My Learning Episode Overview

In the previous Episode you met learning in different domains. In this Episode, you will
deal with the different levels in which these domains are processed, taught, learned. You will
also observe and reflect on how your Resource Teachers assess learning in these domains in
different levels. Theirs is the challenge to formulate appropriate exercise questions and tasks
that are aligned to the level of the learning outcomes.

My Intended Learning Outcomes

At the end of this Episode, I will be able to:
 Classify the level of learning outcomes based on Bloom’s, Kendall’s and Marzano’s
taxonomy.
 Determine if the assessment tools/tasks are aligned to the level of the learning
outcomes.

My Performance Criteria
I will be rated along the following:
a. Quality of my observations and documentations,
b. Completeness and depth of my analysis,
c. Depth and clarity of my classroom observation-based reflections,
d. Completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio.

My Learning Essentials

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 and be able to do after the teaching –
learning process. The performance standards are what the learners are able to do with they know.

The DepEd Order no. 8 s. 2015 states:

“Performance standards answer the following questions:

1. What learners 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 the learners are supposed to demonstrate after a
teaching-learning process.

The K to 12 Curriculum is said to prepare the learner for the 21st century. The k to 12 learner is
expected to acquire the 21st century skills – life and career skills, information, media and
technology skills and learning innovation skills. Learning and innovation skills include critical
thinking, communication skills, collaboration skills, and 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 st
Century skills.

Bloom’s Revised Taxonomy shows the six (6) levels of learning in the cognitive domain.

Figure 6. Revised Bloom’s Taxonomy

 Source: http://inte.ed.qut.edu.au/oz-teachernt/training/bloom.html

Source: Marzano, R.J. and Kendall. The New Taxonomy of Education Objectives (2 nd ed.)
Source: http://www.gcssk12.net/fullpanel/uploads/files/revised-blooms-chart.pdf
My Learning Activities
OBSERVATION SHEET #

Resource Teacher: _______________________ Teacher’s Signature: _______________ School: ____________

Grade/Year Level: _____________________ Subject Area: _________________ Date:________________

Level of Learning Outcome- Learning Outcome/Lesson
Cognitive (Bloom) Objective from Teacher’s
Lesson Plan (Write lesson
objective in the appropriate
level outcome)
Assessment Task (Evaluation
from Teacher’s Lesson Plan
(Write it in the appropriate
level outcome)
Is the level of aligned to the
level of the objective? E.g.
objective is “recall the names
of_____”; Assessment tasks is
distinguish between animal
and plant cell” – Not aligned.

1. Remembering Lesson Objective?

YES NO

2. Comprehending

3. Applying

4. Analyzing
5. Evaluating

6. Creating
 Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome Resource Teacher’s Learning Resource teacher’s Assessment

Outcome/Lesson Objective Task

1.Retrieval – recalling, recognizing

2.Comprehension

3.Analysis

4.Knowledge utilization
(Investigating, experimenting,
problem solving, decision-making)
4.Metacognitive System ( Students Give proofs that the metacognitive and self-systems were touched in
set learning goals, monitor their the teaching-learning.
learning)

5.Self- System

(Students examine the

importance of subject, examine
self-motivation, interest and
efficacy)
My Analysis
1. What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DepEd’s KPUP?

2. Are the levels of learning or processing of what is learned in Bloom’s Kendall’s and Marzano’s
similar or entirely different diagram?

3. What did you discover about assessment tasks and learning outcomes? Are they aligned?
Explain.

4. Students study based on how they are tested. To avoid “teaching-to-the-test” (teaching
something because it will be tested or covered in the test) or superficial factual testing, what
levels of knowledge processing should teachers use more?

My Reflections
My Reflections
Perhaps even without a scientific survey, you agree that the most of the
assessments that take place in school are in the low of recalling, knowledge, and retrieval.
What can be some reasons behind this?

We measure what we value and we value what we measure. Then we have to

assess what we value and value what we assess. What is one big message of Bloom’s revised
cognitive taxonomy, Kendall’s and Marzano’s new taxonomy of objectives to teachers
regarding the assessment process?
My Learning Portfolio
1. Illustrate:
a) Kendall’s and Marzano’s new taxonomy and
b) Bloom’s revised taxonomy
By giving examples of assessment tasks for competency lifted from the K to 12
Curriculum Guide:
My Learning Portfolio
Kendall’s and Marzano’s New Taxonomy

Level of Processing Competency from the K to 12 Assessment Task (Test item,etc.)

Curriculum Guide

1.Retrieval

2.Comprehension

3.Analysis
4.Knowledge Utilization

5.Metacognitive System

6.Self System
My Learning Portfolio
Bloom’s Revised Taxonomy

Level of Processing Competency from the K to 12 Assessment Task (Test item,etc.)

Curriculum Guide

1.Remembering

2.Understanding

3.Applying

4.Analyzing

5.Evaluating

6.Creating
My Learning Portfolio

2. Select an appropriate competency from the K to 12 Curriculum Guide. Choose and

construct a performance assessment task following GRASPS of Wiggins and McTighe.