The shift of focus in education from content to

student learning outcome has changed the

teachers’ instructional perspective.
The new educational perspective requires
teachers to visualize the ideal graduates three
or more years after graduation and right after
completion of the program.
The outcomes of the K to 12 curriculum are
spelled out in terms of standards and
competencies
The content standards state what the learners
should know after the teaching-learning
process
The performance standards are what the
learners are able to do with what they know.
 Performance standards answer the following
questions:
1. What learner’s can know?
2. How well must learners do their work?
3. How well do learners use their learning or
understanding in different situations?
4. How do learners apply their learning or
understanding in real-life contexts?
5. What tools and measures should learners use to
demonstrate what they know?
These standards are made
more specific in the
competencies. Competencies
are the specific knowledge,
skills, values and attitudes that
learners are supposed to
demonstrate after a teaching-
learning process.
The K to 12 Curriculum is said
to prepare the learner for the
21 Century. The K to 12
st

learner is expected to acquire

the 21 century learning life
st

and career skills, information,

media and technology skills
and learning innovation skills.
Learning and innovation skills
includes:
1. Critical thinking
2. Communication skills
3. Collaboration skills
4. Creativity
To prepare the learner for the 21st
century then the teaching and
learning process in the K to 12
curriculum ought to go beyond
simple recall and comprehension.
It should reach the level of
applying, analyzing, evaluating and
synthesizing which are basic to the
development of 21 century skills.
st
Benjamin Bloom (1956) – identified three domains
of educational activities:
 Cognitive – mental skill
 Affective – feeling or emotion
 Psychomotor – manual or physical skills

Later on translated to :
knowledge, skills and attitude (KSA)
 Categories
1.1 Remembering: recall of
previously learned
information
1.2 Understanding:
comprehending the meaning, give example, interpret,
translation and interpretation
of instructions; state a problem
in one’s own word
1.3 Applying: using what was
learned in the classroom into
similar new situations
Outcome / Verbs
define, describe, identify,
label, match, list, name,
outline, recall, recognize,
reproduce, select, state
Distinguish, estimate, explain,
paraphrase, summarize
Apply, change, compute,
construct, demonstrate,
discover, modify, prepare,
produce, show, solve, use
Learning Outcome
Statement
• Recite the multiplication
table.
• Match the word with the
parts of a sewing machine
• Explain in one’s own words
the stages in the life cycle of
a butterfly.
• Distinguish the different
geometric figures
• Use a mathematical formula
to solve an algebra
problem
• Prepare daily menus for
one week for a family of six
 Categories
1.4 Analyzing: separating
materials or concept into
component parts to
understand the whole
1.5 Evaluating: judging the
value of an idea, object or
material
1.6 Creating: Building a
structure or pattern; putting
parts together
Outcome / Verbs
Analyze, compare, contrast,
diagram, differentiate,
distinguish, illustrate, outline,
select
Compare, conclude, criticize,
critique, defend, evaluate,
relate, support, justify
Categorize, combine, compile, •
compose, devise, design, plan,
organize, revise, rearrange,
generate, modify • Write a syllabus for a
Learning Outcome
Statement
• Observe a classroom and
list down the things to be
improved.
• Differentiate the parts of a
tree
• Defend a research proposal
• Select the most effective
solution
• Critique a room service
demonstration
Compile personal records
and documents into a
portfolio
school project
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
motor skills body parts,
Category
Perception (awareness) : the ability to use
sensory cues to guide motor activity. This
ranges from sensory stimulation, through cue
selection, to translation
Set : readiness to act. It includes mental,
physical and emotional set.
Guided Response: The early stages in
learning complex skill that includes imitation
and trial and error
Example and Key words (Verbs)
Example:
• Detects non-verbal communication cues.
• Adjust heat of stoves to correct
temperature by smell and taste of food.
Key Words:
Chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates,
selects
Example:
• Recognizes one’s abilities and limitation
Key Words:
Begin, displays, explains, moves, proceeds,
reacts, shows, states, volunteers
Example:
• Performs a mathematical equation as
demonstrated
Key Words:
Copies, traces, follows, react, reproduce,
respond
Category
Complex Overt Response (Expert) : The skillful
performance of motor acts that involve complex
movement pattern.
Adaption: Skills are well developed and the
individual can modify movement patterns to fit
special requirement
Organization: Creating new movement patterns
to fit a particular situation or specific problem
Example and Key words (Verbs)
Example:
• Operates a computer quickly
• Displays competency while playing piano
Key Words:
Assembles, builds, calibrates, constructs,
dismantle, displays, fasten, fixes, grinds, heats,
manipulate, measures, mend, mixes, organizes,
sketches
Example:
• Responds effectively to unexpected experiences
• Modifies instruction to meet the needs of the
learners
Key Words
Adapts, alters, changes, rearranges, reorganizes,
revises, varies
Example:
• Construct a new theory.
Key Words
Arranges, builds, combines, composes,
constructs, creates, design, initiate, makes,
originates
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 feeling consistently
guides or controls a person’s behavior
 Level Learning Outcome Assessment Task Is the level of assessment aligned the level of
(Cognitive).Write the (Evaluation from the the objective?
lesson objective in the teacher’s lesson
appropriate level log/plan. Example:
outcome
Objective: Recall the names of _____
Assessment task: Distinguish between animal
and plant cell.

- Not Aligned
YES NO

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating