2. Learning Outcomes
At the end of this module, students
should be able to:
1. Define the different terms;
2. Write specific and general objectives;
3. Identify learning outcomes and learning
objectives;
4. Determine observable outcome and non-
observable learning outcomes;
5. Identify the different levels of Bloom’s
Taxonomy;
3. Learning Outcomes
At the end of this module, students
should be able to:
6. Identify the different levels of
Krathwolh’s 2001 Revised Cognitive
Domain;
7. Write specific cognitive outcomes;
8. Write specific affective outcomes;
9. Write specific psychomotor outcomes;
and
10. Write measurable and observable
learning outcomes.
4. I. Introduction
• Instructional goals and objectives play a very important role in both
instructional process and assessment process.
• Critical Functions of Teachers
• A classroom teachers should classify the objectives of the lesson because it is
important for:
-Selection of the teaching method
-Selection of the instructional materials.
• Instructional Material
5. II. Purposes of Instructional Goals and Objectives
1. It provides direction for the instructional process by clarifying the
intended learning outcomes.
2. It conveys instructional intent to other stakeholders such as students,
parents, school officials, and the public.
3. It provides basis for assessing the performance of the students by
describing the performance to be measured.
6. III. Goals and Objectives
• Term ‘goals’ and ‘objectives’ are two different concepts but they are
related to each other.
• These are very important most especially if one wants to achieve
something for the students in any classroom activities,
• Goals can never be accomplished without objectives and you cannot get
the objectives that you want without goals.
• Both are tools that you need in order to accomplish what you want to
achieve.
7. Table 1: Difference of Goals and Objectives
GOALS OBJECTIVES
Broad Narrow
General Intention Precise
Intangible Tangible
Abstract (Less Structured) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to
accomplish
Short term aims what you want to
achieve
Hard to quantify or put in a timeline Must be given timeline to
accomplish to be more effective
8. Goal, General
Educational
Program Objectives
and Instructional
Objectives Goal
• A broad statement of a very
general educational outcomes
that do not include
specific level of performance.
• It tend to change infrequently
and in response to the societal
pressure.
9. General
Educational
Program
Objectives
• More narrowly defined
statements of educational
outcomes that apply to specific
educational programs
• Formulated of the annual basis
• Developed by program
coordinators, principals, and
other school administrators.
10. Instructional Objectives
• Specific statement of the learners’ behavior or outcomes
that are expected to be exhibited by the students after
completing a unit of instruction.
• Unit of Instruction may mean
-Two weeks lesson on polynomials
-One week lesson on “parallelism after correlatives”
-One class period on “katangian ng wika”.
11. Examples of Instructional Objectives:
• At the end of the lesson, the students should be able
to add fractions with 100% accuracy.
• The students should be able to dissect the frog
following the correct procedures
12. Objectives
4 Main Things
1. Audience
2. Observable Behavior
3. Special Conditions
4. Stating Criterion Level
15. IV. Types of
Learning Outcomes
•After developing learning
outcomes, the next step the
teacher must consider is to
identify whether the learning
outcome is stated as a
measurable and observable
behavior or non-measurable
and non-observable behavior.
16. IV. Types of
Learning Outcomes
•Learning outcome is
measurable = It is observable
Therefore: Always state the learning
outcomes in observable behavior.
17. IV. Types of
Learning Outcomes
•Teachers should always
develop instructional
objectives that are specific,
measurable statement of
outcomes of instruction that
indicates whether instructional
intents have been achieved.
