Writers:

Dr. Nelia R. Pacaña, LPT

Dr. Celedonia C. Coquilla, LPT
Cristian Camanan
Pedro Raymunde Jr.
Joey C, Oliveros
Maria Kristine Joy Anter
Mervin Osic
Eddelyn Gupeteo

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 TABLE OF CONTENTS
CONTENTS PAGE
Cover page 1
Table of Contents 2
Course Overview 3
Course Map 4
Module 1 Introduction to Principles of High Quality
And Authentic Assessment
Overview 5
The Lessons 5
Module 2 Process Oriented Performanced-Based Assessment
Overview 26
The Lessons 26
Module 3 Product Oriented Performanced-Based Assessment
Overview 40
The Lessons 41
Module 4 Assessment in the Affective Domain
Overview 51
The Lessons 52
Module 5 Portfolio Assessment
Overview 71
The Lessons 72
Module 6 Educational Evaluation
Overview 89
The Lessons 89
Module 7 Grading and Reporting
Overview 113
The Lessons 113

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 THE COURSE OVERVIEW

COURSE TITLE : Assessment of Student Learning 2

UNITS : 3 Units
TIME FRAME : 54 Hours
COURSE DESCRIPTION :
This course focuses on the principles, development and utilization of alternative forms of
assessment in measuring authentic learning. It emphasizes on how to assess process and
product - oriented learning outcomes as well as affective learning, Students will experience
how to develop rubrics and other assessment tools for performance - based and product -
based assessment.
COURSE OUTCOMES:
At the end of the course, the students will be able to:
1. Apply the principles of assessment in conceptualizing techniques
for assessing authentic learning
2. Design performance - based assessment tools
3. Design assessment tools for affective learning
4. Develop portfolio to assess one’s learning
5. Demonstrate skills in preparing and reporting grades
6. Derive information from alternative forms of assessment
in making instructional decisions

Module Writers:
Team Leader : Dr. Nelia R. Pacaña - Kolehiyo Ng Pantukan
Members : Dr. Celedonia C. Coquilla - Kolehiyo Ng Pantukan
Cristian Camanan -Cor Jesu College
Pedro Raymunde Jr. - Compostela Valley State College Joey
C, Oliveros - University of Mindanao
Maria Kristine Joy Anter - UM Digos College
Mervin Osic - UM Tagum College
Eddelyn Gupeteo - Ateneo de Davao University

Project WRITE XI: An Easy Guide for Course Pack making and Module
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 THE COURSE MAP

ASSESSMENT OF STUDENT
LEARNING

Project WRITE XI: An Easy Guide for Course Pack making and Module
Development
 MODULE Introduction to Principles of High Quality

1 Assessment and Authentic Assessment

This part of the module will orient the students about their learning outcomes and its sources,
characteristics of good learning outcomes, the different levels of cognitive domains
introduced by Bloom, classification of learning outcomes, and the authentic assessment.
In this module, students are expected to:
 give meaning using their own understanding about Student Learning Outcomes
 identify the sources of expected student learning outcomes.
 explain the characteristics of good learning outcomes
 distinguish from each other the different levels of cognitive domains introduced by
Bloom
 give reason/s why the three classification of learning outcomes must be given
emphasis in learning assessment course
 write samples student learning outcomes in the cognitive, psychomotor, and
affective domains
 give the meaning and discuss the characteristics, of authentic assessment
 demonstrate understanding of authentic assessment by adapting authentic
assessment tools

Lesson 1 Student Learning Outcomes

 Give meaning using their own understanding about Student

Learning Outcomes
Learning
Outcomes  Identify the sources of expected student learning outcomes.
 Explain the characteristics of good learning outcomes

Welcome students! This is the first lesson for this module. In this lesson,
we have to remind that in every course/ subject or learning activity there
Introduction must be a definite guide about what behaviors are expected to be achieved
by every students during the learning activity and are therefore supposed
to attain success. Thus, all assessment and evaluation activities

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 should start with the identification and clarification of the student
learning outcome (SLO).
Write 2 examples of student learning outcomes derived from each of the
following sources:
1. Your subject or field of specialization (ask from your major
subject teacher).
2. Five (5) General education basic competencies (accessible from
the internet—CMO-No.20-2013.pdf)
3. Your school’s mission
(Activity) 4. National Competency-Based Teacher Standards (NCBTS)

 Present your answers in tabular form.

