Cognitive, Psychomotor and Affective Domains of Objectives

as Bases for Constructing Teacher-Made Test

Almera Shella B. CabogoNadine C. Caňal

Apple Joy S. EchalicoMyra M. Frias

Clariza D. Gruyal

At the end of the period, the students should be able to:

1. Cognitive1.1 name the two types of cell1.2 differentiate the two types of cell1.3 identify the parts each type of the cell1.4 give the function of each type of the cell

2. Psychomotor2.1 manipulate the microscope in viewing cells2.2 draw the two types cell2.3 write the parts of the cell

3. Affective 3.1 observe care in proper handling of

microscope3.2 participate actively in performing the activity3.3 enjoy viewing the different types of cells

Sample of Behavorial Objectives in Science 8 Subject Matter : “Cell”

1) Knowledge2) Comprehension3) Application4) Analysis5) Synthesis6) Evaluation

Cognitive Domain

It deals to know common terms, specific

data, method and procedures, basic concepts and principles.

Behavioral Terms- define, describe , identify, recognize, list down, select and label

Knowledge

Sample testThis type of cell has a distinctive feature of a rigid cell wall which is absent on other cell type .a. animal cell c. eukaryotic cellb. plant cell d. prokaryotic cell

It means to understand facts & principles, interpret chart &graphs, translate verbal materials, estimate future consequences and justify methods and procedures.

Behavioral Terms- convert, distinguish , defend, give example, estimate, paraphrase, explain, discuss, predict, extend, summarize & generalize.

Comprehension

Sample testWhich of the following are considered as multicellular organisms?a. bacteria, algae c. protozoa, fungib. archaea, protists d. humans, animals

Application of concepts and principles to

new situations, applies laws and theories to practical situations, solve mathematical problems, construct chart and graphs, and demonstrate correct usage of a method or procedure.

Behavioral Terms- change, prepare, compute, use , discover, modify, relate and disseminate

Application

Sample testWrite the steps in viewing a specimen under the microscope.

Involves the recognition of logical fallacies

in reasoning and unstated assumptions , distinguishes facts and inferences, evaluate the relevance of data, and analyzes organizational structure of work.

Behavioral Terms- break down, diagram, subdivide, illustrate, infer, separate, discriminate, outline and point out.

Analysis

Draw and identify the parts of a plant cell.

It proposes a plan for an experiment from

different areas into a plan for solving problems.

Behavioral Terms- design, create, organize, categorize, reorganize, plan, devise, combine, rearrange, revise, comply, tell, modify, generate and rewrite.

Synthesis

Sample testMake a Venn Diagram to compare the similarities and differences of plant and animal cell.

Judges the value of a work by use of external standards of excellence , judges also the logical consistency of written materials and the adequacy in which conclusions are supported by data.

Behavioral Terms- appraise, conclude, justify, contrast, criticize, interpret, and discriminate.

Evaluation

Sample testFrom the Venn Diagram that you made, make a generalization comparing the differences and similarities of the two types of cell.

1) Perception2) Set Readiness3) Guided Response4) Mechanism5) Complex overt response6) Adaptation7) Origination

Psychomotor Domain

This is the process of becoming aware

of objects, qualities, or relation in which one or more of he five sense organs are involved.

Behavioral Terms- choose, describe, detect, differentiate, distinguish, identify, isolate, relate, select, separate

Perception

This involves the physical, mental,

and emotional to perform the work or to act.

Behavioral Terms- set, label, examine, inspect, discuss, conform, collect

Set Readiness

The activity is done through imitation

and trial-and-error method. It is the early stage of learning a

complex skill. Behavioral Terms- handle, investigate,

derive, predict, present, refer, report, select

Guided response

Performance acts where the learned

response is habitual and the movements can be performed with proficiency.

Behavioral Terms- modify, rank, organize, derive, rate, determine, synthesize, draw ( conclusions), evaluate, extract

Mechanism

The movement pattern is done with

skill, smoothness, efficiency, and minimum time and energy are utilized.

Behavioral Terms- adjust, administer, apply, handle, investigate, propose, revise, recommend, serve

Complex overt response

Changing motor activities to meet

new problems requiring a physical response.

Adaptation

Creating new movements with or

without equipment, using previous levels of the psychomotor taxonomy.

Origination

Affective Domain

1) Receiving

2) Responding

3) Valuing

4) Organizing a value system

5) Characterization by a value or value complex

Receiving

an individual is aware on the importance of learning, listens attentively to others with interest, sensitive and attends closely to classroom activities.

Responding

includes acquiescence or agreement in responding willingness to respond, and satisfaction in response.

Valuing

deals on acceptance of a value, preference for a value and commitment.

Organizing a value system

concerned with the conceptualization of a value and organization of a value system.

Characterization by a value or value complex

a person demonstrates self-reliance, industry, punctuality, honesty, and self-discipline in working independently.

Behavioral terms and phrases appreciate admire initiate show respect for participate actively find pleasure for observe strictly observe carefully

become aware utilized wisely listen attentively form sound

judgment sustain interest in comply with venerate

NCBTS(National Competency-Based for Teachers Standards) Social regard for learning

Learning is regarded as social activity in school.

Learning environment The learning environment should be conducive to learning.

Diversity of learning Varied learning activities must be taught to the learners in

order to develop in them a well-rounded personality.

Curriculum The curriculum must be relevant, realistic and responsive

to the needs of the society.

Planning assessment and reporting Learners are given both formative and summative

evaluation of their achievements to determine how much they learned of their learning task.

