A presentation of Curriculum standards.

1. Target Setting –
Appropriate Targets
Jayson G. Barsana
Instructor

2. Learning Competencies
1. Familiarize themselves with the different domains
of learning in the RBT.
2. Differentiate the learning competencies,
objectives, and outcomes based on the guidelines
3. Craft their own learning objectives based on the
learning standards

3. Clarity of Learning Targets
 Assessment can be made precise, accurate and
dependable only if what is to be achieved is
clearly stated and feasible.
 The learning targets involving, knowledge,
reasoning, skills, products, and effects, need to
be stated in behavioral terms which denote
something which can be observed through the
behavior of the students.

4. Revised Bloom’s Taxonomy (RBT)

5. Taxonomy
 Taxonomy is the practice and science of
categorization or classification.
 A taxonomy is a scheme of classification,
especially a hierarchical classification, in which
things are organized into groups or types

6. Revised Bloom’s Taxonomy (RBT)

7. Revised Bloom’s Taxonomy
 Bloom's taxonomy of educational objectives is a
hierarchical ordering of skills in different domains
whose primary use is to help teachers teach and
students learn effectively and efficiently.
 The meaning of Bloom's taxonomy can be
understood by exploring its three learning
domains—cognitive, affective and psychomotor

8. 3 Domains of Learning
https://ivanteh-runningman.blogspot.com/2016/09/blooms-taxonomy.html

9. 1. Cognitive Domain -
(intellect - knowledge -
'think')

10. 2. Affective Domain -
(the way we deal with
things emotionally)

11. 3. Psychomotor Domain -
(physical - skills - 'do'))

12. Cognitive Domain
 An adjusted model of Bloom's Taxonomy (1956)
Cognitive Domain was produced by Anderson &
Krathwhol in which the levels five and six
(synthesis & evaluation) were inverted and all the
levels became verbs, suggesting that learning is
an active process (Anderson & Krathwohl, A
Taxonomy for Learning, Teaching, and Assessing: A
Revision of Bloom's Taxonomy of Educational
Objectives, 2001).

13. Remembering
Behavior
Descriptions
Examples of activity to be
trained, or demonstration and
evidence to be measured
Keywords (verbs
which describe the
activity)
Recognizing or
recalling
knowledge
from memory
Multiple-choice test, recount
facts or statistics, recall a
process, rules, definitions; quote
law or procedure
Define | Identify
|List |Name | Recall
|Recognize| Record |
Relate | Repeat
Underline | Arrange |
Select etc.

14. Understanding
Behavior
Descriptions
Examples of activity to be
trained, or demonstration and
evidence to be measured
Keywords (verbs
which describe the
activity)
Understand the
meaning, restate
data in one's own
words, interpret,
extrapolate,
translate
Explain or interpret meaning
from a given scenario or the
statement, suggest treatment,
reaction or solution to given
problem, create examples or
metaphors
Choose|Cite examples of
Demonstrate use of
Describe |Determine
Differentiate between
Discriminate |Discuss
Explain |Express
Give in own words

15. Applying
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Using learned
material, or to
implement the
material in new
and concrete
situations.
Put a theory into practical effect,
demonstrate, solve the problem,
manage an activity.
Apply |Demonstrate
Dramatize |Employ
Generalize |Illustrate
Interpret | Operate
Operationalize
Practice | Relate
Schedule | Shop
Use|Utilize |Initiate

16. Analyzing
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Breaking materials
or concepts into
parts, determining
how the parts relate
to one another or
how they
interrelate, or how
the parts relate to
an overall structure
or purpose.
Identify constituent parts and
functions of a process or
concept, or de-construct a
methodology or process,
making a qualitative assessment of
elements, relationships, values,
and effects; measure
requirements or needs
Analyze Appraise Calculate
Categorize Compare Conclude
Contrast Correlate Criticize
Deduce Debate Detect
Determine Develop Diagram
Differentiate Distinguish Draw
conclusions Estimate Evaluate
Examine Experiment Identify
Infer Inspect Inventory Predict
Question Relate Solve Test
Diagnose

17. Evaluating
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Making
judgments based
on criteria and
standards
through checking
and critiquing.
Review strategic plans in terms of
efficacy, return on investment or cost-
effectiveness, and practicability; assess
sustainability; perform a SWOT analysis
in relation to alternatives; produce a
financial justification for a proposition
or venture, calculate the effects of a
plan or strategy; perform a detailed risk
analysis with recommendations and
justifications
Appraise Assess
Choose Compare
Critique Estimate
Evaluate Judge
Measure Rate
Revise Score Select
Validate Value Test