 Identify other sources of student learning outcomes and its role

towards students’ expectation after they graduate.
 Do research about the characteristics of good learning outcomes
and fill in the table “Chunking the Data”.

Important Term Important Concepts/ Ideas

(Analysis)

Important Generalization Insights Learned

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 Student learning outcomes are statements of the knowledge, skills and
abilities individual students should possess and can demonstrate upon
completion of a learning experience or sequence of learning experiences.
For example, for BS-Math program, the Commission on Higher Education
provided eight (8) learning outcomes which is expected from the BS-Math
graduates (e.g. develop an enhanced perception of the vitality and
importance of mathematics in the modern world including inter-
relationships and demonstrate proficiency in problem-solving by solving
(Abstraction)
and creating routine and non-routine problems with different levels of
within math and its connection to other discipline.)

The attainment of these learning outcomes should be periodically assessed

by both teacher and students. This could help the students determine their
strength and deficiencies and become active participants in outcomes
attainment.

Sources of Expected Student Learning Outcomes (SLO)

According to Navarro and Santos (2013) as cited from Cartwright, Weiner

& Veneruso (2009), the sources of expected student learning outcomes are
the following:

1. The institution mission statement is a relevant source of student

learning expectation. Public schools and private schools either
sectarian or non-sectarian have their own mission that serves as
their source of learning following their own philosophy.

2. Policies on competencies and standards issued by government

education agencies such as DepEd, TESDA, CHED are
prescribed sources of student learning outcomes.

3. Expected competencies identified by the different professions,

business and industry should be adopted to ensure that graduates
are able to perform as expected in their respective work places
and or professions.

4. The thrusts and development goals of the national government

are useful integration in the identified competencies and
expectations from all sectors of education.

5. International trends and development should also be considered

in identifying and determining student learning outcomes to
ensure the graduates competitiveness in the employment and
professional practice abroad.

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 6. It will be enriching if the identified competencies and
expectations of students integrate the basic general education
competencies such as the following competencies by the
Montgomery College:

(a) Oral and written communication which includes the ability to

use oral and written language of communication supported by
appropriate technology and enhanced with effective style of
presentation.
(b) Scientific and quantitative reasoning ability which includes
competency in the use of quantitative data, mathematical
procedure and scientific methods of inquiry in decision-
making.
(c) Ability to analyze, synthesize and develop creative solutions
which are the components of higher order thinking skills
(HOTS) or competencies.
(d) Technological competency which involves the ability to use
computer technology in documentation and presentations
appropriate in different academic and professional settings.
(e) Information literacy involves the ability to efficiency locate
and effectively use information from both print and electronic
sources.

Characteristics of Good Learning Outcome

1. Good student learning outcomes (SLO) are centered on the

students, on what the learners are capable of doing, instead of the
teaching technique. The teaching strategy will only be guided by
the desired competencies of the students. For instance, if the SLO
is: “the students can explain and illustrate the patterns or
geometrical figures found in Tinalak (T’boli’s tribal dress)” to
guide the students towards the desired competency the teacher may
use any or all of the following instructional techniques and
activities:

(a) Video presentation of the process of making Tinalak.

(b) Exhibit/gallery walk of the different patterns and geometrical
figures of T’boli.
(c) Field trip to a community in T’boli.
(d) Submission of an short literature on the history of Tinalak.

2. Good learning outcomes are based on the program mission

statement agreed upon by the program faculty in consultation with
other stakeholders like alumni and other professionals. It is
important that the student learning outcome are based on the
issuances from government regulatory agencies like CHED’s

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 Policies, Standards and Guidelines on teacher education and
DepEd’s K to 12 Law Enhanced Basic Education in the
Philippines.

