning of each learning outcomes--such as “understand”.
“students will be able to”. this is then followed by
an action verb that denotes the level of learning
expected, such as understand, analyze or Attainable
evaluate. The final part is to write the application The smart learning objective needs to
of that verb in context and describe the desired be something that the learners stand a
performance level, such as “write a report”, or chance to complete or satisfy.
“provide three peers with feedback”.

Example: Enough pre-existing knowledge,

resources, and time are the pre
Most Essential Learning Competency: Determine requisites for all objectives.
the relevance and the truthfulness of the ideas
presented in the material viewed. (EN9VC-IVa-10)
Learning Objectives: Keep in mind that it should not be too
Learning Outcomes: simple or easy too.

Relevant
Characteristics of Objectives The learning objective must be one in
A learning objective is a description of what which the learner is able to see the
the learner must be able to do upon completion of value in learning.
an educational activity. A well-written learning
objective outlines the knowledge, skills and/or
attitude the learners will gain from the educational It must be relevant and not something
activity and does so in a measurable way. An they will never need at all.
effective learning objective should include the
following 5 elements: who, will do, how much or
how well, of what, by when. It should also be results oriented.
Time- BLOOM'S TAXONOMY AND ITS
bound The learning objective needs to be REVISED VERSION: COGNITIVE
something that the learner will use in a
timely fashion.
DOMAIN

You must explain if there are time

constraints on the performance of the
learner.

Examples of SMART objective:

Students will write 5 sentences using basic modal

verbs like 'can' and 'must'.
Figure 1: Bloom's Taxonomy: the cognitive
domain
A commonly used management method
recommends defining SMARTER criteria for Six levels of intellectual behaviour in
organization’s goals. The most classical learning are organised into a hierarchy of skills
management method for setting objectives from the less to the more complex; these show
proposes to follow “SMARTER” criteria. the progression from lower to higher order
Your objectives must be: thinking skills.

Specific. The goal must be explicitly defined Bloom's taxonomy is often depicted as a
and cannot be subjected to individual pyramid showing a progression from 'knowledge'
interpretation or ambiguity. to evaluation'.

Measurable. The goal must have clear Higher Order Thinking Skills
quantitative and/or qualitative criteria to evaluate
its completion. Based on learning taxonomies is the belief
that some types of learning require more cognitive
Attainable. The goals must be challenging yet processing than others. These are the higher
achievable (available means, level of authority to order thinking skills (HOTS), also known as higher
execute, skills to acquire, resources…) order learning skills.

Relevant. The goal must be tied to your The higher order thinking skills include
organization priorities, strategy, team mission, critical, reflective and creative thinking. These
and the employee maturity and potential. skills are more generic in nature than lower order
thinking skills (LOTS) and can be regarded as
Time-bound. The goal must have a start date transferable. In other words, they can be activated
and an end date, with possible intermediate when we encounter unfamiliar situations,
milestones and related expected outcomes. problems or questions.

Evaluated. The execution progress must be

assessed by the manager through multiple
checkpoints that should include feedback and
guidance.

Recognized/Rewarded or Revisited.
When reaching the end of the time frame defined
for the goal execution, the final evaluation
performed against the completion criteria initially
set must be shared by the manager. If the
objective is reached, the staff should be
recognized for his accomplishments and possibly
rewarded. On the other hand, if the outcomes are
below expectation, a detailed review of what went
wrong and how things could be improved is necessary;
situation and objectives need then to be revisited. In Figure 2: Bloom's taxonomy as revised by
both cases, lessons learned should also be shared. Anderson and Krathwohl
Bloom's Revised Taxonomy
Dimension of Cognitive Process
 Anderson and Krathwohl (2001) revised
Bloom's taxonomy using verbs instead of 1. Knowledge – Recall or recognition of learned
nouns. This was to emphasise the active materials like concepts, events, facts, ideas,
nature of learning, placing the emphasis on a and procedures.
learner's thinking processes rather than on
behaviours. 2. Remember – Recognizing and recalling facts.