18. Observable learning outcomes: a result of an observable act
Non-Observable learning outcomes: conveyed in terms of what the
student should comprehend, recognize, and be able to do
19. Examples of Observable Learning Outcomes
1. Draw the skeletal structure of first 10 alkanes.
2. Build a molecule with a molecular modeling kit.
3. List the types, classification, and properties of hydrocarbons.
4. Recite the branches in Biology.
5. Add two-digit numbers with 100% accuracy.
20. Examples of Non-Observable Learning Outcomes
1. Understand the process of photosynthesis.
2. Appreciate the beauty of science.
3. Value the time you spend with your friends.
4. Know the concept of scientific method.
5. Be familiar with the different types of microorganisms.
21. Types of Learning
Outcomes to consider
1. Knowledge
1.1. Terminology
1.2. Specific facts
1.3. Concepts and principles
1.4. Methods and procedures
22. Types of Learning
Outcomes to consider
2. Understanding
2.1. Concepts and principles
2.2. Methods and procedures
2.3. Written materials, graphs,
maps, and numerical data
2.4. Problem situations
23. 3. Application
3.1. Factual information
3.2. Concepts and principles
3.3. Methods and procedures
3.4. Problem solving skills
Types of Learning
Outcomes to consider
24. 4. Thinking skills
4.1. Critical thinking
4.2. Scientific thinking
Types of Learning
Outcomes to consider
25. 5. General skills
5.1. Laboratory skills
5.2. Performance skills
5.3. Communication skills
5.4. Computational skills
5.5. Social skills
Types of Learning
Outcomes to consider
26. 6. Attitudes
6.1. Social attitudes
6.2. Scientific attitudes
Types of Learning
Outcomes to consider
27. 7. Interests
7.1. Personal interests
7.2. Educational interests
7.3. Vocational interests
Types of Learning
Outcomes to consider
29. 9. Adjustments
9.1. Social adjustments
9.2. Emotional adjustments
Types of Learning
Outcomes to consider
30. V. Taxonomy of Educational Objectives
Taxonomy of Educational Objectives
Useful guide for developing a comprehensive list of instructional
objectives
Taxonomy
Primarily useful in identifying the types of learning outcomes that
should be considered when developing a comprehensive list of
objectives for classroom instruction.
31. Benjamin S. Bloom
Well-known psychologist and educator
He took the initiative to lead in formulating
and classifying the goals and objectives of the
educational process.
Bloom’s Taxonomy of Cognitive Domain
Bloom and other educators worked on cognitive domain, established
and completed the hierarchy of educational objectives in 1956.
The affective and psychomotor domains were also developed by the
other group of educators.
32. The Three Domains of
Educational Activities
1. Cognitive Domain
•Called for outcomes of mental
activity such as:
Memorizing
Reading problem solving
Analyzing
Synthesizing
Drawing conclusions
33. 2. 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.
The Three Domains of
Educational Activities
34. Krawthwohl et.al. found a large
number of such objectives in the
literature expressed as interests,
attitudes, appreciations, values,
and emotional sets or biases.
It refers to the persons’
awareness and internalization
of objects and simulations.
It focuses on the emotions of
the learners.
The Three Domains of
Educational Activities
35. 3. Psychomotor Domain
Characterized by the
progressive levels of behaviors
from observation to mastery of
physical skills
This includes physical
movement, coordination, and
use of the motor-skill areas.
The Three Domains of
Educational Activities
36. Development of these skills
requires practice and is
measured in terms of speed,
precision, distance, procedures,
or techniques in execution.
It focused on the physical and
kinesthetic skills of the learner.
The Three Domains of
Educational Activities
37. VI. Criteria for Selecting Appropriate Objectives
1. The objectives should include all important outcomes of the
course or subject matter.
2. The objectives should be in harmony with the content standards of
the state and with the general goals of the school.
3. The objectives should be in harmony with the sound principles of
learning.
4. The objectives should be realistic in terms of the abilities of the
students, time and the available facilities.
38. VII. Clear Statement of Instructional Objectives
Steps in Defining the Objectives (Gronlund, 2000)
1. State the general objectives of instruction as intended learning
outcomes.
2. List under each objective a sample of the specific types of
performance that the students should be able to demonstrate
when they have achieved the objective
39. Example
1. Understand the scientific principles
1.1. Describes the principle in their own words.
1.2. Identifies examples of the principles.
1.3. States reasonable hypotheses based on the principle.
1.4. Uses the principle in solving problem.
1.5. Distinguishes between two given principles.
1.6. Explains the relationships between the given principles.
40. VIII. Matching Test Items to Instructional Objectives
What is it?
•When constructing test items, always remember that they should
match the instructional objectives.
•The learning outcomes and the learning conditions specified in
the test items should match with the learning outcomes and
conditions stated in the objectives.
•The content validity is very important so that you can measure
what you want to measure from the students
41. IX. Bloom’s Revised Taxonomy
Lorin Anderson, a former student of Bloom, together with Krathwohl
revised the Bloom’s taxonomy of cognitive domain.
42. • Knowledge: Recognizes
students’ ability to use rote
memorization and recall
certain facts.
• Comprehension: Involves
students’ ability to read
course content, interpret
important information and
put other’s ideas into words.
Cognitive
Domain
43. • Application: Students take a
new concepts and apply them
to new situation.
• Analysis: Students have the
ability to take new
information and break it
down into parts and
differentiate between them.
Cognitive
Domain
44. • Synthesis: Students are able
to take various pieces of
information and form a whole
creating a pattern where one
did not previously exist.
• Evaluation: Involves
students’ ability to look at
someone else’s ideas or
principles and the worth of
the work and the value of the
conclusion
Cognitive
Domain
45. Affective Domain
• It involves our feelings, emotions, and attitudes, apart from
that it also includes the manner in which we deal with
things emotionally.
• Was first described in 1964 by its author David Krathwohl.
46. Levels Of
Affective Domain
1. Receiving
Refers to being aware of or
sensitive to the existence of
certain ideas, materials, or
phenomena and being able to
tolerate them. The learners are
willing to listen.
