ISABELA COLLEGES INC.

BSED

EDUCATION 26

ANGEL MAE D. LUYON

TRUE OR FALSE

Direction: if the statement is true write F, if the statement is wrong write F.

1. Learning targets need to be stated in behavioral terms. (T)

2. We consider learning targets involving knowledge, reasoning skills, products and effects. (T)
3. As early as the 1980’s, Bloom proposed a hierarchy of educational objectives as the cognitive
level. (F)
4. Knowledge is to form the foundation of all the cognitive objectives. (T)
5. Comprehension is not a step higher than mere acquisition of facts and involves a cognition of
awareness of the interrelationship of facts and concepts. (F)
6. Application refers to transfer of knowledge from one field, (T)
7. Synthesis opposite of analysis. (T)
8. Analysis is answering the concept as a composition of these concepts. (F)
9. Bloom proposed the taxonomy for thinking. (T)
10. Terms that donate something which can be observed through the behavior of the student. (T)

MATCHING TYPE

Directions: match the items under column A with the items under column B.

COLUMN A COLUMN B

1. Refers to the acquisition of facts A. Analysis

concepts and theories.
2. Refers to the same concept as B. Validity
‘’understanding’’.
3. To study another or form one C. Benjamin s. bloom
concept in the same discipline.
4. Refers to the breaking down of a concept D. Knowledge
or idea into its components.
5. Summarize the concepts. E. Construct
6. Refers to valuing and judgement or putting F. Reliability
the worth of a concept or principle.
7. Defined as the instrument ability to G. Comprehension
measure what it purports to measure.
8. Another term for a factor, and we already H. Application
know that a group of variables that correlate
highly with each other form a factor.
9. Term that is synonymous with dependability I. Synthesis
or stability.
10. Taxonomy for thinking. J. Evaluation and reasoning
MULTIPLE CHOICE
Directions: choose the letter of the correct answer.

1. It is the specific activities or task that a student can proficiently do.

a. Skills c. outputs
b. Project d. knowledge

2. Abilities can be roughly categorized into:

a. Cognitive, validity and effective abilities c. cognitive, validity and analysis
b. Cognitive, psychomotor and affective abilities d. cognitive comprehension and synthesis

3. Tangible and concrete evidence of student ability.

a. Products, outputs and project targets c. Product, project and application
b. Skills, competencies and abilities targets d. Product, skills and outputs

4. Defined as referring to the appropriateness, correctness, meaningfulness and usefulness of the

specific conclusion that a teacher reaches regarding the teaching learning situation.
a. Reliability c. Validity
b. Stability d. Content validity

5. Refers to the content and format of the instrument.

a. Reliability c. Validity
b. Stability d. Content validity

6. This is an assessment method refers to its consistency.

a. Reliability c. Validity
b. Stability d. Content validity

7. A test that means the consistency of test result when the same test id administered at two
different time periods.
a. Reliability c. Validity
b. Stability d. Content validity

8. The agreement of measuring instrument over time.

a. Reliability c. Validity
b. Stability d. Content validity

9. Is the extent to which the measure behaves in a way consistent with theoretical hypothesis and
represent how well scores o the instrument is indicate of the theoretical construct.
a. Reliability c. Construct validity
b. Stability d. Content validity

10. Measures how well one measures predict an outcome for another measure.
a. Reliability c. Validity
b. Criterion related validity d. Content validity
ESSAY
Directions: answer the following question listed below
1. What is the importance of cognitive domain?

2. How do you evaluate cognitive domain?

3. Is the affected domain being an important as the cognitive domain?

4. Discuss the skills, competencies and abilities targets

5. Discuss the products, outputs and project targets