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Course Packet 03

 
Activity
TaxonomySheetActivity Sheet
of Educational Objectives

Objectives

At the end of this episode, you are expected to successfully: a. classify learning competencies

as to their domain and level and b. prepare assessment plan based on lesson objectives.

Learning Management System

(Provide the link for the class as used in Google Classroom. Likewise, share links of other learning

materials stored using the Google Drive. In the event that a commercial LMS will be made available by

the University, links shall be refreshed/updated and also be shared.)

Duration

(Specify the number of hours allotted for this course packet.)

· Topic 03: Taxonomy of Educational Objectives = 4.5 hours

(3.5 hours self-directed learning with practical exercises

and 1 hours assessment)

 Delivery Mode

Flexible Learning (Synchronous or Asynchronous)

Assessment with Rubrics

My Assessment Plan Rubrics

Someho
YES NO
w CRITERIA Score
(2) (0)
(1)
He/she was able to classify learning
objectives according to specific taxonomy
(X3)

He/she was able to identify assessment

method that best matches the learning
objectives (X2)

He/she was able to explain how a

assessment method help achieve learning
targets. (X1)

 
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Requirement with Rubrics

(Discuss the requirement along with the corresponding rubrics.)

Readings
Activity SheetActivity Sheet
Before, studying with this module, you are requested to read/ the following materials,

through these links, so that you may have initial background of what you will learn at the

end of the session.

a. methods of assessment: https://www.youtube.com/watch?v=XOupbmSx27A 

b. domains of learning : https://www.youtube.com/watch?v=NPBZQ4J46GI

Major Components of the Learning Module

 Introduction

So far, you are doing great! Good job!

Before you continue your journey with this module, it is important to understand that there

are different types of learning. Your extensive understanding of the nomenclature of learning

will provide you the direction to create quality assessment tools.

You should note that it is indispensable for teachers to carry out "curriculum alignment"

when conducting assessment tools. Thus, a student teacher like you should have a clear grasp

of the various domains of learning.

With this, at the end of this learning episode, you will be required to: a. classify learning

competencies as to domain and level and b. construct assessment plan based on learning

objectives / competencies.

In order for you to hit the target, you will work your way through these steps:

Lesson Proper

  ·Review.

In the last learning episode, you were able to learn concepts regarding nature, role, format of

assessment and methods of interpreting result. Before you continue your learning journey,

you are asked to do this task:

Write C before the number if the statement is TRUE or write W if it is FALSE

________1. Traditional assessment promotes an integration of both written and performance

measures.
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_________2. Norm-referenced assessment describes students’ performance according to

relative position in some known group.

Activity SheetActivity Sheet

_________3. Formative assessment is a means of applying Assessment of learning.

_________4. Pre-test administration is an example of placement test.

_________5. Lito solved 9 problems out of 15 problems correctly is a norm-referenced

assessment.

· Activity.

It seems that you really have mastery of the past lesson. Good job!

Do you have animal pets at home? The pleasure one gets from animal pets is undeniable.

According to studies, animal care has many benefits to the mind, health and emotional

condition of people. However, some also have a negative view of animals. Some even abuse

and neglect their pets. Section 8 of Republic Act No. 10631 (THE ANIMAL WELFARE ACT

OF 1998) sets the terms for those who neglect, mistreat and abuse pets. Watch this news video

through this link: https://www.youtube.com/watch?v=jREVoVP2fp8

You should always be mindful of this idea : KILLING CATS ALMOST ALWAYS SEEM

EVIL.

MY DREAM PET
Let's go back to your childhood. It's your birthday today.
If you will ask your parents for an animal pet to care for,
what animal pet would you ask for?

The animal pet that I like is a(n) _________ because

__________________________________________________
__________________________________________________
__________________________________________________.

 Processing of the Activity.

Congratulations! You have successfully selected an animal pet to care for. For now, you will be
expected to express your own purpose of caring a pet.

I wanted to have an animal pet because _______________________________________.

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 Brief Lesson.

Activity SheetActivity Sheet

Just as having a clear goal in the care of a pet, education students like you are expected to

gain a broad understanding of the goals of teaching and learning. Hence, this learning

episode will cover taxonomy of educational objectives.

Welcome to our discussion of the taxonomy of educational objectives! It is important that a

teacher is always objective-minded. From curriculum planning, implementing and

evaluating, teachers always consider the end in mind.

As a result of having a clear understanding of what to achieve in a certain instructional

moment, the teaching process develops a clear flow. Teachers avoid wasting instructional

time because they are guided with the idea of where they will take the students. Objective-

oriented teachers also know the specific methods that should be used. Consequently, teachers

also consider their lesson objectives in preparing high quality assessment tools. In short, all

teachers are expected to have in-depth awareness and knowledge of their lesson objectives

since the latter become the former’s compass that provides them right attention and direction

to teaching.

Before presenting the lesson, you need to be acquainted with the level of target standards

used in the Department of Education that are reflected in their curriculum guides.

