Assessing Learning Outcomes

Educational Taxonomy
• Cognitive
• Psychomotor
• Affective
 Cognitive Domain
• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating
 Cognitive Domain
REMEMBERING
• Remembering previously learned material
• Lowest level of learning
• Listing learned information
• Remembering terms, methods, facts,
concepts, specific items of information
 Sample Activities
• Label the parts of a plant.
• List the freedoms included in the Bill of Rights.
• Write definitions of the following words.
• Memory games
• Questions that have right and wrong answers
Verbs that may be used in this level
• choose, copy, define, describe, find, group,
identify, indicate, label, list, locate, match,
name, pick, quote, recall, recite, select, sort,
state, tell, underline, write
 Cognitive Domain
UNDERSTANDING
• Ability to grasp the meaning of material
• Communicating an idea
• Explaining ideas
• Summarizing material
• Understanding facts and principle
 Sample Activities
• Give reasons for the energy crisis.
• Explain why we have laboratory safety rules.
• Summarize the story.
• What were the underlying factors that
contributed to the Filipino-American War?
• Outline the steps for a theory to become a
law.
 Verbs that may be used in this
level.
• compare, comprehend, conclude, contrast,
demonstrate, explain, expound, illustrate,
outline, predict, rephrase
 Cognitive Domain
APPLYING
• Applying concepts and principles to new
situations
• Applying laws and theories to practical situations
• Solving of mathematical problems
• Constructing charts and graphs
• Demonstrating correct usage of a method or
procedure
• Applying rules, methods, concepts, principles,
laws, theories
 Sample Activities
• Put information in a graph form.
• Simulation activities
• Role playing
• Model building
• Interviewing
• Conducting experiments
• Practical applications of learned knowledge
Verbs that may be used in this level
• apply, construct, classify, develop, organize,
solve, test, use, utilize, wield
 Cognitive Domain
ANALYZING
• Breaking material down into component parts
• Understanding the organizational structure
• Analysis of relationships between parts
• Recognition of organizational principle
involved
• Analyzing elements
 Sample Activities
• Observe a painting to uncover as many
principles of art as possible.
• Recognizing logical fallacies in reasoning
• Distinguishing between facts and inferences
• Inspect two presidential speeches. Compare
and contrast them in terms of the main points
that they discussed.
Verbs that may be used in this level
• analyze, assume, breakdown, classify,
compare, contrast, discriminate, dissect,
distinguish, divide, deduce, examine, inspect,
infer, reason, recognize, simplify, scrutinize,
survey, study, take apart
 Cognitive Domain
EVALUATING
• Ability to judge the value of the material
• Use of definite criteria for judgments
• Value judgments based on clearly defined
criteria
• Use of cognitive and affective thinking
together
 Sample Activities
• Decide which person would best fill the
position.
• Rank the principles of good sportsmanship in
order of importance to you.
• Decide which proposed plan is the best.
• Judge the posters or murals your class has
constructed
• Determine the necessary criteria for a good
resource.
Verbs that can be used in this level
• appraise, accept/reject, assess, check, choose,
conclude, criticize, decide, defend, determine,
discriminate, evaluate, interpret, justify, judge,
prioritize, rate, rank, support
 Cognitive Domain
CREATING
• Putting parts together in a new whole
• Formulating patterns or structures
• Abstract relationships
• Communicating an idea in a unique way
• Proposing a new set of operations
• Creating new or original things
• Take things and pattern them in a new way
 Sample Activities
• Create a new song for the melody of “Mary
had a Little Lamb”.
• Combine the elements of drama, music, and
dance into a stage presentation
• Develop a plan for your school to save money
• Formulate positive changes that would
improve learning in your classroom
Verbs that may be used in this level
• build, create, combine, compile, compose,
construct, develop, design, derive, form,
formulate, generate, produce, propose, revise,
suggest, synthesize, write
 Psychomotor Domain
• Perception
• Set
• Guided Response
• Mechanism
• Complex Overt Response
• Adaptation
• Origination
 Psychomotor Domain
PERCEPTION
• concerned with the use of the sense organs to
obtain cues that guide motor activity
• Ranges from sensory stimulation (awareness
of a stimulus), through cue selection
(selection task relevant cues) to translation
(relating cue perception to action in
performance)
 Sample Activities
• Recognizes malfunction by sound of machine
• Relates taste of food to need for seasoning
• Relates music to a particular dance movement
 Verbs at this level
• choose, describes, detects, differentiates,
distinguishes, identifies, isolates, relates,
selects, separates
 Psychomotor Domain
SET
• Refers to readiness to take a particular type of
action
• Includes mental set (mental readiness to act),
physical set (physical readiness to act), and
emotional set (willingness to act)
 Sample Activities
• Knows mechanical sequence of steps in
varnishing wood
• Demonstrates proper bodily stance for batting
a ball
• Shows desire to type efficiently by placement
of hands and body
 Verbs at this level
• begins, displays, explains, moves, proceeds,
reacts, responds, shows, starts, volunteers
 Psychomotor Domain
GUIDED RESPONSE
• concerned with the early stages in learning a
complex skill
• Includes imitation (repeating an act
