BERGONIA, LEI ROUGE H.

II – BSE ENGLISH

PROFED 106: Assessment in Learning 1

WRITTEN REPORT

Writing Objectives from Competencies

INTRODUCTION

In education, there are various ways of writing objectives. Writing clear and effective
objectives are important for guiding the learners towards achieving specific
competencies. Besides referring to themes, you might also classify according to
educational domains. The three groups of domains identified by educational
psychologist, Benjamin Bloom, are commonly used to group objectives and learning
outcomes.

LEARNING OBJECTIVES

At the end of this lesson, students are able to:

• Define objective and competency
• Demonstrate an increased appreciation for the importance of writing clear and
measurable objectives derived from competencies
• Write objectives from competencies.

DISCUSSION

OBJECTIVES

- Learning objectives are more specific and focused statements that describe the
intended learning achievements within a shorter timeframe.

COMPETENCIES

- Competencies are a broader concept that goes beyond knowledge and skills
required to perform tasks effectively in each context.

Importance of Writing Objectives

Objectives provide a roadmap for both teachers and learners. They clarify expectations,
guide instructional strategies, and help assess learner progress. Well-written objectives
that align with competencies ensure that educational activities are purposeful and
targeted. They also facilitate the evaluation of learner outcomes, ensuring that all
participants understand the desired results of their learning experience.

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BERGONIA, LEI ROUGE H. II – BSE ENGLISH

PROFED 106: Assessment in Learning 1

Within each Domain there are several levels you may wish to specify in your objectives
writing. This will depend upon the extent of detail that is required in the curriculum and
what you know about the learning style and readiness of the students.

In order for objectives to provide a useful basis for creating test questions, they must
contain verbs that describe observable, measurable, achievable actions and specific
levels of thinking, because these are things that can be tested.

Action Verbs

Cognitive Domain

The list of action verbs can be used in the cognitive domain. It is adapted from Jerrold
Kemp’s “Shopping List of Verbs” (2014) and based upon Bloom’s Taxonomy of
Learning. Each column includes (1) category from Bloom’s Taxonomy of Learning, (2)
definition of the category, and (3) action verbs associated with that category.

Affective Domain

The list of action verbs can be used in the affective domain. It is adapted from Kathy V.
Waller’s “Writing Instructional Objectives”. The affective domain in concerned with
changes (growth) in interests, attitudes, and values. It is divided into five major classes
arranged in hierarchical order based on level of involvement. Each column includes (1)
category from Krathwohl’s affective domain taxonomy (2) definition of the category, and
(3) action verbs associated with that category.

PANGASINAN STATE UNIVERSITY 2

BERGONIA, LEI ROUGE H. II – BSE ENGLISH

PROFED 106: Assessment in Learning 1

Psychomotor Domain

The list of action verbs can be used in the psychomotor domain. It is adapted from
Ravindra H. Dave (1970), Elizabeth J. Simpson (1972) and Anita S. Harrow (1972)
recommended categories for Psychomotor Domain which included physical
coordination, movement and use of the motor skills body parts.

Observing Imitating Practicing Adapting

Active mental Attempt to copy a Performing a Fine tuning the skill and making
attention to a physical behavior specific activity minor adjustments to attain
physical activity repeatedly perfection
Describe Begin Bend Compose
Detect Explain Calibrate Create
Differentiate Display Construct Design
Distinguish Move Differentiate Organize
Relate Proceed Dismantle Originate
Select React Display Re-arrange
Watch Show Fasten Relax
State Fix Shorten
Volunteer Grasp Sketch
Grind Write
Handle
Measure
Mix
Operate
Manipulate
Mend

PANGASINAN STATE UNIVERSITY 3

BERGONIA, LEI ROUGE H. II – BSE ENGLISH

PROFED 106: Assessment in Learning 1

Guidelines:

1. Describe specific activities a student will do to show that he or she has learned

COMPETENCY ACTIVITIES
Understanding Activity 1: Pen and Paper Test
the Elements of Students will read a short story and identify the elements such as character,
a Short Story point of view, plot, setting, conflict, and theme.

Activity 2: Reflection Paper

After reading a short story, students will write a reflection paper reflecting on
the characters’ experiences and the story's themes. They will write the role of
each element contributing to overall effectiveness of the story, sharing their
thoughts in front of their classmates.

Activity 3: Crafting Your Own Story

In small groups, they will write and roleplay a short scene incorporating the key
elements of a short story.

2. Include 2-10 learning objectives for each Learning Competency (main idea or skill)

COMPETENCY LEARNING ACTIVITIES

OBJECTIVES
Understanding • identify the five Activity 1: Pen and Paper Test
the Elements of elements of a Students will read a short story and will identify
a Short Story short story the elements such as character, setting, plot,
conflict, and theme.

• display Activity 2: Reflection Paper

appreciation about After reading a short story, students will write a
the elements of a reflection paper reflecting on the characters’
short story that experiences and the story's themes. They will
can enhance their write the role of each element contributing to
enjoyment and overall effectiveness of the story, sharing their
understanding thoughts in front of their classmates.
about the
storytelling.

• create a short
scene applying Activity 3: Crafting Your Own Story
the five elements In small groups, they will write and roleplay a
of a short story short scene incorporating the key elements of a
short story.

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BERGONIA, LEI ROUGE H. II – BSE ENGLISH

PROFED 106: Assessment in Learning 1

3. Audience + Behavior + Condition + Degree = Learning Objective (ABCD)

Learning Objectives
At the end of the session, the students must be
able to identify the five elements of a short story.

At the end of the session, the students must be able

to analyze a selected short story to discuss how Audience - who will achieve
the elements contribute to its overall meaning. the objective
At the end of the session, the students will Behavior - use action verbs
collaborate in small groups to create a story map
that outlines the five elements of a short story for Condition - state the condition
an assigned story, ensuring each element is under which behavior is to be
represented accurately. performed.

At the end of the session, the students must be able

to create an original short story that effectively Degree - state the criterion for
incorporates all five elements. acceptable performance, speed,
accuracy, quality

SUMMARY

In order for objectives to provide a useful basis for creating test questions, they must
contain verbs that describe observable, measurable, achievable actions and specific
levels of thinking, because these are things that can be tested. Objectives articulate the
knowledge and skills you want students to acquire by the end of the course.

REFERENCES

[Link]
learningoutcomes-objectives-
competencies#:~:text=Learning%20objectives%20provide%20specific%20targets,a%20specifi
c%20profession%20or%20domain.

[Link]

[Link]
anindya/250106337#2

[Link]
centered-teaching/study-guide-module-2-assessment-in-learning-1/35617294

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