18. Creating
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Putting elements
together to form a
coherent or
functional whole;
reorganizing
elements into a
new pattern or
structure through
generating,
Develop plans or
procedures, design
solutions, integrate
methods, resources, ideas,
and parts; create teams or
new approaches, write
protocols & contingencies
Assemble Collect
Compose Construct
Create Design Develop
Formulate Manage
Modify Organize Plan
Prepare Produce Propose
Predict Reconstruct
Set-up Synthesize
Systematize Devise

19. Since learning outcomes are built from the content and performance
content standards, we have to observe these principles:
1. They should be achievable.
They should be set within the range of abilities of the learners
(Academic Programmes Quality & Resources Unit, University of Malta,
2009)
2. They should be appropriate.
They should be targeting relevant skills, knowledge, and attitudes.
3. They should be aligned with the learning competencies.
They should be in congruence with the learning competencies set for the
learning area and level.

20. Affective Domain
Bloom’s Taxonomy’s second domain, the Affective Domain, was
detailed by Bloom, Krathwhol, and Masia (1964, Taxonomy of
Educational Objectives: Vol. II, The Affective Domain.
Bloom's theory advocates this structure and sequence for developing
attitude - also now commonly expressed in the modern field of
personal development as 'beliefs’.
As with the other domains, the Affective Domain detail provides a
framework for teaching, training, assessing, and evaluating the
effectiveness of training and lesson design and delivery, and also
the retention by and affect upon the learner or trainee.

21. Receiving
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
attending to a
stimulus, e.g.,
listening to
instructions
Listen to the teacher or
trainer, take interest in the
session or learning
experience, take notes,
turn up, make time for
learning experience,
participate passively
Ask, choose,
describe, follow,
give, hold,
identify, locate,
name, point to,
select, sit, erect
reply, use

22. Responding
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
reacting to a
stimulus, e.g.,
participating
in a discussion
Participate actively in
group discussion, active
participation in activity,
interest in outcomes,
enthusiasm for action,
question and probe ideas,
suggest interpretation
Answer, assist, aid,
comply, conform,
discuss, greet, help,
label,
perform, practice,
present, read, recite,
report, select, tell,
write

23. Valuing
Behavior
Descriptions
Examples of activity to be trained,
or demonstration and evidence to
be measured
Keywords (verbs which
describe the activity)
Attaching value
to an object,
phenomenon,
behavior, or
principle, e.g.,
demonstrate an
appreciation of
good teamwork
Decide the worth and
relevance of ideas,
experiences; accept or
commit to particular
stance or action
Complete,
demonstrate,
differentiate, explain
follow, form, initiate,
invite, join, justify,
propose, read,
report, select, share,
study, work

24. Organizing or Conceptualizing Values
Behavior
Descriptions
Examples of activity to be
trained, or demonstration and
evidence to be measured
Keywords (verbs which
describe the activity)
organizing different
values into the
beginning of an
internally
consistent value
system, e.g., adopt
a systematic
approach to
problem-solving
Qualify and quantify
personal views, state
personal position and
reasons, state beliefs
Argue, challenge,
debate, refute,
confront,
justify, persuade,
criticize,

25. Characterizing
Behavior
Descriptions
Examples of activity to be
trained, or demonstration and
evidence to be measured
Keywords (verbs which
describe the activity)
internalizing a value
system & behaving
accordingly in a
pervasive,
consistent &
predictable manner,
e.g. ,display self-
reliance, work
independently &
diligently, act ethically.
Self-reliant; behave
consistently with
personal value set
Build, develop,
formulate, defend,
modify, relate,
prioritize,
reconcile, contrast,
arrange, compare

26. Psychomotor Domain
Bloom’s Taxonomy’s second domain, the Affective Domain,
was detailed by Bloom, Krathwhol, and Masia (1964,
Taxonomy of Educational Objectives: Vol. II, The Affective
Domain.
Bloom's theory advocates this structure and sequence for
developing attitude - also now commonly expressed in the
modern field of personal development as 'beliefs’.

27. Psychomotor Domain
As with the other domains, the Affective Domain detail
provides a framework for teaching, training, assessing, and
evaluating the effectiveness of training and lesson design
and delivery, and also the retention by and affect upon the
learner or trainee.