3. Good student learning outcomes are very well understood by both

students and faculty. They should be in agreement on the
importance of these competencies which they will cooperatively
develop. Here are suggest steps that teacher and students can
together take in their cooperative monitoring of the progress
towards the desired learning outcomes or skills and competencies.

H ooking the students to the desired learning outcome

E xploring the experiencing the supporting student activities
A pplying the ideas/knowledge required in contrived, simulated
or real-life situations
R efining, rehearsing, reviewing the target skills/competencies
E valuating the degree of learning outcome performance
D eciding on the action, solution or creative project to apply the
learning outcome.

4. Good learning outcomes include a spectrum of thinking skills from

simple to the higher order of application of knowledge and skills.

5. Good learning outcomes are measurable. Students competencies

should be expressed as transitive verbs and/or action words which
are demonstrable and observable at various levels.

Example:
For K to 12 Grades 3-10 Reading, Mathematics, Language, Science.

Numerical Rating Proficiency Level

1 Below basic level
2 Basic level
3 Proficient level
4 Advanced level

The following are educational objectives for BSEd-Math. For every

educational objective, formulate two learning outcomes.

Educational Learning Outcome

Objective
1. Exhibit 1.1 The students can
(Application) competence in
mathematical 1.2 The students can

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 concepts and
procedures.

2. Exhibit 1.1 The students can

proficiency in .
relating
mathematics to 1.2 The students can
other circular .
areas

Congratulations, you have just finished lesson of this module.

Perhaps, if you are in the real world of teaching, you have now the idea
how to make student learning outcome that is align to the program
objective given by respective regulatory agencies.
The next lesson would be about Three Types of Learning. You are
expected to have some research works about this topic and prepare for
(Closure) individual presentation. Thank you.

Lesson 2 Three Types of Learning

Learning  Distinguish from each other the different levels of cognitive

Outcomes
domains introduced by Bloom
 Give reason/s why the three classification of learning
outcomes must be given emphasis in learning assessment
course
 Write three (3) samples student learning outcomes in the
cognitive, psychomotor, and affective domains

Introduction Welcome back! You are now in your second module. In this lesson, it
is emphasized that learning can be achieved in different forms. In order
to cater the different forms of learning, Benjamin Bloom and a
committee of colleague in 1956 identified three domains of
educational activities namely: cognitive, affective, and psychomotor.
This three terms found to be generic or too technical for practicing
teacher and so the domains were translated to simpler terms commonly
used by teacher: knowledge, skills and attitudes (KSA).

Let’s get Started! Bloom together with his colleague, emphasized the three educational
objectives or domains in order to cater the different types of

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 learning. These are cognitive, affective, and psychomotor.

Cognitive—referring to mental skills Affective—

referring to growth in feeling or emotion, and
Psychomotor—referring to manual or physical activities.

Direction:
(Activity)
Considering the activity in your first module, (Write 2 examples of
student learning outcomes derived from each of the following
sources), try to distinguish what domain is being highlighted from
the given student learning outcomes. Fill in the template (table) that
is presented below.

Student learning outcome domain

Source
CHED 1.
2.
DepEd 1.
2.
Gen. Ed 1.
competencies 2.

 What kind of words that are being used at the beginning of

the student learning outcome?
 Are there no restrictions upon using that word?
 Is there a need to arrange the said learning outcomes in
(Analysis) hierarchical order? Why do you think so?
Believing that there were more than one (1) type of learning,
educational objectives have been identified and emphasized. The
domains introduced by Bloom together with his colleague are being
organized into categories or levels and arranged in hierarchical order
from the simplest behavior to most complex behavior. In order to
ensure that the learning outcomes are specific, measurable, attainable,
relevant, and time-based, the outcomes were stated as concrete and
active verbs. In mid-nineties, a former student of Bloom, Lorin
Anderson, reviewed the cognitive domain objectives, and effected
some changes. The most prominent of these are (a) changing the
names in the six subdivisions from noun to verb and (b) slightly re-
arranging the order.
 Domain 1: Cognitive (Knowledge)
(Abstraction)  Domain 2: Psychomotor (Skills)
 Domain 3: Affective (Attitude)
(Please see attached table)

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 Direction: Using the indicated topic or subject matter, write learning
outcomes for each of the three domains arranged from the simplest
to the most complex level or category.