demonstrated by the instructor) and trial and
error (using a multiple response approach to
identify an appropriate response
 Sample Activities
• Performs a golf swing as demonstrated
• Applies first aid bandage as demonstrated
• Determines best physical manipulation of
objects in a sequence for preparing a meal
 Verbs at this level
• assembles, builds, calibrates, constructs,
dismantles, displays, dissects, fastens, fixens,
grinds, heats, manipulates, measures, mends,
organizes, sketches
 Psychomotor Domain
MECHANISM
• concerned with performance acts where the
learned responses have become habitual and
the movements can be performed with some
confidence and proficiency
• concerned with performance skills of various
types, but the movement patterns are less
complex than at the next higher level
 Sample Activities
• Writes smoothly and legibly
• Sets up laboratory equipment
• Operates a slide projector
• Demonstrates a simple dance step
 Verbs at this level
• assembles, builds, calibrates, constructs,
dismantles, displays, dissects, fastens, fixens,
grinds, heats, manipulates, measures, mends,
organizes, sketches
 Psychomotor Domain
COMPLEX OVERT RESPONSE
• concerned with skillful performance of motor
acts that involve complex movement patterns
• proficiency is indicated by a quick, smooth,
accurate performance, requiring a minimum
of energy
• Includes resolution of uncertainty (performs
without hesitation) and automatic
performance (movements are made with ease
and good muscle control)
 Sample Activities
• Operates a power saw skillfully
• Demonstrates correct form in swimming
• Demonstrates skill in driving an automobile
• Performs skillfully on the violin
• Repairs electronic equipment quickly and
accurately
 Verbs at this level
• assembles, builds, calibrates, constructs,
dismantles, displays, dissects, fastens, fixens,
grinds, heats, manipulates, measures, mends,
organizes, sketches
 Psychomotor Domain
ADAPTATION
• concerned with skills that are so well
developed that the individual can modify
movement patterns to fit special requirements
or to meet a problem situation
 Sample Activities
• Adjusts tennis play to counteract opponent’s
style
• Modifies swimming strokes to fit the
roughness of the water
 Verbs at this level
• Adapts, alters, changes, rearranges,
reorganizes, revises, varies
 Psychomotor Domain
ORIGINATOR
• Refers to the creating of a new movement
pattern to fit a particular situation or specific
problem
• Emphasizes creativity based upon highly
developed skills
 Sample Activities
• Creates a dance step
• Creates a musical composition
• Designs a new dress style
 Verbs at this level
• arranges, combines, composes, constructs,
creates, designs, originates
 Affective Domain
• Receiving
• Responding
• Valuing
• Organization
• Characterization
 Affective Domain
RECEIVING
• refers to student’s willingness to attend to
particular phenomena or stimuli
• concerned with getting, holding, and directing
the student’s attention
• from simple awareness that a thing exists to
selective attention on the part of the learner
 Sample Activities
• Listen attentively.
• Show awareness of the importance of
learning.
• Show sensitivity to social problems.
• Accept differences of race and culture.
• Attend closely to the classroom activities.
 Verbs at this level
ask, choose, describe, follow, give, hold, identify,
locate, name, point to, select, sit, reply
 Affective Domain
RESPONDING
• refers to active participation on the part of the
student
• responding (reads beyond assignments) or
satisfaction in responding (reads for pleasure
or enjoyment)
 Sample Activities
• Complete assigned homework
• Obey school rules
• Participate in class discussion
• Complete laboratory work
• Volunteer for special task
 Verbs at this level
answer, assist, comply, conform, discuss, greet,
help, perform, practice, present, read, recite,
tell, report, select, write
 Affective Domain
VALUING
• concerned with the worth or value a student
attaches to a particular object, phenomenon,
or behavior
• from simple acceptance of a value to the more
complex level of commitment
• based on the internalization of a set of
specified values
 Sample Activities
• Demonstrate belief in the democratic process
• Appreciate good literature
• Show concern for the welfare of others
• Demonstrate problem solving attitude
• Demonstrate commitment to social
improvement
 Verbs at this level
complete, describe, differentiate, explain, follow,
form, initiate, invite, join, justify, propose,
read, report, select, share, study, work
 Affective Domain
ORGANIZATION
• concerned with bringing together values,
resolving conflicts between them, and
beginning the building of an internally
consistent value system
• emphasis is on comparing, relating, and
synthesizing value
 Sample Activities
• Recognize the need for balance between
freedom and responsibility in a democracy
• Recognize the role of systematic planning in
problem solving
• Formulate a life plan in harmony with his
abilities, interests, and beliefs
 Verbs at this level
adhere, alter, arrange, combine, compare,
complete, defend, explain, generalize, identify,
integrate, modify, order, organize, prepare,
relate, sythesize
 Affective Domain
CHARACTERIZATION
• the behavior is pervasive, consistent, and
predictable
• emphasis is on the fact that the behavior is
typical or characteristic of the students
 Sample Activities
• Display safety consciousness
• Demonstrate self-reliance in working
independently
• Practice cooperation in group activities
• Maintain good health habits
 Verbs at this level
act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify,
revise, serve, solve, use, verify