Assignment

in
Educ .11

Submitted by:
Ana Luz H. Fernandez
Submitted to:
Dr. Maria
Victoria C.
Parrado
 1. Define the following terms goals, objectives, educational objectives/
instructional objectives, specific/behavioral objectives,
general/expressive objectives, learning outcome, learning activity,
observable outcome, unobservable outcome, cognitive domain,
affective domain, psychomotor domain, bloom’s taxonomy.
Answer:
Goals is focusing on the anticipated benefits to students from participation in a
program. For example, units may define a goal by stating what skills, attributes,
competencies, and/or qualities are expected from students upon completion of
the program. Here are some examples: “Research Skills,” “Communication
Skills,” “Critical Thinking,” and “Creative Writing.” Objectives the expected goal
of a curriculum, course, lesson or activity in terms of demonstrable skills or
knowledge that will be acquired by a student as a result of instruction.
Educational objectives/instructional objectives are a brief, clear statement of
basic skill/ competence which is to be demonstrated at the conclusion of a unit
instruction. Specific/behavioral objectives a brief, clear statement of a single
skill, directly related to BIO and stated in terms of observable student behavior.
General/expressive objectives a statement reflecting the purposes of a unit or
level of the school program, such as elementary, middle level, or high school.
Expressive Are used to personalize instruction to meet a wide range of possible
outcomes. Learning outcomes are statements that describe significant and
essential learning that learners have achieved, and can reliably demonstrate at
the end of a course or program. In other words, learning outcomes identify what
the learner will know and be able to do by the end of a course or program. A
learning activity is a building brick in a larger pedagogical scenario. There is no
precise definition (see also the debate on how to define a learning object where
we face exactly the issue of defining its scope). 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. 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 numbe of such objectives in the literature
expressed as interests, attitudes, appreciations, values, and emotional sets or
bias. Psychomotor Domain 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. Bloom's Taxonomy was created in 1956 under the leadership of
educational psychologist Dr. Benjamin Bloom in order to promote higher forms
 of thinking in education, such as analyzing and evaluating concepts, processes,
procedures, and principles, rather than just remembering facts (rote learning).

2. Write (5) specific and (5) general objectives in your area of interest.
3. Determine observable learning outcome and non-observable learning
outcomes in the (5) specific objectives in number 2.
4. Identify the different levels of Bloom’s Taxonomy and explain each level.

Knowledge is defined as remembering of previously learned material. This may involve

the recall of a wide range of material, from specific facts to complete theories, but all
that is required is the bringing to mind of the appropriate information. Knowledge
represents the lowest level of learning outcomes in the cognitive domain.
Comprehension is defined as the ability to grasp the meaning of material. This may be
shown by translating material from one form to another (words to numbers), by
interpreting material (explaining or summarizing), and by estimating furture trends
(predicting consequences or effects). These learning outcomes go one step beyond the
simple remembering of material, and represent the lowest level of understanding.
Application refers to the ability to use learned material in new and concrete situations.
This may include the application of such things as rules, methods, concepts, principles,
laws, and theories. Learning outcomes in this area require a higher level of
understanding than those under comprehension.
Analysis refers to the ability to break down material into its component parts so that its
organizational structure may be understood. This may include the identification of the
parts, analysis of the relationships between parts, and recognition of the organizational
principles involved. Learning outcomes here represent a higher intellectual level than
comprehension and application because they require an understanding of both the
content and the structural form of the material.
Synthesis refers to the ability to put parts together to form a new whole. This may
involve the production of a unique communication (theme or speech), a plan of
operations (research proposal), or a set of abstract relations (scheme for classifying
information). Learning outcomes in this area stress creative behaviors, with major
emphasis on the formulation of new patterns or structures.
Evaluation is concerned with the ability to judge the value of material (statement, novel,
poem, research report) for a given purpose. The judgements are to be based on definite
criteria. These may be internal criteria (organization) or external criteria (relevance to
the purpose) and the student may determine the criteria or be given them. Learning
outcomes in this area are highest in the cognitive hierarchy because they contain
elements of all the other categories, plus conscious value judgements based on clearly
defined criteria.

5. Explain the elements of an observable learning outcome.

Condition - the condition under which the student will perform the described
behavior.
 Behavior - a description of a specific, observable behavior.
Degree - the degree indicates the desired level or degree of acceptable
performance.

6. Write the specific cognitive outcomes.

Cognitive Domain

According to various researchers there are six levels of cognitive complexity:

knowledge, comprehension, application, analysis, synthesis, evaluation. In the chart
below, note the hierarchical arrangement, which means that higher levels subsume
ability in lower levels. The higher the level, the presumably more complex mental
operation is required. Higher levels are not necessarily more desirable than lower
levels, because one cannot achieve the higher levels without an ability to use the lower
levels. As one moves up into higher levels, however, the more applicable the skills are
to those needed in daily life
 Action Verbs Describing
Level Description Learning Outcomes

Evaluation Requires the formation of Appraise Judge

judgments and decisions about Compare Justify
the value of methods, ideas, Contrast
people, products. Must be Support
able to state the bases for Criticize
judgments (e.g., external Validate
criteria or principles used to Defend
reach conclusions.)