 Anderson and Krathwohl also reversed the 3. Comprehension – Understand the meaning
top two levels of Bloom's taxonomy so that of learned materials, including interpretation,
creating was at the top. Evaluating and explanation, and literal translation.
creating can be seen as complementary and
complex skills requiring the ability to analyse. 4. Understand – Understanding what the
information means.
 Bloom's revised taxonomy is a useful starting
point for considering active learning and the 5. Application – Use of abstract ideas,
progression to higher order learning skills. principles, or methods to specific concrete
situations.
Active Learning and Higher Order Thinking
Skills 6. Apply – Applying the facts, rules, concepts,
and ideas in another context.
 "When using active learning students are
engaged in more activities than just listening. 7. Analysis – Separation of a concept or idea
They are involved in dialog, debate, writing, into constituent parts or elements and an
and problem solving, as well as higher-order understanding of the nature and association
thinking, e.g., analysis, synthesis, evaluation. among the elements.
" (Bonwell and Eison 1991)
8. Analyze – a breaking down information into
parts.
 Active learning leads to the development of
the higher order thinking skills (HOTS) 9. Synthesis – Construction of elements of
associated with independent learning. Higher parts from different sources to form a more
order thinking skills enable learners to apply complex ot novel structure.
knowledge to new situations and create new
knowledge. 10. Create – Combining two parts to make a
whole.
Why use Bloom's Revised Taxonomy?
11. Evaluation – Making judgement of ideas or
 "…higher ordering thinking skills…helps methods based on sound and established
learners make connections between past and criteria
new learning, creates new pathways,
strengthens existing pathways, and increases 12. Evaluate – Judging the value of information
the likelihood that the new learning will be or data.
consolidated and stored for future retrieval."
(Sousa 2005: 259) Bloom's Revised Taxonomy and
Learning Outcomes
 "Higher order thinking skills are necessary for
Bloom’s revised taxonomy provides a framework
the successful development of every person -
that will enable you to identify the cognitive levels
in personal and professional terms, as well as
of learning as well as providing examples of clear,
for the social and economic development of
precise language to write learning outcomes.
the society. It is the University where these
skills can broadly unfold." (Hadzhikoleva et al.
2019: 242) The Structure of a Learning
Outcome:
 Using the revised taxonomy to provide clear
objectives for learners will help them develop Introduction + Verb + Object +
connections between past and new learning. Modifier (as appropriate).
Learners need to be supported in this process
and the taxonomy enables tutors to guide
development and learning.
 Example – Level 4: analysing
Example – Level 1: remembering Introduction: On completion of/at the end of this
module/unit/topic/activity, you/learners will be able
Introduction: On completion of/at the end of this to…
module/unit/topic/activity, you/learners will be able
to… Verb Object Modifier

Verb Object Modifier Catalogue legal and ethical in a care

principles environment.
Arrange the food items from in order of their
high to low calorific values. Determine the key a sound business
elements of plan.
Describe the identifying the main rock
features of groups. Example – Level 5: evaluating
Label a diagram of the eye. Introduction: On completion of/at the end of this
module/unit/topic/activity, you/learners will be able
to…
Example – Level 2: understanding
Verb Object Modifier
Introduction: On completion of/at the end of this
module/unit/topic/activity, you/learners will be able Evaluate the financial a business.
to… viability of
Review and legal in property law.
Verb Object Modifier assess judgements
Identify and appropriate in relation to
Compare different using computer justify courses of specific industrial
and contrast weather generated data. action disputes.
systems
Interpret construction as applied to Example – Level 6: creating
engineering structural Introduction: On completion of/at the end of this
principles drawings. module/unit/topic/activity, you/learners will be able
Summarise the key in relation to an to…
behaviourist early education
theories environment. Verb Object Modifier

Example – Level 3: applying Create a protocol for conducting an job

Introduction: On completion of/at the end of this interview.
module/unit/topic/activity, you/learners will be able
to… Develop an action to implement a
plan communications policy.
Verb Object Modifier
Formulate sound on the value of
Apply legal and ethical to the development arguments intercession in cases of...
of a
principles code of conduct.