Descriptions of what the students are expected

to know and be able to do (per discipline, e.g.
English)

Descriptions of what the students are

expected to know and be able to do (per grade
level, e.g. Grade 10)

Descriptions of what the students are expected

to know and be able to do (per quarter, e.g.
First quarter/ grading period)
Descriptions that are used to what specific
Figure in
evidence is acceptable 1 determining whether
the content standards have been attained (per Department of Education’s Level of Standards
quarter, e.g. First quarter/ grading period)

Learning Competencies / Objectives

Descriptions of what the students are expected to know and be able to do

(daily basis)
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Activity SheetActivity Sheet

Figure 2

Sample Learning Competencies from Dep Ed’s Curriculum Guide

Since you now have a grasp of learning goals used in the curriculum of Department of

Education, you are now ready to learn the taxonomy of educational objectives. As mentioned

in this module, educators should base their assessment tools and technique on the learning

standards used. Thus, increasing the credulity of tests. With this practice, teachers ensure that

what has been taught is something that will be tested.

At this point, you should know that educational objectives are classified into three
DOMAINS:

Cogntive- includes knowldge-based goals; outcomes of mental sctivity

Affective - includes values-, attitude-, interest-based outcomes

TAXONOMY of EDUCATIONAL OBJECTIVES

Psychomotor- includes skill-based outcomes

Taxonomy of educational objectives serve as groundworks in developing learning

competencies or objectives. Benjamin Bloom, renowned as an architect of educational

objectives, led the formulation and classification of goals.

COGNITIVE DOMAIN

Bloom’s model of cognitive domain was logically arranged according to the level of

complexity of thinking. The model put knowledge as the lowest and evaluation as the highest

Levels that develop

higher order thinking

skills (HOTS)
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in the model. The cognitive domain involves the learning and application of knowledge. It

contains six levels that can be remembered by the following mnemonic device:

Evil
Seem
Activity SheetActivity Sheet
EVALUATION
SYNTHESIS
Always ANALYSIS
Almost APPLICATION
Levels that develop
Cats COMPREHENSION lower order thinking
Killing KNOWLEDGE skills (LOTS)
Table I

Bloom’s Taxonomy of Objectives in the Cognitive Domain

Level Description Examples of Verbs

Knowledge To recall or recognize information in some Define Enumerate Repeat

pre-arranged form. List memorize Identify
Comprehensio To understand meaning of information Describe Explain Discuss
n based on prior learning. Interpret Recognize Express

Application To utilize information to complete a task Compute Practice Use

with limited direction. Solve Exhibit Operate

Analysis To classify and relate assumptions or Contrast Categorize Investigate

evidence. Examine Discriminate Deduce

Synthesis To integrate or combine ideas into a new Design Propose Formulate

product or plan. Develop Organize Construct
Evaluation Critique idea based on specific standards Appraise Appraise value
and criteria. Judge Justify Criticize

In the history of educational objectives designing, Lori Anderson and Krathwohl, both

became students of Bloom, revised the Bloom’s taxonomy of cognitive domain to make the

model more relevant. Below is the revised taxonomy for you to examine the differences

between the two models:

Blooms’ Anderson’s Model

Model
EVALUATION Creating
SYNTHESIS Evaluating
ANALYSIS Analyzing
APPLICATION Applying
COMPREHENSION Understanding
KNOWLEDGE Remembering
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Activity SheetActivity Sheet

Based on your analysis, what makes the two models of taxonomy for cognitive domain differ?

Yes, you are right! Anderson’s model of taxonomy of educational objectives, which was

derived from the model established by Bloom, has two obvious points of differences:

- the use of verb instead of nouns (to make objectives doable)

- proposed the idea of creativity and considered it as the highest in the level of

cognitive domain

On the other hand, Bloom had also proposed taxonomy of objectives in the affective

domain. He described the said taxonomy with five levels that vary in terms of

complexity. The levels include receiving, responding, valuing, organization and

characterization. For you to easily recall important terms, here is a mnemonic: Regular

Rude Vices Offend Christ

Christ Characterization
Offend Organization
Vices Valuing
Rude Receiving
Regular Responding

Table 2 provides you with detailed information regarding the taxonomy of objectives in

the said domain.

Table II

Bloom’s Taxonomy of Objectives in the Affective Domain

Level Description Verbs Objective

Awareness or passive
Listen Listen attentively
attention to a
Receiving Notice to badminton
phenomenon or
Tolerate introduction.
stimulus
Responding Active attention and Comply Voluntarily help
response to a particular Follow set up badminton
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phenomenon or
Participate nets.
stimulus
Attaching value or Carry out
Attend optional
Valuing
Activity SheetActivity Sheet
worth to a phenomenon
or object
Integrating a new value
Express
Demonstrate
Choose
badminton match.

into one's general set of Purchase own

Organization Adhere
values relative to other badminton racket.
Defend
priorities.
Acting consistently with Join intramurals to
the new value; person is Act on Depict play badminton
Characterization
known by the value. Exemplify twice per week.