Sample question: Evaluate the

quality or worth of a value as
applied to pharmacy.
Synthesis Requires production of Categorize Devise
something unique or original. Compile
At this level, one is expected Formulate
to solve unfamiliar problems in Compose Predict
unique way, or combine parts Create
to form a unique or novel Produce
solution. Design

Sample question: Integrate

data from several sources
(e.g., various readings and
observations at the service
site).
Identification of logical errors Break down Infer
Analysis (e.g., point out contradictions, Deduce
erroneous inference) or Outline
differentiate among facts, Diagram Point
opinions, assumptions, out
hypotheses, conclusions. One Differentiate Relate
is expected to draw relations Distinguish
among ideas and to compare Separate
and contrast. out
Illustrate
Sample question: Deduce a Subdivide
client’s beliefs regarding
preventive health actions.
Application Use previously acquired Change
information in a setting other Organize
than the one in which it was Compute
learned. Because problems at Prepare
this level are presented in a Demonstrate Relate
different and applied way, one Develop Solve
cannot rely on content or Modify
context to solve the problem. Transfer
Operate Use
Sample question: Organize
your observations at a site to
demonstrate a value.
Knowledge Remember or recall Define Name
information such as facts, Describe
terminology, problem-solving Outline
strategies, rules Identify Recall
Label Recite
Sample question: Define List Select
pharmaceutical care. Match State
 7. What specific affective outcomes.

Affective Domain

Like the cognitive domain, the affective domain is hierarchical with higher levels
being more complex and depending upon mastery of the lower levels. With
movement to more complexity, one becomes more involved, committed, and self-
reliant. Note the parallel between external and internal motivation. As one
moves from being externally to internally motivated, one moves to higher levels.

Level Description Action Verbs Describing

Learning Outcomes
All behavior displayed is Avoid
Characteri-zation consistent with one’s Display
value system. Values are Exhibit
integrated into a Internalize
pervasive philosophy that Manage
never allows expressions Require
that are out of character Resist
with those values. Resolve
Evaluation at this level Revise
involves the extent to
which one has developed
a consistent philosophy of
life (e.g., exhibits respect
for the worth and dignity
of human beings in all
situations).
Commitment to a set of Abstract
Organization values. This level Formulate
involves 1) forming a Balance Select
reason why one values Compare
certain things and not Systemize
others, and 2) making Decide
appropriate choices Theorize
between things that are Define
and are not valued. One
is expected to organize
likes and preferences into
a value system and then
to decide which ones will
be dominant.
Display behavior Act
Valuing consistent with a single Express
belief or attitude in Argue Help
situations where one is Convince
neither forced or asked to Organize
comply. One is expected Debate Prefer
to demonstrate a Display
preference or display a
high degree of certainty
 and conviction.
One is required to comply Applaud
Responding with given expectations Participate
by attending or reacting Comply Play
to certain stimuli. One is Discuss
expected to obey, Practice
participate, or respond Follow
willingly when asked or Volunteer
directed to do something. Obey
Receiving One is expect to be aware Attend Listen
of or to passively attend Be aware Look
to certain stimuli or Control Notice
phenomena. Simply Discern Share
listening and being Hear
attentive are the
expectations.

8. Write psychomotor outcomes.

Psychomotor Domain

This domain is given primarily for information. Other courses within the curriculum
stress this various levels of psychomotor performance (e.g., Clinical Skills Laboratory,
Pharmacy Practice I). Psychomotor behaviors are performed actions that are
neuromuscular in nature and demand certain levels of physical dexterity.

Level Description Action Verbs Describing

Learning Outcomes

Naturali- High level of proficiency is Automatically

zation necessary. The behavior is Spontaneously
performed with the least Effortlessly With
expenditure of energy, becomes ease
routine, automatic, and Naturally With
spontaneous. perfection
Professionally With
poise
Routinely
 Articulation Requires the display of coordination Confidence
of a series of related acts by Smoothness
establishing the appropriate Coordination Speed
sequence and performing the acts Harmony Stability
accurately, with control as well as Integration Timing
with speed and timing. Proportion

Accurately
Precision Requires performance of some Proficiently
action independent of either written Errorlessly With
instructions or a visual model. One balance
is expected to reproduce an action Independently With
with control and to reduce errors to control
a minimum.