Prepare an economic based on current

forecast market conditions. DOMAINS: AFFECTIVE &
PSYCHOMOTOR
Conduct a complete check of equipment. Affective Domain explains an important
part of learning that focuses on our
attitudes, feelings, and values. And it
has six levels, shown in Figure 3,
starting from the simplest to the most
complex:
 Teaching: Students create a presentation that
summarizes what they understand about the topic
by using information from different sources.

Learning: A student develops a personal

viewpoint on the topic that includes new ideas
along with their existing beliefs or explains how
this new knowledge fits into their overall
understanding.

Internalizing:
This level shows a deeper understanding
where values become part of a person’s behavior
and choices. Learners consistently act according
to these values.

Teaching: Students regularly show the values

they learned during lessons through their actions.
Receiving (Attending): For example, if they studied teamwork, they work
This is the first level where people notice well with others and support their classmates.
and pay attention to information related to what
they are learning. They are open to new ideas. Learning: A student makes choices based on the
values discussed in class, showing respect for
Teaching: A teacher starts a lesson by showing others. Their behavior reflects these principles as
an interesting video about the topic. Students part of who they are.
watch and listen carefully.
Characterization:
Learning: A student sits quietly in class, listening This is the highest level where attitudes
to the teacher and looking at the slides. and beliefs are fully part of a person’s identity.
These values guide all parts of their behavior and
Responding: decision- making.
At this level, learners actively engage with
the material. This includes answering questions, Teaching: Students live out the values learned in
sharing opinions, or taking part in discussions. class not only during lessons but also in everyday
life. For instance, if they focused on social justice,
Teaching: The teacher asks questions about the they take part in community service.
video, encouraging students to share their
thoughts during a class discussion. Learning: A student consistently acts according to
their beliefs and values, making good decisions
Learning: A student answers a question correctly, that match what they have learned. These
joins a group discussion, or volunteers to read behaviors become an important part of who they
aloud. are.

Valuing: What is Krathwohl's Taxonomy?

In this stage, learners show a preference
for certain values or beliefs related to what they The text refers to Krathwohl, Bloom, and
are studying. They start to see how important the Masia's (1964) Taxonomy of Educational
learning is. Objectives: Handbook II—Affective Domain. This
taxonomy helps us understand how students
Teaching: The teacher leads a debate about the develop their feelings and values. It suggests that
ethical issues of a topic discussed in class. learners must move through each level to fully
Students share their opinions and begin to form embrace these values. This model helps teachers
their own views while respecting different ideas. create learning experiences that encourage
positive attitudes and values among students.
Learning: A student shows strong interest in the
topic, does extra research, or looks for ways to
apply what they have learned.

Organizing:
Here, learners begin to combine new
values with their existing beliefs. They connect
new information with what they already know.
Furthermore, the table 4 gives a clear look at the
affective domain, which focuses on feelings and Learning: A student does extra credit work and
values in education. It includes different shows strong understanding of the material while
categories, action words that show observable participating in class discussions.
behaviors, and examples of learning outcomes.
And this is based on the work of Krathwohl and Organizing
Bloom from their 1956 handbook. Let’s break
down each level with easy examples: What It Means: Putting values in order of
importance and creating a personal value system.
Receiving (Attending)
Action Words: Arrange, combine, explain,
What It Means: Being aware of something and organize.
willing to listen.
Learning Outcomes: Take responsibility; balance
Action Words: Select, point to, sit, choose, freedom with responsible actions; plan effectively
describe, follow, hold, identify, name, reply. for personal life challenges.

