CHED Memorandum Order #20, s.

2014 requires the following

program outcomes for all higher education institutions:
a. Articulate and discuss the latest developments in the specific
field of practice;
b. Effectively communicate orally and in writing using both
English and Filipino;
c. Work effectively and independently in multi-disciplinary and
multi-cultural teams;
d. Act in recognition of professional, social, and ethical
responsibility; and
e. Preserve and promote “Filipino historical and cultural
heritage.”
CHED Memorandum Order #20, s. 2014 requires the following program

outcomes based on types of higher education institutions:

a. Graduates of professional institutions demonstrate a service
orientation in one’s profession.
b. Graduates of colleges participate in various types of
employment, development activities and public discourses,
particularly in response to the needs of the communities one
serves.
c. Graduates of universities participate in the generation of new
knowledge or in research and development projects.
d. Graduates of state universities and colleges must have the
competencies to support “national, regional, and local
development plans”.
CHED Memorandum Order #20, s. 2014 requires the following program

outcomes for Teacher Education:

a. Articulate the rootedness of education in philosophical, socio-

cultural, historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to specific
learners and their environments.
d. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners.
CHED Memorandum Order #20, s. 2014 requires the following program

outcomes for Teacher Education:

e. Apply skills in the development and utilization of ICT to

promote quality, relevant, and sustainable educational
practices.
f. Demonstrate a variety of thinking skills in planning,
monitoring, assessing and reporting learning processes and
outcomes.
g. Practice professional and ethical teaching standards sensitive
to the local, national and global realities.
h. Pursue lifelong learning for personal and professional growth
through varied experiential and field-based opportunities.
 TYPES OF LEARNING TARGETS
AND ASSESSMENTMETHODS
1. Knowledge and Simple Understanding

2. Deep understanding and Reasoning

3. Skills
4. Products
5. Affective
 1. KNOWLEDGE AND SIMPLE
UNDERSTANDING
• Mastery pertains of substantive subject matter and procedures
• Bloom’s taxonomy lower thinking skills of REMEMBERING, UNDERSTANDING &APPLYING

Pencil-Paper Test

Essay
Remembering,
Understanding, Applying

Oral questioning

Selected-response and constructed-response items are best in

assessing low-level learning targets in terms of coverage and
efficiency
 2. DEEP UNDERSTANDING AND
REASONING
• Thinking skills of ANALYZING, EVALUATING, and SYNTHESIZING.
Demonstrate
thinking skills

Reasoning is the mental manipulation and use of

knowledge in critical &creative ways

Sampling Descriptive
Statistics

Data
Collectio
n
 3. SKILLS
• To assess SKILLS, performance superior assessment method.
• Used in real-life “AUNTHENTICASSESSMENT”
• Performance assessment
are suited for applications with less-structured
problem identification; collection, organization,
Integration and evaluation of information
(Miller, Linn, Gronlund, 2009.)

Oral
Presentation Collection
Organization
Integration
& evaluation of
information
 4. PRODUCT
• A product is substantial and tangible output that showcases a student
understanding and skills.
• Method can assess the attributes of the product using an analytic RUBRIC.

Musical Composition Stories & Poems

Extended-written essay provide a strong

match only when product is written Drawings
(Chappuis,Chappuis &Stiggins, 2009.) Multimedia
 5. AFFECTIVE
• Affects pertains to attitude, interest and values student manifest.
• The best method for this learning target is “Self- assessment”
• Students’ responses to self report affective using rating scales. (Stiggins &
Popham, 2009)
• Two Affective variables: Academic efficacy & Eagerness to learn
• THREE DOMAINS OF LEARNING

Cognitive
Psychomotor
Affective
Learning outcomes are
statements of performance:
cognitive, affective and
psychomotor.
Revised:
KNOWLEDGE
Identify
Relate
List
Define
Recall
Memorize
Repeat
Record
Name
Recognize
Acquire
COMPREHENSION
Restate
Locate
Report
Recognize
Explain
Express
Identify
Discuss
Describe
Review
Infer
Illustrate
Interpret
Draw
Represent
Differentiate
Conclude
APPLICATION
Apply
Relate
Develop
Translate
Use
Operate
Organize
Employ
Restructure
Interpret
Demonstrate
Illustrate
Practice
Calculate
Show
Exhibit
Dramatize
 ANALYSIS
Analyze Inspect
Compare Dissect
Probe Discriminate
Inquire Separate
Examine
Contrast
Categorize
Differentiate
Contrast
Investigate
Detect
Survey
Classify
Deduce
Experiment
Scrutinize
Discover
 SYNTHESIS
Compose Generalize
Produce Document
Design Combine
Assemble Relate
Create Propose
Prepare Develop
Predict Arrange
Modify Construct
Tell Organize
Plan Originate
Invent Derive
Formulate Write
Collect Propose
Set up
 EVALUATION

Judge Rate
Assess Select
Compare Estimate
Evaluate Validate
Conclude Consider
Measure Appraise
Deduce Value
Argue Criticize
Decide Infer
Choose
Learning outcomes are
statements of performance:
cognitive, affective and
psychomotor.
Revised:
Anderson’s and Krathwohl’s Taxonomy 2001

Recognizing or recalling knowledge from memory.

Remembering is when memory is used to produce or
retrieve definitions, facts, or lists, or to recite previously
learned information.
Anderson’s and Krathwohl’s Taxonomy 2001

 Write the multiplication facts.

 Reproduce the chemical formula for carbon
tetrachloride.
Anderson’s and Krathwohl’s Taxonomy 2001

Constructing meaning from different types of functions be

they written or graphic messages or activities like
interpreting, exemplifying, classifying, summarizing,
inferring, comparing, or explaining.
Anderson’s and Krathwohl’s Taxonomy 2001

 Read a passage of dialogue between two

characters and make conclusions about their
past relationship.
 Explain how the heart is like a pump.
 Discuss how air pressure affects the weather.
 Anderson’s and Krathwohl’s
Taxonomy 2001

Carrying out or using a procedure through executing or

implementing. Applying relates to or refers to situations
where learned material is used through products like
models, presentations, interviews, or simulations.
Anderson’s and Krathwohl’s Taxonomy 2001

 Add a column of two-digit numbers.

 Orally read a passage in a foreign language.
 Have a student open house discussion.
Anderson’s and Krathwohl’s Taxonomy 2001

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. Mental actions included in this function are
differentiating, organizing and attributing, as well as being able to distinguish
between the components or parts. When one is analyzing, he can illustrate
this mental function by creating spreadsheets, surveys, charts or diagrams or
graphic presentations.
Anderson’s and Krathwohl’s Taxonomy 2001

 List the important information in a

mathematical word problem and cross out the
unimportant information.
 Draw a diagram showing the major and minor
characters in a novel.
 Place the books in the classroom library into
categories.
Anderson’s and Krathwohl’s Taxonomy 2001

 Read letters to the editor to determine the

authors’ points of view about a local issue.
 Determine a character’s motivation in a novel
or short story.
Anderson’s and Krathwohl’s Taxonomy 2001

Making judgments based on criteria and standards through

checking and critiquing. Critiques, recommendations and reports
are some of the products that can be created to demonstrate the
processes of evaluation. In the newer taxonomy, evaluating
comes before creating as it is often a necessary part of the
precursory behavior before one creates something.
Anderson’s and Krathwohl’s Taxonomy 2001

 Participate in a writing group, giving peers feedback

on organization and logic of arguments.
 Judge how well a project meets the criteria of a
rubric.
 Choose the best method for solving a complex
mathematical problem.
Anderson’s and Krathwohl’s Taxonomy 2001

Putting elements together to form a coherent or functional whole;

reorganizing elements into a new pattern or structure through generating,
planning or producing. Creating requires users to put parts together in a new
way, or synthesize parts into something new and different creating a new
form or product. This process is the most difficult mental function in the new
taxonomy.
Anderson’s and Krathwohl’s Taxonomy 2001

 Given a list of criteria, list some options for improving

race relations in the school.
 Generate several scientific hypotheses to explain why
plants need sunshine.
 Make a storyboard for a multimedia presentation on
insects.
Anderson’s and Krathwohl’s Taxonomy 2001

 Write a journal from the point of view of a

mountaineer.
 Build a habitat for pigeons.
Identify what level of cognitive domain is being
referred to by the following statements.

1. Come up with alternative hypotheses

based on criteria.

2. Paraphrase Jawaharlal Nehru’s tryst with

destiny speech.
Identify what level of cognitive domain is being
referred to by the following statements.

3. Proofread a piece of writing.

4. Describe how interest rates affect the

economy.
Identify what level of cognitive domain is being
referred to by the following statements.

5. Design an experiment to see how plants

grow in different kinds of soil.

6. Design a scientific study to test the effect

of different kinds of music on hens’ egg
production.
Identify what level of cognitive domain is being
referred to by the following statements.

7. Translate a story problem into an

algebraic equation.

8. Explain in one’s own words the stages in

the life cycle of a butterfly.
Identify what level of cognitive domain is being
referred to by the following statements.

9. Figure out the meaning of an unfamiliar

term from the context.

10. Find an example of stream-of-

consciousness style of writing.
Identify what level of cognitive domain is being
referred to by the following statements.

11. Group native animals into their proper

species.

12. Judge the validity of arguments for and

against astrology.
Identify what level of cognitive domain is being
referred to by the following statements.

13. List the events of the Sepoy Mutiny of

1857.

14. Listen to a political speech and make a

list of any contradictions within the speech.
Identify what level of cognitive domain is being
referred to by the following statements.

15. Provide details that justify why the

French Revolution happened, when, and how
it did.

16. Look at brochures of political candidates

and hypothesize about their perspectives on
issues.
Identify what level of cognitive domain is being
referred to by the following statements.

17. Make a diagram showing the ways plants

and animals in your neighborhood interact
with each other.

18. Match the word with the parts of the

picture of a sewing machine.
Identify what level of cognitive domain is being
referred to by the following statements.

19. Use a Venn diagram to demonstrate how

two books by Charles Dickens are similar
and different.

20. Name three 19th century women English

authors.