1. Cognitive: Topic—Water Cycle

1.1 Remembering
1.2 Understanding
1.3 Applying
(Application) 1.4 Analyzing
1.5 Evaluating
1.6 Creating
2. Psychomotor: Topic—Table Setting
2.1 observing
2.2 imitating
2.3 practicing
2.4 adapting
3. affective: Topic—Developing and Nurturing Honesty
3.1 receiving
3.2 responding
3.3 Valuing
3.4 Organizing
3.5 Internalizing
Congratulations, you have just finished another lesson. Perhaps, you
have now an idea how to cater the different types of learning through
the help of instructional objectives from the three different domains.
The next lesson would be about Authentic Assessment. You
are expected to have some research works about this topic and
prepare for individual presentation. Thank you.

(Closure)

Lesson 3 Authentic Assessment:

Meaning, Characteristics and Practices
Learning
Outcomes Give the meaning and discuss the characteristics, of authentic
assessment.

Introduction You are now in the third lesson of Module 1 in the Assessment of Learning
2 course. You will study about authentic assessment and its characteristics.
In addition, you will identify the phases that an authentic assessment goes
through. And lastly, you will compare authentic
assessment form the traditional one.

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  Give five different forms of assessment made by your teacher just
to test how well you have understood the lesson.
 Make a short description on how the given assessment were
performed or done. Fill in the table below

Form of Assessment
Description

(Activity)

 Among the assessments that you have written and described,

which do you think is/are the most important?
 If you are trying to make an assessment to your students, what do
you prefer? Why?
 If you are going to classify these assessments, what kind of
assessment you are referring to?
 Can you give at least two salient points why should this
(Analysis) assessment be used?

“In recent years, higher education institution in the Philippines have

Abstraction joined in the internal focus on the need to include in the teaching-
learning process the assessment and documentation of the student
{INCLUDEPICTU learning outcomes. This focus is in the recognition of the importance of
RE \d information on learning in the improvement of the educational
"https://encr experiences that colleges and universities offer” (Navarro & Santos,
2013, p. 16). That is why, authentic assessment has been pushed through.
ypted-
tbn0.gstatic. Authentic assessments attempt to demonstrate what a student actually
com/images?q= learns in class rather than the student’s ability to do well on traditional
tbn:ANd9GcQ- tests and quizzes. Many have claimed this type of assessment an
tq7MiMsN05wwd excellent means of evaluating a student’s knowledge of subject matter.
8xzkOaaHmJcFk
qVf90uQA&usqp Characteristics of Authentic Assessment
=CAU" \* 1. Authentic Assessment starts with clear definite criteria of
performance made known to the students.
MERGEFORMATIN
2. Authentic Assessment is a criterion- referenced rather than norm-
ET } referenced and so it identifies strengths and weaknesses, but does
not compare students nor rank their levels of performance.
3. Authentic Assessment requires students to make their own answer
to questions rather than select from given options as in multiple
choice items, and requires them to use a range of higher order
thinking skills (HOTS).
4. Authentic Assessment often emphasizes performance and

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 therefore students are required to demonstrate their knowledge,
skills or competencies in appropriate situations. Authentic
assessment does not rely on ability to recall facts or memorize
details, instead students are asked to demonstrate skills and
concepts they have learned
5. Authentic Assessment encourages both teacher and students to
determine their rate of progress in cooperatively attaining the
desired student learning outcomes.
6. Authentic Assessment does not encourage rote learning and
passive taking of test; instead, students are required to demonstrate
analytical skills, ability to integrate what they learn, creativity, and
ability to work in group, skills in oral and written communications.
In brief, authentic assessment values not only the finished products
which are the learning outcomes, but also the process of learning.
7. Authentic Assessment changes the role of students as passive test
takers into become active and involve participants in assessment
activities that emphasize what they are capable of doing instead test
to measure students’ skills or retained facts has come under
scrutiny because of the limitation encountered in determining the
students’ capability to utilized their knowledge and skills in work
and professional practice.