Learning Outcomes: Listen respectfully to others; Teaching: Students create presentations that
try to remember facts. combine information from different sources and
explain how ideas connect.
Teaching: A teacher shows a short video to
introduce a new idea. Students are expected to Learning: A student develops a personal code of
watch and listen. The teacher might ask simple conduct and manages their time well between
questions like, "What color was the car?" or "Can schoolwork and personal life.
you describe what happened?"

Learning :A student pays attention, makes eye Internalizing (Characterizing)

contact with the teacher, and answers a multiple-
choice question correctly. What It Means: Living by a value system that
shapes behavior consistently.
Responding
Action Words: Act, display, influence, solve.
What It Means: Showing a willingness to engage
with ideas or topics. Learning Outcomes: Show independence; work
well in groups; make fair decisions based on new
Action Words: Answer, assist, comply, discuss, information.
greet, help, perform, practice, read.
Teaching: Students demonstrate ethical behavior
Learning Outcomes: Join discussions; understand consistently and contribute positively to the
and follow rules; and ask questions to learn better. classroom environment.

Teaching: The teacher leads a class discussion Learning: A student regularly shows responsible
where students answer questions and share their behavior and respect for others while reflecting
thoughts. They also practice a new skill. the values learned in class.

Learning: A student answers questions in class, In summary, Table 4 offers an easy-to -

helps a classmate with a problem, and actively understand guide for teachers to evaluate and
joins in group discussions. encourage students' attitudes and values. By
using action words and clear learning outcomes, it
Valuing helps track student progress more effectively.

What It Means: Showing that you care about AFFECTIVE DOMAIN SUMMARY
certain ideas or values.
Overall, the affective domain is all about how we
Action Words: Complete, demonstrate, explain, learn feelings, beliefs, and values. It’s not just
justify, share. about knowing things; it’s also about caring. This
learning journey starts with simple attention, like
-Learning Outcomes: Show belief in a concept; listening, and moves through stages: first, we
resolve issues effectively. listen, then we participate actively, next we show
preferences for certain ideas, then we integrate
Teaching: Students work on a project where they those values into our beliefs, and finally we show
pick a side in a debate and explain their reasoning. that those values become part of our actions.
Moreover, this framework helps teachers see how Examples: Detects non-verbal communication
students connect emotionally with their learning. cues. Estimate where a ball will land after it is
By using specific words for each stage, like thrown and then moving to the correct location to
"listening" at the start and "explaining" for more catch the ball. Adjusts heat of stove to correct
advanced understanding, the teachers can better temperature by smell and taste of food. Adjusts
observe and assess student progress. Hence, the height of the forks on a forklift by comparing
understanding the affective domain is significant, where the forks are in relation to the pallet.
because learning isn’t just about facts; it also
involves students' feelings and how those feelings Key Words: chooses, describes, detects,
affect their actions. Let's say for an instance, if a differentiates, distinguishes, identifies, isolates,
student isn’t interested, it can really hurt their relates, selects.
ability to learn, no matter how smart they are.
When teachers focus on this area, they create a
classroom where students feel safe, respected, Set:
and excited to learn, leading to better results and Readiness to act. It includes mental,
helping them grow into well-rounded individuals physical, and emotional sets. These three sets
with strong values. In the end, it’s about nurturing are dispositions that predetermine a person's
the whole person with gradual guidance. response to different situations

(sometimes called mindsets).

Section 2 PSYCHOMOTOR DOMAIN: E.
Simpson, Dave, and A.S. 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.

Guided Response:
The early stages in learning a complex skill
that includes imitation and trial and error.
Adequacy of performance is achieved by
practicing.