Community linkages Extension activities to different barangays where the

school is situated must be disseminated to the people in the community in order that they can avail of the technology

Personal growth and development Teachers must grow professionally by acquiring an M.A.

or Ph.D. degree and attend trainings and seminars in order to keep track with the current trends and techniques in teaching.

Assessment of Values Love. Interest, understanding, peace and

happiness

It is the most important value that a person must possess because if a person have love, there is interest; if there is interest, there is understanding; if there is understanding, there is peace; and if there is peace, there is happiness.

Honesty. Truthful, trustworthy, moral and just. An honest person is truthful, decent, just and

trustworthy.

Spirituality. God loving, humility, generosity and sensitivity to the religious values he must God-loving, humble, friendly to all people, kind

sensitive to religious values.

Industry. It is the fourth ideal conduct or value that a person

must possess.

Punctuality It is being prompt in all things wherein an individual

must be punctual in performing everything.

Productivity An individual must be productive to produce creative

and useful products that can compete globally with other products in the world.

Thriftiness An individual must be thrifty in using his time, money

and effort wisely, effectively, efficiently and excellently.

Courage This is the display of bravery and guts as 8th value

of assessment.

Politeness Good students must be courteous and respectful

to elders.

Nationalism It means patriotism, pride in once country, loyalty

and appreciation of heritage.

SAMPLE ASSESSMENT OF STUDENT’S SPIRITUALITY

Direction: below are indicators of spirituality. Indicate the extent of practice of each indicator by encircling one of the options at the right column. The options 3, 2, and 1 represent the extent of practice, thus.

3 – Always 2 – Seldom 1 – Never

Indicators 1. I pray at 6:00

PM . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .. . . . 3 2 1

2. I pray at 8:00 . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 1

3. I pray at midnight . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 1

4. I pray at 4:00 A.M. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 1

5. I hear mass every Sunday . . . . . . . . .. . . . . . . . . . . . . . . . . . . . 3 2 1

6. I attend the novena every Wednesday . . . . . . . . .. . . . . . . . . . 3 2 1

7. I hear mass during holy days of obligation . . . . . . . . .. . . . . . 3 2 1

8. I hear mass every first Friday . . . . . . . . .. . . . . . . . . . . . . . . . . . 3 2 1

9. I am a member of spiritual organization . . . . . . . . .. . . . . . . .. 3 2 1

10.Others (please specify) _____________________________________________ _________________________________________________________________

Assumed Results

Mean Interpretation

1. 3 = 30; 2 = 15; 1 = 5 = 2.5Always

2. 3 = 28; 2 = 14; 1 = 8 = 2.4Seldom

3. 3 = 12; 2 = 8; 1= 30 = 1.64Seldom

4. 3 = 35; 2 = 12; 1 = 3 = 2.64Always

5. 3 = 36; 2 = 12; 1 = 2 = 2.68Always

6. 3 = 27; 2 = 14; 1 = 9 = 2.36Seldom

7. 3 = 25; 2 = 10; 1 = 15 = 2.2Seldom

8. 3 = 29; 2 = 15; 1 = 6 = 2.46Always

9. 3 = 10; 2 = 10; 1 = 30 = 1.6Seldom

20.48 9

= 2.28 SeldomGrand Mean =

Statistical Tool

Weighted mean is the statistical tool used to determine the extent of practice of spirituality among the students. The formula is as follows:

∑fx ∑f

where:

X =

X = Weighted mean∑fx = Sum of the product of f and x where f is the frequency and x, weight ∑f = Sum of frequency or number of cases

Computation

Indicator 1 Indicator 2 Indicator 3 f x fx f x fx f x fx 30 3 = 90 20 3 = 84 12 3 = 36 15 2 = 30 14 2 = 28 8 2 = 16 5 1 = 5 8 1 = 8 30 1 = 30 ---------------------------------------------------------------------------------------------- 50 125 50 120 50 82

Indicator 4 Indicator 5 Indicator 6 f x fx f x fx f x fx 35 3 = 105 36 3 = 108 27 3 = 81

12 2 = 24 12 2 = 24 14 2 = 28

3 1 = 3 2 1 = 2 9 1 = 9

----------------------------------------------------------------------------------------------50 132 50 134

50 118

X1 = 2.5

X2 = 2.5

X3 = 2.5

X4 = 2.64

X5 = 2.68

X6 = 2.36

Indicator 7 Indicator 8 Indicator 9f x fx f x fx f x

fx25 3 = 75 29 3 = 87

10 3 = 3010 2 = 20 15 2 = 30

10 2 = 2015 1 = 15 6 1 = 6

30 1 = 30------------------------------------------------------------------------------------------50 110 50 123

50 80

X7 = 2.2

X8 = 2.46

X9 = 1.6

Grand Mean X = ∑ X

N X = 2.28

Indicator Mean Verbal Interpretatio

n1. I pray at 6:00 PM 2.5 Always

2. I pray at 8:00 2.4 Seldom3. I pray at midnight 1.64 Seldom4. I pray at 4:00 A.M. 2.64 Always5. I hear mass every Sunday 2.68 Always6. I attend the novena every Wednesday 2.36 Seldom7. I hear mass during holy days of obligation

2.2 Seldom

8. I hear mass every first Friday 2.46 Always9. I am a member of spiritual organization

1.6 Seldom

Grand Mean 2.28 SeldomScale: 3 – Always 2 – Seldom 1 - Never

Thank you!