Phases of Authentic Assessment

1. Identifying the most important knowledge and skills that students
should be able to demonstrate as a result of their learning
activities.
2. Determining the criteria and standards of outcomes performance
and the acceptable evidence that may be presented as proof of
outcomes’ attainment.
3. Implementation of the supporting activities that will facilitate the
attainment of the desired student learning outcomes.
4. Measuring the extent at which the student is attaining the desired
learning outcomes.
5. Interpreting the assessment results and evaluating whether they
indicate attainment of the desired outcomes and utilizing them for
continuous improvement

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 Basic Difference Between Traditional Assessment and Authentic
Assessment

Attributes Traditional Assessment Authentic Assessment

1. Action/
options Selecting a response Performing a task

2. Setting Contrived/ imagined Simulation/ Real-Life

3. Method Recall/ recognition Construction/ applications

4. Focus Teacher –structured Student- structured

5. Outcome Indirect evidence Direct evidence

Teachers do not have to select which assessment should be used. Take
note that the mastery of skills and knowledge that can be found in
traditional assessment is very important because this will be serve as a
foundation that will be used later in demonstrating and performing the
tasks that students are expected to perform in the real world. In other
words, authentic assessment compliments traditional assessment.

Direction: Determine whether each of the following assessment

activities/strategies is traditional or authentic:

1. Drawing the parts of the microscope

(Application) 2. Writing the multiplication tables 8, 9, 10

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 3. Submitting report on observations about butterflies in a field trip
4. Interviewing the barangay chairman about the problems of the
community and reporting on the findings
5. Providing answers to a enumeration assignment
Congratulations, you have just finished another lesson. Perhaps, you
have now the idea about the salient features why authentic assessment be
used in assessing students’ learning.

The next lesson would be about Tools used in Authentic Assessment.

You are expected to have some research works about this topic and
(Closure) prepare for possible questions next meeting. Thank you.

Lesson 4 Authentic Assessment Tools

Learning
Outcomes Demonstrate understanding of authentic assessment by adapting authentic
assessment tools
You are now in the last lesson of Module 1. You will study and apply the
different tools in an authentic assessment. You will be given examples of
tools that makes use of three modes of assessment namely: observations,
performance samples, and actual performance.
Situation: Assuming that your research students are proposing their study
and you are one of the research panels.

What to do:
 Make you own checklist about the researcher’s presentation
(Activity) highlighting certain attributes which you think important (e.g.
clarity of presentation) and with a rating from 1-5. Follow the
template presented below.
 Afterwhich, make at least 7 guide questions for your research
proposal interview.

Attributes Rating

5 4 3 2 1

#1

#2

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 #3

#4

#5
 How do you find the activity?
 Do you find difficulty in making your own checklist?
 Is there a need to make a checklist every time you grade your
(Analysis) students’ output? Why?
If we want students to develop such competencies as examining,
understanding, creating, and evaluating information, we must be able to
assess the aforementioned skills in appropriate settings and context.
Authentic assessment makes use of three modes of assessment:

 Observations which include date and information that the teacher

collects from daily work with students.
(Abstraction)  Performance samples which are tangible results that demonstrate
student achievement.
 Tests and measures of student’s actual performance at a specific
place and time.

I. Observations-Based Assessment Tools

To make observation-based assessment efficient and impartial, Diane

Hart (1994) suggested the following guidelines:

1. Observe not only one but all the students.

2. Observation must be as frequent and as regular as possible.
3. Observations must be recorder in writing.
4. Observations should cover both routine and exceptional
occurrences.
5. Reliability of observation records is enhanced if multiple
observations are gathered and synthesized.

Developmental checklist is an observation tool which requires the

teacher recorder to describe the traits or learning behaviors being
assessed. When used regularly during the school year, developmental
checklists give a moving picture of the student’s progress towards the
desired competencies.