Concerned with skilled behavior Examples: Performs a mathematical equation as

demonstrated. Follows instructions to build a
model. Responds hand-signals of instructor while
The psychomotor domain of Bloom’s learning to operate a forklift.
Taxonomy
refers to the ability to physically manipulate Key Words: copies, traces, follows, react,
a tool or instrument. It includes physical reproduce, responds
movement, coordination, and use of the motor-
skill areas. It focuses on the development of skills Mechanism (basic proficiency):
and the mastery of physical and manual tasks. This is the intermediate stage in learning a
complex skill. Learned responses have become
Mastery of these specific skills is marked by habitual and the movements can be performed
speed, precision, and distance. These with some confidence and proficiency.
psychomotor skills range from simple tasks, such
as washing a car, to more complex tasks, such as Examples: Use a personal computer. Repair a
operating intricate technological equipment. leaking faucet. Drive a car.
(Simpson, 1972) Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
Perception (awareness): manipulates, measures, mends, mixes, organizes,
The ability to use sensory cues to guide sketches.
motor activity. This ranges from sensory
stimulation, through cue selection, to translation.
Complex Overt Response (Expert):
The skillful performance of motor acts that
involve complex movement patterns. Proficiency
is indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of
energy. This category includes performing without
hesitation, and automatic performance. For
example, players are often utter sounds of
satisfaction or expletives as soon as they hit a
tennis ball or throw a football, because they can
tell by the feel of the act what the result will
produce. Dave, 1975)

Examples: Maneuvers a car into a tight parallel 1. Imitation

parking spot. Operates a computer quickly and — Observing and patterning behavior after
accurately. Displays competence while playing someone else. Performance may be of low quality.
the piano.
Key Words: assembles, builds, calibrates, Examples: Copying a work of art. Performing a
constructs, dismantles, displays, fastens, fixes, skill while observing a demonstrator.
grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches. Key Words: copy, follow, mimic, repeat, replicate,
NOTE: The Key Words are the same as reproduce, trace
Mechanism, but will have adverbs or adjectives
that indicate that the performance is quicker, 2. Manipulation
better, more accurate, etc. — Being able to perform certain actions by
memory or following instructions.
Adaptation:
Skills are well developed and the individual Examples: Being able to perform a skill on one's
can modify movement patterns to fit special own after taking lessons or reading about it.
requirements. Follows instructions to build a model.

Examples: Responds effectively to unexpected Key Words: act, build, execute, perform
experiences. Modifies instruction to meet the
needs of the learners. Perform a task with a 3. Precision — Refining, becoming more
machine that it was not originally intended to do exact. Performing a skill within a high degree
(machine is not damaged and there is no danger of precision
in performing the new task).
Key Words: adapts, alters, changes, rearranges, Examples: Working and reworking something, so
reorganizes, revises, varies. it will be “just right.” Perform a skill or task without
assistance. Demonstrate a task to a beginner.
Origination: Key Words: calibrate, demonstrate, master,
Creating new movement patterns to fit a perfectionism
particular situation or specific problem. Learning
outcomes emphasize creativity based upon highly 4. Articulation
developed skills. — Coordinating and adapting a series of
actions to achieve harmony and internal
Examples: Constructs a new theory. Develops a consistency.
new and comprehensive training programming.
Creates a new gymnastic routine. Examples: Combining a series of skills to produce
a video that involves music, drama, color, sound,
Key Words: arranges, builds, combines, etc. Combining a series of skills or activities to
composes, constructs, creates, designs, initiate, meet a novel requirement.
makes, originates.
Key Words: adapt, constructs, combine, creates,
customize, modifies, formulate