47. 2. Responding
Refers to the commitment in some
measure to the ideas, materials, or
phenomena involved by actively
responding to them. It answers
question about ideas. The learning
outcomes emphasize compliance in
responding, willingness to respond,
or satisfaction in responding. The
learners are willing to participate.
Levels Of
Affective Domain
48. 3. Valuing
Refers to the willingness to be
perceived by others as valuing
certain ideas, materials,
phenomenon or behavior. It is based
on the internalization of a set of
specified values, while clues to these
values are expressed in the learner’s
overt behavior and are often
identifiable. This ranges from simple
acceptance to the more complex state
of commitment. The learners are
willing to be involved.
Levels Of
Affective Domain
49. 4. Organization
Refers to the ability to relate the
value to those already help and
bring it into a harmonious and
internally consistent philosophy.
Commits to using ideas and
incorporate them to different
activities. It emphasizes on
comparing, relating, and
synthesizing values. The learners
are willing to be an advocate.
Levels Of
Affective Domain
50. 5. Characterization by value or
value set
Incorporate ideas completely into
practice, recognized by the use of
them. The value system that controls
their behavior. Instructional
objectives are concerned with the
student’s general patterns of
adjustment such as personal, social,
and emotional. The learners are
willing to change one’s behavior,
lifestyle, or way of
life.
Levels Of
Affective Domain
51. Psychomotor Domain
The 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.
52. Levels Of
Psychomotor Domain
1. Perception
The ability to use sensory cues to
guide motor activity. This ranges
from sensory, stimulation,
through cue selection, to
translation.
53. 2. Set
Readiness to act. It includes
mental, physical, and emotional
sets. These three sets are
dispositions that predetermine a
person’s response to different
situations (sometimes called
mindsets)
Levels Of
Psychomotor Domain
54. 3. Guided Response
The early stages in learning a
complex skill that includes
imitation and trial and error.
Adequacy of performance is
achieved by practicing.
Levels Of
Psychomotor Domain
55. 4. Mechanism
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual
and the movements can be
performed with some confidence
and proficiency.
Levels Of
Psychomotor Domain
56. 5. Complex Over Response
• The skillful performance of
motor acts that involves
complex movement patterns.
• This category includes
performing without
hesitations.
Levels Of
Psychomotor Domain
57. 6. Adaptation
Skills are well developed, and
the individual can modify
movement patterns to fit special
requirements.
Levels Of
Psychomotor Domain
58. 7. Origination
Creating a new movement
patterns to fit a particular
situation or specific problem.
Levels Of
Psychomotor Domain
59. 1. Receiving
• Refers to being aware of or
sensitive to the existence or
certain ideas, materials, or
phenomena and being able to
tolerate them.
• The learners are willing to
listen.
Levels Of
Affective Domain
(Lowest to highest)
60. 2. Responding
• Refers to the commitment in
some measure to the ideas,
materials, or phenomena
involved by actively
responding to them.
• The learners are willing to
participate.
Levels Of
Affective Domain
(Lowest to highest)
61. 3. Valuing
• Refers to the willingness to be
perceived by others as valuing
certain ideas, materials,
phenomenon or behavior.
• The learners are willing to be
involved.
Levels Of
Affective Domain
(Lowest to highest)
62. 4. Organization
• Refers to the ability to relate
value to those already help
and bring into a harmonious
and internally consistent
philosophy.
• The learners are willing to be
an advocate.
Levels Of
Affective Domain
(Lowest to highest)
63. 5. Characterization by value
or value set
• Incorporate ideas completely
into practice, recognized by
the use of them.
• The learners are willing to
change on e’s behavior,
lifestyle, or way of life.
Levels Of
Affective Domain
(Lowest to highest)
64. Psychomotor Domain
• Characterized by the progressive levels of behaviours from
observation to mastery of physical skills.
• Esmane (2011) includes physical movement, coordination, and use
of motor skills areas.
• Development skills of these requires practice.
65. • The seven major categories are listed from the simplest behaviour
to the most complex.
• This domain includes objectives that require basic motor skills
and/or physical movement such as construct, kick or ski.
66.
67.
68.
69. • Caacbay, Dianne
Beginning -
Table 2
• Po, Maria
Angelica
4 Main Things -
Table 3
• Nob, Marielle
IV - types of
learning
outcome to
consider
• Panoy, Rufa May
V-VI-VII
• Monzales, April
Ross
VIII - Cognitive
Domain
• Forfieda, Austine
Shane
Affective and
Psychomotor
Domain
• Soriano, Daiseree
Table 7, 8 and
9
70. GROUP 2
Leader:
PO, Maria Angelica
Assistant Leader:
NOB, Marielle
Members:
CAACBAY, Dianne
FORFIEDA, Austine Shane
MONZALES, April Ross
PANOY, Rufa May
SORIANO, Daiseree