Example of individual developmental checklist

Name: Year and Section:

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 ORAL COMMUNICATION
Stage 1 Stage 2 Stage 3 Stage 4

Speaks with Speaks in Speaks Volunteers to

hesitation complete extemporaneously participate in
sentence speaking
activities
Date: Date : Date: Date:

WRITTEN COMMUNICATION

Stage 1 Stage 2 Stage 3 Stage 4

Writes with Write with Writes with Submit essays

difficulty some correct grammar and reports
improvement and syntax

Date:
Date: Date: Date:

Example of Group Developmental Record Sheet

For student teachers with major in Mathematics

Prepares Writes Motivates Students

Name lesson plan outcome class and actively
before based sustains participate
teaching objectives interests in class
activities

Bernal, J.

Cruz, R.

Davila, S.

Fernan, G.

Juan, W.

Example of Observation Checklist

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 The Interview sheet is another observation tool which is also called the
conference recording form. Interview sheets consist of a list of questions
the teacher intends to ask and space for recording student’s answers.

Personality Development Interview Sheet

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 II. Performance Sample Assessment Tools

Portfolio is a systematic collection of learner work (such as written

assignments, drafts, artwork, and presentations) that represents
competencies, exemplary work, or the learner's developmental progress. It
can be as simple as folder of these pieces of evidence, as fancy as a neat
scrapbook containing evidence of a student’s accomplishments, written
works and pictures of the student’s activities and accomplishments.

The portfolio serves the following purposes:

(a) The teacher can assess the growth and development of the
students at various levels.
(b) Parents are informed of the progress of their children in school.
(c) Instructional supervisors are able to evaluate the strengths and
weaknesses of the academic program.

What can be included on a portfolio?

Essays Video tapes

Audio tapes Art work

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 Conference note Group reports

Pictures Compact disk

Graphs/chart Field reports

III. Performance Assessment Tools

Student achievements at specific place and time are actual student

performance that deserve to be assessed. One of the most frequently used
measurements instruments is the checklist. A performance checklist
consists of a list of behaviors that make up a certain type of performance
(e.g. using a microscope, preparing a letter, solving mathematics
performance, etc.)

Example:
Performance Checklist in Solving a Mathematical Problem

Behavior:
1. Identifies the given information

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 2. Identifies what is being asked
3. Uses variables to replace the unknown
4. Formulates the equations
5. Performs algebraic operations
6. Obtains an answer
7. Verifies if the answer is correct
Direction: Explain each of the following by representing an example
1. observation-based assessment tools
2. performance sample assessment tools
(Application) 3. actual performance assessment tools
Congratulations! You have completed the entire module 1. Always
remember that in a teaching-learning process, consider first the student’s
learning outcomes. These outcomes must cater all the three domains of
learning. In order to realize the learning objectives, do not forget to
(Closure) conduct assessment for you to monitor student’s learning progress. I think
you are now ready to proceed to other forms of assessment in the next
module.
(Attached table for Lesson 2)

Domain 1: Cognitive (Knowledge)

Category/Levels Outcome verb Learning Outcomes
Statements
1.1. Remembering: recall of Define, describe, identify, Identify the parts of speech;
previous learned label, match, list, name outline, define Pythagorean theorem
information recall, recognize, reproduce,
select, state
1.2 understanding: Distinguish, estimate, explain, Distinguish the Five Postulates
comprehending the meaning give example, interpret, of Euclid; explain the circular
translation and interpretation of paraphrase, summarize flow diagram as how dollars
instructions; state a problem in flow through markets among
one’s own word households and firms
1.3 applying: using what was Apply, change, compute, Show that tan4 θ + tan2 θ = sec4 θ
learned in the classroom into construct, demonstrate, - sec2 θ; prepare a halal menu for
similar new situations discover, modify, prepare, one week for a family of five
produce, show, solve, use
1.4 Analyzing: separating Analyze, compare, contrast, Compare and contrast the three
materials or concept into diagram, differentiate, versions of Cavite mutiny;
component parts to understand distinguish, illustrate, outline, differentiate the parts of a
the whole select flower (gumamela)
1.5 Evaluating: judging the Compare, conclude, criticize, Justify the famous idea of Rene
value of an idea, object, or critique, defend, evaluate, Descarte’s “tabula rasa”;
material relate, support, justify critique a group’s role play of
1.6 Creating: building a Categorize, combine, compile, Generate a plan on how to
structure or pattern; putting compose, devise, design, plan, eradicate suicidal thoughts;
parts together organize, revise, rearrange, make a five year school
generate, modify operational plan