5. Naturalization
— Mastering a high level performance until
it become second-nature or natural, without
needing to think much about it.
Examples: Maneuvers a car into a tight parallel What Can SOLO Taxonomy Be Used For?
parking spot. Operates a computer quickly and The taxonomy can be used for:
accurately. Displays competence while playing
the piano. Michael Jordan playing basketball or  To increase the quality and complexity of
Nancy Lopez hitting a golf ball. thought by integrating relevant activities and
innovative lesson deliveries in sync with the
Key Words: create, design, develop, invent, content.
manage, naturally
 To establish learning objectives to provide
What is SOLO Taxonomy? students with clear and concise directives for
achieving academic goals.
SOLO taxonomy provides a measure of
cognitive learning outcomes or understanding of  To create assessment criteria that eventually
thinking. It can be used across different subjects guides students to prepare for exams and
and types of assignments. Furthermore, the conduct tests as per standardised methods.
framework represents student learning of diverse
materials in stages of ascending structural  To create and evaluate learning programs
complexity. Also, these stages exhibit a similar that would serve to boost self-confidence and
sequence across tasks. motivation within students and ultimately help
In 1982, Kevin Collis and John Biggs to achieve learning outcomes.
devised the SOLO taxonomy (Structure of
Observed Learning Outcomes), which is an
Five Hierarchical Levels of SOLO Taxonomy
alternative to Bloom’s taxonomy. The framework
serves to describe the levels of increasing 1. Pre-structural level
complexity in a learner’s understanding of
subjects or performance tasks. This is the initial stage, also known as the
incompetent stage, where the learner does not
know about the task or subject. At this particular
Background Information stage, the student gets unconnected information,
which makes no sense or organization. Therefore,
John B. Biggs and Kevin F. Collis are the student is unable to understand the
educational psychologists renowned for information and does not demonstrate any
developing the Structure of Observed Learning understanding either.
Outcome (SOLO) taxonomy, a framework that
describes levels of increasing complexity in  Failed, successful, flunked, learner missed
students' understanding. Their collaborative work the point, failed to comprehend.
has significantly influenced educational
assessment and curriculum design.  The students fail to execute the task due to a
lack of understanding.
John B. Biggs is an Australian educational
psychologist born on October 25, 1934, in Hobart, 2. Uni-structural level
Australia. He earned his Bachelor of Arts from the At this stage, the learner gets to know just
University of Tasmania in 1957 and later obtained a single relevant aspect of a task or subject; the
his PhD from the University of London in 1962. student gets a basic understanding of a concept
Throughout his career, Biggs held academic or task. Therefore, a student is able to make easy
positions in Australia, Canada, the United and apparent connections, but he or she does not
Kingdom, and Hong Kong, culminating as an have any idea how significant that information be
Honorary Professor of Psychology at the or not. In addition, the students’ response
University of Hong Kong. He is also known for indicates a concrete understanding of the task,
developing the concept of constructive alignment, but it focuses on only one relevant aspect.
an outcomes-based framework for university
teaching.  Name, list, memorise, define, identify.
Example- What is the weather today?
Kevin F. Collis was an educational
psychologist who collaborated with Biggs to 3. Multi-structural level
develop the SOLO taxonomy. Their joint
publication, "Evaluating the Quality of Learning: At this stage, students gain an
The SOLO Taxonomy (Structure of the Observed understanding of numerous relevant independent
Learning Outcome)," released in 1982, introduced aspects. Despite understanding the relationship
this influential model. Collis's work focused on between different aspects, its relationship to the
assessing the quality of learning and whole remains unclear. Suppose the teacher is
understanding in educational settings. teaching about several topics and ideas, the
students can make varied connections, but they
fail to understand the significance of the whole. MARZANO AND KENDALL's NEW TAXONOMY
The students’ responses are based on relevant
aspects, but their responses are handled Dr. Robert J. Marzano is Senior Scholar
independently. at Mid-continent Research for Education and
Learning (McREL) in Aurora, Colorado, Associate
 Define, describe, classify, combine, do Professor at Cardinal Stritch University in
algorithms. Example- List some of the clothes Milwaukee, Wisconsin, and President of Marzano
that we might need to wear today? & Associates in Centennial, Colorado. He is the
author of 25 books, 150 articles and chapters in
4. Relational level books, and 100 sets of curriculum materials for
teachers and students in Grades K–12. His works
This stage relates to aspects of knowledge include What Works in Schools: Translating
combining to form a structure. By this stage, the Research into Action, School Leadership That
student is able to understand the importance of Works, Building Background Knowledge for
different parts in relation to the whole. They are Academic Achievement, Classroom Management
able to connect concepts and ideas, so it provides That Works, Classroom Instruction That Works,
a coherent knowledge of the whole thing. Classroom Assessment and Grading That Work,
Moreover, the students' response indicates an and A Different Kind of Classroom: Teaching With
understanding of the task by combining all the Dimensions of Learning. During his 35 years in
parts, and they can demonstrate how each part public education, Marzano has worked in every
contributes to the whole. state multiple times as well as in a host of
countries in Europe and Asia. The central theme
 Explain, analyse, integrate, sequence, relate, in his work has been translating research and
apply, compare, contrast. Example- Which theory into practical programs and tools for K–12
type of weather do you prefer? teachers and administrators.
 Explain your reasons. How does today’s John S. Kendall is a Senior Director in
weather compare with the weather at other research at McREL. There he directs a technical
times of the year? assistance unit that develops and provides
standards-related services for schools, districts,
5. Extended abstract level states, and other organizations. Clients have
included Achieve, Inc., The College Board, and
By this level, students are able to make NASA’s Jet Propulsion Lab. He has been with