For the psychomotor domain, Elizabeth Simpson worked on the level of skill-based

learning. This domain enlisted capacity levels in terms of motor-skills, coordination and

physical movement. Simpson’s taxonomy, which is hierarchically fragmented into seven

level, are developed through the use of muscle-motor movements to imitation and

automation of skills. Thus, the level is sequentially arranged from the simplest to the

most complex motor development. The taxonomy include Perception, Set, Guided

Response, Mechanism, Complex Overt Response, Adaptation and Origination.

For convenience, study the diagram and mnemonic below:

Origination
Occasionally
Aquino
Adaptation
Complex Overt Response Corazon
Mechanism Meet
Guided Response Group
Set Security
Perception
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Philippine

Activity SheetActivity Sheet

Review the table below to familiarize yourself regarding Simpson’s taxonomy in the

psychomotor domain.

Table III

Simpson’s Taxonomy of Objectives in the Psychomotor Domain

Level Description Verbs Objective

The ability to use sensory Describe
Detect non-verbal cues
Perception cues to guide motor Detect
from the participants
activity Select
The mental, physical and
emotional sets that Copy
Show motivation to
Set predispose a person’s Follow
learn a new skill
response to different State
situations
Demonstration of a
complex skill through Copy Demonstrate basic folk
Guided guided practice like Perform dance steps through
Response imitation and trail and Follow skill imitation
error
Learned responses become
habitual and movements Play Demonstrate exact
Mechanism can be performed with Assemble basic folk dance steps
some degree of Fix independently
confidence/proficiency
Performance of motor acts
that involve complex Demonstrate one’s
Complex Overt Demonstrate
movement patterns in a expertise in dancing
Response quick accurate and highly Organize folk dance steps
coordinated manner
Psychomotor skills are
well developed and the Modify
Modify folk dance
Adaptation person can modify Adapt steps
movement patterns to fit
Alter
special requirements
Creating a new movement
patters to fit a particular
situation or specific Design Create new steps for a
Origination problem. Learning Build contemporary version
outcomes emphasize of a classical dance
Create
creativity based upon
highly developed skills

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 Enhancement Activity

Activity SheetActivity Sheet

After studying the taxonomy of educational objectives, you are now ready this activity. Below

are examples of learning competencies, try to classify them according to their domain and

level. Good luck and happy learning!

Leaning Competence Classificati Classificati

on as to on as to
Domain level
1. Participate actively in the classwork activities.
2.Place the episodes of the movie in chronological order
3.Show attitude of support in the use of blended learning in
teaching Arts
4.Conduct ¾ time signature
5.Deduce students’ beliefs regarding cyber bullying.
6.Justify the quality or worth of technology in teaching.
7.Exhibit respect for the dignity of the teaching profession at all
time
8.Modify teaching methodologies to address students’ interests.
9. Integrate components of music, literature, drama and dance into
a music concert presentation.
10.Add vectors using graphical, component and Pythagorean
theorem

 Generalization.
 
Yes, you made it! Great job!

By now, you are heading to the wrapping-up activity. As your closure task, you are going to

answer the question – “So What “.

SO WHAT?

What takeaways from this learning episode will be significant for you to know
four years from now? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Activity SheetActivity Sheet

 Application.

This time, you are to apply what the skills and concepts that you gained from this lesson.

Search for an electronic copy of the Department of Education’s Curriculum Guide

specific to your field of specialization. Then, using the DepEd Curriculum Guide, choose

two learning competencies, or it can also be content standard or performance standard

from the three domains. (Either 1 cognitive and 1 psychomotor or any other

combination) After that, you will be asked to classify them according their levels. Lastly,

the challenge will be for you to create an assessment plan for student learning by taking

into consideration the selected learning competencies or standards. In the assessment

plan, you are going to suggest the most appropriate assessment method to measure the

identified competencies/standard. (You may re-watch the video by clicking the link

regarding methods of assessment from the reading section of this earning packet.)

My Assessment Plan Using Assessment Methods

Subject (year level) English 10

Learning Target Types Compose short persuasive texts using a variety of persuasive
(code) techniques and devices

Domain and Level Cognitive / Synthesis

Assessment Method Performance-Oriented Assessment

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Brief Description of the

(explain the description)
Assessment Method

Activity SheetActivity Sheet

How does this assessment
method help your students (explain the answer)
achieve the target?

Now, it your time to have your plan

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Activity Sheet
Activity SheetActivity Sheet
My Assessment Plan #1
Subject (year level)
Learning Target Types
(code)

Domain and Level

Assessment Method

Brief Description of the

Assessment Method

How does this assessment

method help your students
achieve the target?

My Assessment Plan #2
Subject (year level)
Learning Target Types
(code)

Domain and Level

Assessment Method

Brief Description of the

Assessment Method

How does this assessment

method help your students
achieve the target?
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Course Packet Discussion Forum

 

Activity SheetActivity Sheet

In your class, the teacher has this learning competence: demonstrate Assess the objective

by the answering whether it is SMART?