NAME: PEARL JOY C. ANTONA TEACHER: GREGORIO LABRADO, Ph.

SUBJECT: Educ. 6 DATE: December 2, 2021

1. Discuss briefly the hierarchy of educational objective in the cognitive

Answer:

Bloom's taxonomy is a set of three hierarchical models used to classify educational

learning objectives into levels of complexity and specificity. The three lists cover the
learning objectives in cognitive, affective and sensory domains. The cognitive domain list
has been the primary focus of most traditional education and is frequently used to
structure curriculum learning objectives, assessments and activities. The hierarchies
elaborated by Bloom and his collaborators consisted of six major categories: Create,
Evaluate, Analyze, Apply, Understand, and Remember.

Create – Produce new or original work like Design, assemble, construct, conjecture, develop,
formulate, author, and investigate

1. Evaluate – justify a stand or decision like appraise, argue, defend, judge, select,
support, value, critique and weigh.
2. Analyze – Draw connections among ideas, differentiate, organize, relate, compare,
contrast, distinguish, examine, experiment, question and test
3. Apply – Use information in new situations including execute, implement, solve, use,
demonstrate, interpret, operate, schedule, sketch
4. Understand – Explain ideas or concepts, like classify, describe, discuss, explain,
identify, locate, recognize, report, select, translate
5. Remember – Recall facts and basic concepts like define, duplicate, list, memorize,
and repeat, state.

2. Explain the skills and competencies and ability target.

Answer:

The terms ‘skills, abilities, knowledge and competencies’ are often used interchangeably to
describe the same concepts. In general conversation this is fine, but when it comes to writing a
job description, assessing candidate fit, or conducting a performance review, understanding the
meaning and implication of each word becomes vital. So, how do all of these words differ from
each other? Here are some definitions:

Skill is something learned through experience. It is used to carry out complex activities
or job functions to achieve pre-determined results. A skill is not an innate behavior and must be
developed and improved with practice. A skill can be developed through getting specific training
or learning as you go, but always starts off as unfamiliar.

Competence is different from the other terms that we’ve covered so far. It is defined as
the combination of related abilities, knowledge and skills that enable a person or organization to
act effectively in a job or situation. Competencies are described in ways that are observable,
measurable and based on performance.

Ability is an innate quality that one ‘does’ or ‘does not’ possess, ability is not something
that can be learned or developed unless it is there to begin with. Simply, abilities are the qualities
needed to perform certain behaviors and whether someone is able or not is dependent on their
pre-existing qualities.  You can think of this much like potential.
 Knowledge is the level of education, experience or training that an individual must have
at a minimum to be considered qualified for a role. For example, some job advertisements may
state that they are willing to accept graduates for a role, while others may state that the applicant
must have 5 years of experience in a similar role. Knowledge can be further described as the
theoretical or practical understanding of a subject, or the ability to apply the information to
different situations.

3. Explain the product, output and project target

Answer:
Outputs are the end-product of education- assessed based on objectives. Probably
the customized. Curriculum is the result of piece – educational institutions. Objectives,
contents, of a curriculum.

4. State and explain the appropriateness of assessment method.

Answer:
Is the strategies, techniques, tools and instruments for collecting information to
determine the extent to which the students demonstrate the desired learning outcomes.
Here are the CATEGORIES: • Written-Response Instrument • Product Rating Scales
• Performance Tests • Oral Questioning • Observation and Self-Reports Assessment
of Student Learning

Written-Response Instrument – Objective Tests, Multiple Choice Test, True-False

Product-Rating Scale – rates products Assessment of Student Learning, Books,
Maps, Charts, Diagrams, Notebooks, Essays, Reports
Assessment of Student Learning or Product-Rating Scale – Rating Scale Levels /
Rate
Product-Rating Scale Assessment of Student Learning – Semantic Differential
Scale
Checklist Performance Tests Assessment of Student Learning I Behaviors
Assessment of Student Learning
Oral Questioning – Assess stock knowledge and Ability to communicate ideas
Assessment of Student Learning CONSIDER: State of mind, Feelings, Anxiety,
Nervousness
Observation and Self-Reports – Tally Sheet Record frequency of students’
behaviors, activities or remarks Answers “HOW” Assessment of Student Learning

5. State and explain properties of assessment methods

Answer:

Properties of Assessment Method assessment has to be viewed as an opportunity

to learn. Fairness also implies freedom from teacher-stereotyping.

PRACTICALITY AND EFFICIENCY: An assessment method should be practical in the sense

that the teacher should be familiar with it, does not require too much time and is in fact,
implementable.
Properties of Assessment Methods:

1. Validity Reliability Fairness Practicality and Efficiency Ethics Properties of Assessment

Methods
2. Validity Is the degree to which a test measures what is supposed to measure.
3. Validity Content Validity Criterion
4. Validity Predictive
5. Validity Concurrent
6. Validity Construct Validity