connections within the provided task, and they McREL 17 years as Research Assistant, Program
also create connections beyond that. They Associate, and Senior Director. An internationally
develop the ability to transfer and generalise the recognized expert in the development and
concepts and principles from one subject area improvement of standards for education, Kendall
into a particular domain. Therefore, the students’ has consulted for more than 50 school districts
response indicates that they can conceptualise and 14 state departments of education as well as
beyond the level of what has been taught. They education agencies in the U.S. territories and
are able to propose new concepts and ideas abroad. Senior author of Content Knowledge: A
depending on their understanding of the task or Compendium of Standards and Benchmarks for
subject taught. K–12 Education, he has authored or coauthored
 Evaluate, reflect, theorise, hypothesise, six books American School Board Journal,
generalise, create and imagine. Example - Association for Supervision and Curriculum
what happens to the weather throughout the Development, and National Association of School
year? Describe the connection between the Boards, among others. He received his
weather, the seasons, and where we are in undergraduate and master’s degrees from the
the world? University of Colorado at Boulder. Kendall’s
current research and technical assistance efforts
include working with clients to establish
performance standards for the classroom,
developing standards for principals, and THREE DOMAINS OF KNOWLEDGE
identifying the knowledge and skills that help
students learn. Knowledge plays a key role in one’s ability to
successfully engage in a new task. Without the
Marzano and Kendall taxonomy of necessary knowledge, a student can be highly
education, serves great significance mentioning motivated to engage in the task (self-system
that the taxonomy is an improvement of Bloom’s thinking), set specific goals relative to the task
taxonomy. Following that Bloom’s taxonomy (metacognitive thinking), and even bring to bear a
explains the objective of education under three series of keen, analytic skills (cognitive thinking).
significant domains, Marzano and Kendall model However, unless the student possesses the
have gone ahead reframing the three domains requisite knowledge for the task, the effects of
such that instead of breaking down the three these mental processes will be minimal.
learning domains (cognitive, affective and Knowledge can be organized into three general
psychomotor) it describes six levels of processing categories: information, mental procedures, and
knowledge Educational objectives of Marzano and psychomotor procedures. Any subject area can
Kendal taxonomy The principal aim of the model be described in terms of how much of these three
is helping teachers develop sub goals and student types of knowledge it comprises. For example, the
assessment methodology to see to it that the knowledge specific to the subject of geography
goals are met. In the quest of assisting educators includes information about various locations,
in meeting their purposes, Marzano and Kendal's weather patterns, and the influences that location
taxonomy makes it known to the teachers that has on the development of a region; the
learning objectives are goals unlike what many knowledge associated with geography also
people believe that they are activities carried out includes mental procedures, such as how to read
to realize these goals. Together with helping and use a contour map or how to read and use a
teachers set their education objectives, Marzano political map. There is probably little, if any,
and Kendal's taxonomy plays a vital role in psychomotor knowledge that is specific to
grouping objectives of education into various geography. Flying an airplane, on the other hand,
categories such as educational goals, global requires a significant amount of psychomotor
goals, and instructional goals among others knowledge. For example, a pilot must master the
(Bloom, Krathwohl, Masia, 1984). From the physical skills involved in such activities as
presented point of view, it can be argued t that landing and taking off. Informational knowledge
Marzano and Kendal's taxonomy serves an necessary to be an effective pilot would include
objective of providing educators with a structure an understanding of certain concepts, such as lift
for establishing a variety alongside a structural and drag. Last, the mental procedure knowledge
organization. The additional goal served by necessary to be an effective pilot would include
Marzano and Kendal taxonomy include; strategies for efficient scanning and interpreting
an instrument panel. Given the inherent
• Increasing both teachers and students differences in these types of knowledge, it is
understanding of the educational process useful to think of them as related domains that are
• Facilitates prioritizing of materials and also acted upon by the cognitive, metacognitive, and
steers proper organization of lessons to maximize self-systems.
class time 1. Information or Declarative Knowledge -
• Directing day to the day learning process in a referred to as declarative knowledge, can be
classroom setting conceptualized as hierarchic in its own right.
As earlier mentioned, Marzano and Kendal's •Vocabulary Terms (Words or Phrase) - means
taxonomy is an expansion of Bloom’s taxonomy understanding the meaning of a word in a general
three domains of education. Though Marzano and way.
Kendal's taxonomy comprises six processing • Facts (Specific Characteristics) - convey
levels, it is vital mentioning that each processing information about specific persons, places, living
level can operate within the three fields. and nonliving things, and events.
Specifically, these levels include retrieval,
comprehension, analysis, knowledge utilization, • Time Sequences - include important events that
metal cognitive system, and self-system. Among occurred between two points in time.
the noted levels, the first four falls under cognitive
system while the remaining two processes stand • Generalizations - are statements for which
on independently. examples can be provided.
• Principles - are specific types of generalizations
that deal with relationships.
2. Mental Procedures or Procedural
Knowledge - sometimes referred to as
procedural knowledge—are different in form and
function from information or declarative
knowledge.
• Single Rule - a small set of rules with no
accompanying steps
• Algorithm - do not vary in application once
learned. They have very specific steps.
• Tactic - do not consist of a set of steps that
must be performed in a specific order. Rather,
they are made up of general rules with aj overall
flow of execution.