Performance of an action with Align Place

Manipulation written or verbal directions but Balance Repeat
without a visual model or direct Follow Rest
observation. The action may be (on)
performed crudely or without Grasp Step
neuromuscular coordination at this (here)
stage. Notice that the action verbs Hold
are the same as those for the
imitation stage. The difference is
that these actions are performed
with the aid of written and verbal
instruction, not visual
demonstration
Imitation Align Place
The learner observes and then Balance Repeat
imitates an action. These behaviors Follow Rest
may be crude and imperfect. The (on)
expectation that the individual is Grasp Step
able to watch and then repeat an (here)
action. Hold

9. Compare and contrast the following:

a. Specific objective and general objective.

 Specific or behavioral objectives General objectives
Statement wherein the behaviors are not
Precise statement of behavior to be usually specified, and the criterion of the
exhibited by the students; the criterion performance level is not stated. It only
by which mastery of the objectives will describes the experience or educational
be judged; the statement of the activity to be done. The outcome of the
conditions under which behavior must activity is not expressed in specific terms
be demonstrated but in general terms such as understand,
interpret, or analyze.

Examples: Examples:
1. Multiply three- digit number with 1. Interpret the novel the Lion, the
95% accuracy. Witch, and the Wardrobe;
2. List the months of the year in 2. Visit Manila Zoo and discuss what
proper order from memory, with was of interest;
100 % accuracy. 3. Understand the concept of normal
3. Encode 30 words per minute distribution. These examples
with at most three (3) errors specify only the activity or
using computer. These activities experience and broad educational
specify specific educational outcome.
objectives.

b. Observable outcome and unobservable outcome.

If the learning outcome is measurable it is

observable outcome, while unobservable outcome If the learning outcome is not
measurable.

Observable Learning Outcomes Non- observable Learning Outcomes

Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar

c. Learning outcome and learning activity.

Learning outcomes is an activity that implies a certain product or end result of

instructional objectives while if you write instructional objectives as a means or
processes of attaining the end product, then it is considered as learning activity

Learning activities Learning outcomes

study identify
read write
watch recall
listen list

10 Make two objectives each using the Krathwohl’s revision of cognitive

level of taxonomy of the following subject matter;
 a. Multiplication of algebraic expressions
b. Dissecting a frog
c. Different regions in the Philippines
d. Uri ng pangungusap

11. Differentiate Bloom’s cognitive taxonomy from Krathwohl’s 2001 cognitive

taxonomy

Bloom’s Taxonomy in 1956 Anderson/ Krathwolh’s revision in 2001

Knowledge: Remembering or Remembering: Objectives written

retrieving previously learned material. on the remembering level (lowest
cognitive level): Retrieving, recalling,
or recognizing knowledge from
memory. Remembering is when
memory used to produce definitions,
facts, or lists; to recite or retrieve
material.
Understanding: Objectives
written on understanding level
(higher level of mental ability than
Comprehension: The ability to grasp or remembering, requires the lowest
construct meaning from material. 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.
Applying: Objectives written on
the applying level require the
learner to implement (use) the
Application: The ability to use learned information: Carrying out or using
material, or to implement material in new and a procedure through executing, or
concrete situations. implementing. Applying relates
and refers to situations where
learned material is used through
products like models,
presentations, interviews or
simulations.
Analyzing: Objectives written on
Analysis: The ability to break down or the analyzing level require the
distinguish the parts of the material into their learner to break the information
components so that their organizational into components parts and
structure may be better understood. 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.
Synthesis: The ability to put parts together to Evaluating: Objectives written on
form a coherent or unique new whole. the evaluating level require the
student to make a judgement
about materials or methods.
Making judgements based on
criteria and standards through
checking and critiquing. Critiques,
recommendations, and reports are
some of the products that can
created to demonstrate the
processes of evaluation. In the
newer taxonomy, evaluation
comes before creating as it is
often a necessary part of the
precursory behavior before
creating something.
Evaluation: The ability to judge, check, and Creating: Objectives written on
even critique the value of material for a given the creating level require the
purpose. student to generate new ideas,
products and ways of viewing
things. Putting elements together
to form a coherent or functional
whole; reorganizing elements into
a new pattern or structure through
generating, planning, or
producing. Creating requires users
to put parts together in a new way
or synthesize parts into something
new and different form or product.
This process is the most difficult
mental function in the new
taxonomy.

12. Explain the main changes in the Krathwolh’s 2001 Cognitive Taxonomy.

There are two major changes:

 The name in six categories from noun to verb.
  The arrangement of the order of the last two highest levels as shown in the given
figure.

13. Identify the objectives in number 11. Tell whether (a) observable behavior (b) special
conditions under which the behavior must be displayed (c) performance level considered
sufficient to demonstrate mastery. If one of them is not present, try to revise it.

14. Develop cognitive, affective and psychomotor learning outcomes in the subject
matter “hypothesis testing”.

15. Write behavioral objectives in the area of trigonometry. Using the objectives you have
formulated as your guide, compose a number of test items in multiple-choice, matching
type, true or false, and completion test format.