Polytechnic University of the Philippines

COLLEGE OF EDUCATION
Department of Elementary and Secondary Education
Sta. Mesa, Manila

MEASUREMENT AND EVALUATION

A Synthesis on:
Module 2: Educational Objectives
Unit 2: Blooms Taxonomy of Educational Objectives
Unit 3: The Affective Domain

Submitted by:
Cuarto, Ronalyn R.
Del Rosario, Venn Marijan F.
German, Andrea S.
Pancho, Melissa Anne Marie A.
Quiton, Joshua Lloyd L.
Relano, Ma. Concepcion O.
Ribano, Nicole B.
BSEdEn 3-1D
Submitted to:
Prof. Jay-R A. Manamtam

The class started with the energizer given by our group presented by Melissa Pancho and
Nicole Ribano. We divided the class into 3 groups which will compete for the most number of
advertisement jingle that they know. The groups had given a lot of interesting jingles like with
the commercials of Downy, Tender Juicy and every product you can think of. The class had a lot
of fun singing and even dancing with the jingles that they presented. In the end, Group 1 won
the game with a lot of extra advertisement jingles that they presented. But that didnt end the
energizer part, our group still have a few questions to ask the class before starting the discussion.
Because the first game/energizer exercised the class physical state, the next energizer focused on
the mental because we have given brain riddles which were answered by our classmates.
After the 30 minute energizer, we proceeded to the discussion of Group 5 about Blooms
Taxonomy of Educational Objectives and the Affective Domain. The report was presented by
Venus Silva. They first gave the biography of Benjamin Bloom and how he created the
Taxonomy of Educational Objectives.
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill,
and David Krathwohl published a framework for categorizing educational goals.
Also, they explained about the three domains of Blooms Taxonomy namely Cognitive
mind, Psychomotor Physical, and Affective Emotions. The cognitive domain is the
knowledge-based domain which consists of six levels, encompassing intellectual or thinking
skills, the affective domain is the attitudinal-based domain which consists of five levels,
encompassing attitudes and values and the psychomotor domain is the skills-based domain which
consists of six levels, encompassing physical skills or the performance of actions.
Afterwards, Ms. Silva explained each domain starting with the Cognitive Domain stating
that:
Cognitive objective emphasizes memory and reasoning. It is divided into six major
categories beginning from the simplest to the most complex level of learning. The major
categories include the following:

Knowledge or Memory Level

This is defined as the remembering of previously learned material. This may involve the
recall of a wide range material, from specific facts to complete theories, but all that is
required is for the student to bring to mind the appropriate information.

match
memorize
name
order
outline
recognize
relate

recall
repeat
reproduce
select
state

recognize
rewrite
report
review
select
summarize

Comprehension Level
This is defined as the ability to grasp the meaning of material.

arrange
define
describe
duplicate
identify
label
list

classify
defend
describe
discuss
distinguish
explain
express

generalize
identify
indicate
infer
locate
paraphrase
predict

Application Level
This refers to the ability to use learned material in new and concrete situations.
This may include the application of such things as rules, methods, concepts,
principles, laws, and theories.

apply
change
choose
compute
demonstrate
discover
dramatize
employ

illustrate
interpret
manipulate
modify
operate
practice
predict
prepare

produce
relate
schedule
show
sketch
solve
use
write

Analysis Level
This refers to the ability to break down material into its component parts so that
its organizational structure may be understood.

diagram
differentiate
discriminate
distinguish
examine
experiment
identify
illustrate
infer
model

outline
point out
question
relate
select
separate
subdivide
test

Synthesis Level
This refers to the ability to put parts together to form a new whole.

analyze
appraise
break
down
calculate
categorize
compare
contrast
criticize

arrange
assemble
categorize
collect
combine
comply
compose
construct
create
design
develop

devise
design
explain
formulate
generate
integrate
manage
modify
organize
plan
prepare

propose
rearrange
reconstruct
relate
reorganize
revise
rewrite
set up
summarize
tell

write

Evaluation Level
This level is concerned with the ability to judge the value of material (statement,
novel, poem, research report) for a given purpose.

appraise
argue
assess
attach
choose

compare
conclude
contrast
defend
describe

estimate
evaluate
explain
judge
justify

 interpret
relate
predict

rate
select
summarize

support
value

After explaining all the major categories of the cognitive domain, she also
mentioned the different verbs that can be used in writing objectives for each domain. She also
asked for audience participation in giving examples using the verbs that are given in each level.
She then proceeded to the affective domain.

AFFECTIVE DOMAIN
Skills in the affective domain describe the way people react emotionally

and their ability to feel other living things' pain or joy. Affective objectives typically
target the awareness and growth in attitudes, emotion, and feelings.

There are five levels in the affective domain which includes the following:

Receiving
Awareness, willingness to hear, selected attention
Responds to Phenomena
Active participation on the part of the learners.
Valuing
The worth or value a person attaches to a particular object, phenomenon,
or behavior. Valuing 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.

Organization
Organizes values into priorities by contrasting different values, resolving
conflicts between them, and creating an unique value system.
Characterization
by
a
value
or
value

set

Level
Has a value system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most important characteristic of the learner.
Instructional objectives are concerned with the student's general patterns of

adjustment (personal, social, emotional).

Also, the presenter asked a few students to give an example of objectives that may

be used in each domain using the given verbs. At the end of the report, Professor Manamtam
just added a few information and examples based on the report. Also, he commended the way
that the presenter explained the report and how she gave the verbs appropriate to each domain
and level that may be used to make objectives.

DISTRIBUTION OF TASKS
1 .Manager: Venn Marijan F. Del Rosario
2. Researcher: Ronalyn R. Cuarto & Joshua Lloyd Quiton
3. Keeper: Maria Concepcion O. Relano
4. Synthesizer: Andrea German
5. Encoder: Nicole B. Ribano
6. Presenter: Melissa Anne Marie A. Pancho