• Macro-procedures - robust procedures that a

diversity of possible products or outcomes and
involve the execution of many interrelated sub-
procedures.

3. Psychomotor Procedures - is composed of

physical procedures an individual uses to
negotiate daily life and to engage in complex
physical activities for work and for recreation.
• Foundational procedures - static strength,
overall body equilibrium, wrist-finger speed, arm-
hand steadiness.
• Simple combination procedures -shooting a
free-throw.
• Complex combination procedures - playing a
sport.

TYPES OF MEMORY
1. Sensory Memory- deals with the temporary
storage of data from the senses.
2. Working Memory- uses data from both
sensory memory and permanent memory. It is
were data are actively processed.
3. Permanent Memory- contains all information,
organizing ideas, skills, and processes that
constitute the domains of knowledge. Conclusion
Educators are encouraged to use the New
The New Taxonomy Stated as Mental Taxonomy in ways they see fit, whether or not
Operations: figure 1 these ways are explicitly addressed. In addition,
Compare and Contrast Marzano and Kendall's the New Taxonomy is offered as a guide to
New Taxonomy to Bloom's Taxonomy: figure 2 educational reform, particularly in terms of the
discussions regarding metacognitive and self-
system thinking. Not only can objectives be
designed for these processes but related
knowledge and skills can be explicitly taught.
While the New Taxonomy might be legitimately
used without attention to these areas, it is our
belief that they hold the potential of extending the
influence of K–12 education into skill areas that
are necessary for success in the twenty-first
century.