28. Perception
Behavior Descriptions Keywords (verbs which describe the
activity)
using sense organs to
obtain cues about a motor
activity, e.g., repeat o ral
instructions for
performing an experiment
choose, describe, detect,
differentiate, distinguish,
identify, isolate,
relate, select
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)

29. Set
Behavior Descriptions Keywords (verbs which describe the
activity)
demonstrating readiness
to take a particular
action, e.g., explain the
series of steps
involved in a process
begin, display, explain, move,
proceed, react, show, state,
volunteer
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)

30. Guided response
Behavior Descriptions Keywords (verbs which describe the
activity)
Early stage of learning a
performance skill
including imitation and
trial-and-error, e.g.,
follow directions
copy, trace, follow, react,
reproduce, respond
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)

31. Mechanism
Behavior Descriptions Keywords (verbs which describe the
activity)
Later stage of learning a
performance skill when
it can be performed with
assemble, calibrate,
construct, dismantle,
display, manipulate,
measure, mend, mix,
organize, sketch
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)

32. Complex overt response
Behavior Descriptions Keywords (verbs which describe the
activity)
Skillful performance of a
complex movement
pattern, e.g.,
perform a routine
procedure quickly
Same as mechanism
but includes adverbs
such as quicker, more
accurate, automatic

33. Adaptation
Behavior Descriptions Keywords (verbs which describe the
activity)
Skills that are so well-
developed that the individual
can modify them to fit the
situation, e.g., alter a
routine procedure to deal
with an unfamiliar problem
Adapt, alter,
rearrange, reorganize,
revise, vary, change
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)

34. Origination
Behavior Descriptions Keywords (verbs which describe the
activity)
Creating new
movement patterns
based on highly
developed
Arrange, build,
combine, compose,
construct, create,
design, initiate, make,
originate
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)

35. SOLO Taxonomy, Biggs & Collins (1982)

36. Learning Competencies, Objectives, and Outcomes

37. There is considerable confusion about exactly what constitutes a
learning outcome and how (or if) it is distinguished from learning
objectives or competencies. Even in the education literature, the
usage of these terms seems contradictory at times. Sometimes it is
instructive to find definitions in the dictionary.
According to the American Heritage Dictionary, the learning terms
are defined as follows:
Competency: Competence. The state or quality of being
competent. Properly or well qualified, capable.
Objective: Something worked toward or striven for, a goal.
Outcome: A natural result, consequence.

38. Learning competencies are the main ideas or skills you
expect students to master (these are also called
“goals”)
Learning objectives are the specific abilities necessary
to accomplish the learning competency.
Outcome. A very specific statement that describes
exactly what a student will be able to do in some
measurable way

39. Elements of a well-written Learning
Competency (big-picture idea/skill):
1. Begin with an action verb (one verb)
2. Clear and concise (short)
3.Includes a student behavior you can observe
and measure
4. Avoid the words “know” , “learn”, and
“understand”

41. Learning Objectives
Guidelines
1. Describe specific activities a student will do to show that
he or she has learned
2. Include 2-10 learning objectives for each Learning
Competency (main idea or skill)
3. Audience + Behavior + Condition + Degree = Learning
Objective (ABCD)

42. Learning Objectives
Elements of a well-written Learning Objective (ABCD)
Audience – Who is doing the learning? Often this can be stated once for the entire
course, and therefore
can be omitted from individual objectives.
Behavior - Indicate the task, product or process you will observe or measure
(action)
Condition - Indicate the resources available, where performed and/or what
information is given to learner
Degree - Indicate the measure of success or expectations for satisfactory
performance (criteria)
Degree/criteria may include accuracy, speed, frequency, percentage or number
to be achieved, degree of excellence, qualities/elements of performance, or may
reference published standards

43. Learning Objectives

45. SMARTER
• Do you have any clarification/s? comment/s suggestion/s?
• Feel free to bring out in this session.

46. Unpacking Learning Competencies

47. 5Ps
• Do you have any clarification/s? comment/s suggestion/s?
• Feel free to bring out in this session.

48. ABCD
• Do you have any clarification/s? comment/s suggestion/s?
• Feel free to bring out in this session.

49. Your feedback matters!
• Do you have any clarification/s? comment/s suggestion/s?
• Feel free to bring out in this session.

50. Your Turn!
• Make learning objectives based on MELCS provided by the
DepEd.
• Go to your partner and share ideas in crafting.

51. Your Turn!
• Make learning objectives based on MELCS provided by the
DepEd.
• Go to your partner and share ideas in crafting.

52. Reference/s
• Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning,
teaching, and assessing: A revision of bloom’s taxonomy of educational
objectives. New York: Longman.
• studocu.com

53. Thank you!