1) What are the 3 purposes of instructional goals and objectives?

The following are the three (3) purposes of the instructional goals and objectives.

 It provides direction for the instructional process by clarifying the intended

learning outcomes.
 It conveys instructional intent to other stakeholders such as students,
parents, school officials, and the public.
 It provides basis for assessing the performance of the students by
describing the performance to be measured.

2) What are the 3 types of learning domains?

 Cognitive Domain - mental activity such as memorizing, reading solving,

analyzing, synthesizing and drawing conclusions.
 Affective Domain - emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection. It refers to the persons' awareness and
internalization of objects and simulations, it focuses on the emotions of the
learners.
 Psychomotor Domain is characterized by the progressive levels of behaviors
from observation to mastery of physical skills (Simpson, 1972 as cited by
Esmane, 2011). This includes physical movement, coordination, and use of
the motor-skill areas. This domain is characterized by the progressive levels
of behaviors from observation to mastery of physical skills.

3a) What are the levels of the cognitive domain?

I. Knowledge. Remembering information.

II. Comprehension. Explaining the meaning of information.

III. Application. Using abstractions in concrete situations.

IV. Analysis. Breaking down a whole into component parts.

V. Synthesis. Putting parts together to form a new and integrated whole.

VI. Evaluation. Making judgments about the value of the methods or materials
presented.

3b) What are the levels of the affective domain?

1. RECEIVING- to differentiate, to accept, to listen for, to respond to

2. RESPONDING- to comply with, to follow, to commend, to volunteer, to
spend leisure time, to acclaim
3. VALUING- to increase measured proficiency in, to subsidize, to support, to
debate
4. ORGANIZATION- to discuss, to theorize, to formulate, to balance, to
examine
5. CHARACTERIZATION BY VALUE SET- to revise, to require, to be rated high in
the value, to avoid, to resist, to manage, to resolve

3c) what are the levels of the psychomotor domain?

A. Perception- awareness of sensory stimulus

B. Set- readiness
C. Guided Response- performs as demonstrated
D. Mechanism- performs simple acts well
E. Complex Overt Response- skillful performace of complex acts
F. Adaptation- modifies for special problems
G. Origination- new movement pattern/ creativity

4) How do you prepare for assessment of cognitive domain?

In preparing for an assessment of Cognitive Learning the following questions must
be considered:

 What Should Be Tested?

 Identification of the information, skills, and behaviors to be tested is the
first important decision that a teacher has to take.
 How to Gather Information About What to Test?
 A teacher has to decide whether he should give a paper and pencil test or
simply gather information through observation.
 How Long the Test Should Be?
 The answer to the aforementioned question depends on the following
factors: age and attention span of the students; and type of questions to be
used.
 How Best To Prepare Students For Testing?
 To prepare students for teaching, (1) providing learners with good
instruction; (2) reviewing students before testing; (3) familiarizing students
with question formats; (4) scheduling the test; and (5) providing students
information about the test.

5) How do we assess cognitive learning?

Teachers use two types of tests in assessing student learning in the cognitive
domain: objective test and subjective (essay) test. An objective test is a kind of
test wherein there is only one answer to each item. On the other hand, an essay
test is one wherein the test taker has the freedom to respond to a question based
on how he feels it should be answered.

a) What are objective tests?

An objective test is a kind of test wherein there is only one answer to each item.

b) What are subjective tests?

An essay test is one wherein the test taker has the freedom to respond to a
question based on how he feels it should be answered.
6) What are the behaviors measured and assessed in the psychomotor domain?

The psychomotor domain of learning is focused on processes and skills involving

the mind and the body. Thus, objectives in the psychomotor domain require
significant motor performance;

 Playing a musical instrument, singing a song, drawing, dancing, putting a

puzzle together, reading a poem and presenting a speech are examples of
skills developed in the aforementioned domain of learning.

7) What are rubrics? What are its types?

Observation of student performance can either be holistic or atomistic. Holistic

observation is employed when the teacher gives a score or feedback based on
pre- established prototypes of how an outstanding, average, or deficient
performance looks.

The second type of observation that can be utilized is atomistic or analytic. This
type of observation requires that a task analysis be conducted in order to identify
the major subtasks involved in the student performance.

8)What is portfolio assessment?

Portfolio assessmemt is one way of assessing or evaluating students'

performances or products that show their accomplishment and/or improvement
over time. The portfolio indicates students' work that shows their growth and
development in some curricular goals.

9) What are the other ways of assessing the psychomotor domain?

The following are other ways of assessing psychomotor domain:

 o Rating scale is nothing but a series of categories that is arranged in order of
quality. It can be helpful in judging skills, products, and procedures.
o A checklist is basically a list of criteria upon which a student's performance
or end product is to be judged. The checklist is used by simply checking off
the criteria items that have been met.

10)What are the behaviors measured in the affective domain?

Objectives in the affective domain are concerned with emotional development.

Thus, affective domain deals with attitudes, feelings, and emotions. Learning
intent in this domain of learning is organized according to the degree of
internalization.

11) What are the tools used in measuring the affective domain?

There are some tools that teachers can use in assessing learning in this area.
Some of these tools are the following: attitude scale; questionnaire; simple
projective techniques; and self-expression techniques.

 Questionnaire can also be used in evaluating attitudes, feelings, and

opinions. It requires students to examine themselves and react to a series
of statements about their attitudes, feelings, and opinions. The checklist
type of response provides the students a list of adjectives for describing or
evaluating something and requires them to check those that apply.
 Semantic differential is another type of response on questionnaire. It is
usually a five-point scale showing polar or opposite objectives. It is
designed so that attitudes, feelings, and opinions can be measured by
degrees from very favorable to very unfavorable.
 Likert scale is one of the frequently used styles of response in attitude
measurement. It is oftentimes a five-point scale that links the options
"strongly agree" and "strongly disagree".
  Simple projective techniques are usually used when a teacher wants to
probe deeper into the students' feelings and attitudes.

Escarilla and Gonzales (1990) say that there are three types of simple projective
techniques that can be used in the classroom, namely: word association,
unfinished sentences, and unfinished story.

 In word association, the student is given a word and asked to mention what
comes to his/her mind upon hearing it.
 In an unfinished sentence, the students are presented partial sentences and
are asked to complete them with words that best express their feeling.
 In an unfinished story, a story with no ending is deliberately presented to
the students, which they have to finish or complete. Through this
technique, the teacher will be able to sense students' worries, problems,
and concerns.
 Self-expression techniques - through these techniques, students are
provided the opportunity to express their emotions and views about issues,
themselves, and others. Self-expression techniques may take any of the
following forms: log book of daily routines or activities, diaries, essays and
other written compositions or themes, and autobiographies.

12) What are the general principles of testing?

General Principles of Testing

Ebel and Frisbie (1999) listed five basic principles that should guide teachers.in
measuring learning and in constructing their own test. These principles are
discussed below.

 Measure all instructional objectives.

The test a teacher writes should be congruent with all the learning objectives
focused in class.

 Cover all learning tasks.

A good test is not focused only on one type of objective. It must be truly
representative of all targeted learning outcomes.

 Use appropriate test items.

Test items utilized by a teacher have to be in consonance with the learning

objectives to be measured.

 Make test valid and reliable.

Teachers have to see to it that the test they construct measures what it purports
to measure. Moreover, they need to ensure that the test will yield consistent
results for the students taking it for the second time. Use test to improve
learning. Test scores obtained by the students have to be a learning experience
for them. Results of tests administered can serve as springboards for the teachers
to re-teach concepts and skills that the former have not mastered.