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 The Categories/Levels of Cognitive Domain Learning Objectives Arranged
Hierarchically

*Adapted from Bloom by Lori Anderson (2000)

Domain II: Psychomotor Skills

In the early seventies, E. Simpson, Dave and A.S Harrow recommended categories for the
Psychomotor Domain which included physical coordination, movement and use of the
motor skills body parts. Development of these skills requires constant practice in accuracy
and speed. Simpson contributed 7 categories, Dave 5 categories and Harrow 6 categories.
They have been re-organized and simplified into 4 categories or levels.

Categories/Levels Outcomes Verbs Learning Outcomes

Statements
2.1 Observing: active mental Watch, detect, distinguish, Watch the folkdance steps
attention to a physical differentiate, describe, of “Sayaw sa Cuyo.”;
activity relate, select observe and read secondary
directions
2.2 imitating: attempt to Begin, explain, move, Show understanding and
copy a physical behavior display, proceed, react, sequence of steps with
show, state, volunteer assistance; recognize one’s
limitations
2.3 practicing: performing a Bend, calibrate, construct, Display mastery on the
specific activity repeatedly differentiate, dismantle, fundamental positions in
display, fasten, fix, grasp, folk dance; manipulate the
grind, handle, measure, mix, different parts of the
operate, manipulate, mend microscope

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2.4 adapting: fine tuning the Organize, relax, shorten, Create a modern dance
skill and making minor sketch, write, re-arrange, routine; compose a short
adjustments to attain compose, create, design, song blended with a melody
perfection originate

The Categories/Levels of Psychomotor Domain Learning Objectives arranged

hierarchically

*Simpson, Dave and Harrow (1972)

Taxonomy of the Psychomotor Domain, N. Y: David Mc Kayle

Domain III. Affective (Attitude)

The affective domain refers to the way in which we deal with situations emotionally such
as feelings, appreciation, enthusiasm, motivation, values, and attitude. The taxonomy is
ordered into 5 levels as the person progresses towards internalization in which the attitude
or felling consistently guides or controls a person’s behavior.

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 Learning Outcomes
Categories/Levels Outcomes Verbs Statements
3.1 receiving: being aware or Select, point to, sit, choose, Name important qualities of an
sensitive to something and being describe, follow, hold, identify, employee; choose a principle
willing to listen or pay attention name, reply that fits your being
3.2 responding: showing Answer, assist, comply, Write a letter of response to all
commitment to respond in some conform, discuss, greet, help, mining industries about its effect
measure to the idea or perform, practice, read, recite, to environment; participate in
phenomenon report, tell, write class discussions and give
expectations
3.3 valuing: showing willingness Complete, demonstrate, Follow religiously the
to be perceived as valuing or differentiate, explain, follow, mathematical steps presented to
favoring certain ideas invite, join, justify, propose, you; justify the decision of a
report, share, study, perform mother (leaving her sons to
orphanage)
3.4 organizing: arranging values Arrange, combine, complete, Organize activities that tightens
into priorities, creating a unique adhere, alter, defend, explain, the bond of the family; relate the
value system by comparing, formulate, integrate, organize, values emphasized in the story
relating and synthesizing values relate, synthesize of “The Prince” to your personal
life
3.5 internalizing: practicing Act, display, influence, listen, Display self-reliance when
value system that controls one’s discriminate, modify, perform, asking; value people for what
behavior that is consisted revise, solve, verify they are and not for how they
pervasive, predictable and look.
characteristics of the person
The Categories/Levels of Psychomotor Domain Learning Objectives
arranged Hierarchical

*D.R. Krathwohl, B. S Bloom, B. B Masja (1964) Taxonomy of Educational Objetives: Handbook II-
Affective Domain, New York: David Mackay Co.

Project WRITE XI: An Easy Guide for Course Pack making and Module
Development