ASSESSMENT OF COMPETENCIES OF THE

THREE DOMAINS OF TAXONOMY

Dr. Sixto O. Daleon
August 30, 2016
 COGNITIVE DOMAIN
Competencies on the cognitive
domain emphasize measurements of
reasoning and the mental faculties
of the learner (Dave, 1975).
 INTRODUCTION
In test construction, we need to develop a test
plan or table of specifications. To do it, we also
need to learn how to construct questions in
the six levels of learning under the Revised
Bloom’s Taxonomy.
 INTRODUCTION
A Test Plan (Table of Specifications) classifies
each test item according to what topic or
concept it tests AND what objective it addresses.
The table can help us write a test that has
content validity—there is a match between what
was taught and what is tested. The table helps
insure that we…
 INTRODUCTION
1. emphasize the same content you emphasized
in day-to-day instruction (e.g., more items
about topic X and fewer about topic Y
because you consider X to be more important
and you spent more time on X)
 INTRODUCTION
2. align test items with learning objectives (e.g.,
important topics might include items that
test interpretation, application, prediction,
and unimportant topics might be tested only
with simpler recognition items)
3. do not overlook or underemphasize an area
of content
Questions for the
Revised Bloom’s
Taxonomy
 Level 1—REMEMBERING
(Definition)
Exhibits memory of previously learned material
by recalling facts, terms, basic concepts and
answers.
It is a process of retrieving, recognizing, and
recalling relevant knowledge from long-term
memory, e.g., find out, learn terms, facts,
methods, procedures, concepts, etc.
 Level 1—REMEMBERING
(Key Words/Verbs)
• choose • name • tell
• define • omit • what
• find • recall • when
• how • relate • where
• label • select • which
• list • show • who
• match • spell • why
 Level 1—REMEMBERING
(Questions)
• What is…?
• Where is…?
• Who was …?
• Why did…?
• When did …?
 Level 1—REMEMBERING
(Questions)
• How would you show…?
• Who were the main…?
• Which one…?
• How is…?
 Level 1—REMEMBERING
(Questions)
• How would you explain…?
• How would you describe…?
• Can you recall…?
• Can you select…?
 Level 1—REMEMBERING
(Questions)
• What does it mean?
• What happened after?
• Can you name all the…?
• Who spoke to…?
 Level 1—REMEMBERING
(Questions)
• Which is true or false?
• Can you list the three…?
• How did ___ happen?
• What is the best one?
 Level 1—REMEMBERING
(Questions)
• State the formula for the area of a circle.
• State the rule of…
• Explain and use the procedure for …
 Level 1—REMEMBERING
(Questions)
• List the fractions you know and can show.
• List the attributes of your shape.
• Make a concept map of the topic.
• Make a chart showing…
 Level 2—UNDERSTANDING
(Definition)
Demonstrates understanding of facts and ideas
by organizing, comparing, translating,
interpreting, giving descriptions, and stating
main ideas.
 Level 2—UNDERSTANDING
(Definition)
It is the process of constructing meaning from
oral, written, and graphic messages through
interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and
explaining. Understand uses and implications
of terms, facts, methods, procedures,
concepts, etc.
 Level 2—UNDERSTANDING
(Key Words/Verbs)

• classify • extend • relate

• compare • illustrate • rephrase
• contrast • infer • show
• demonstrate • interpret • summarize
• explain • outline • translate
 Level 2—UNDERSTANDING
(Questions)
• How would you classify…?
• How would you compare…?
• How would you contrast…?
 Level 2—UNDERSTANDING
(Questions)
• Rephrase the meaning…?
• What facts or ideas show…?
• What is the main idea of…?
• Which statements support…?
 Level 2—UNDERSTANDING
(Questions)
• Explain what is happening…?
• What is meant…?
• What can you say about…?
• Which is the best answer…?
• How would you summarize…?
 Level 2—UNDERSTANDING
(Questions)
• Is this the same as…?
• Give an example.
• Select the best definition.
• Condense this paragraph.
• What would happen if…?
 Level 2—UNDERSTANDING
(Questions)
• Explain why…
• What expectations are there?
• Read the graph (table).
• What are they saying?
• This represents…
 Level 2—UNDERSTANDING
(Questions)
• What seems to be…?
• Is it valid that…?
• What seems likely?
• Show in a graph, table.
• What restrictions would you add?
 Level 2—UNDERSTANDING
(Questions)
• Outline…
• Can you clarify…?
• Can you illustrate…?
• Does everyone think in the way that…does?
 Level 2—UNDERSTANDING
(Questions)
• Given the mathematical formula for the area
of a circle, paraphrase it using your own
words.
• Select the graph that illustrates…
• Find items that you can use to show the
fractions.
 Level 2—UNDERSTANDING
(Questions)
• Retell or write in your own words…
• Report to the class…
• Write a summary report of the event.
 Level 3—APPLYING
(Definition)
Solves problems to new situations by applying
acquired knowledge, facts, techniques and
rules in a different way.
It is the process of carrying out or using a
procedure through executing, or
implementing. Make use of, apply practice
theory, solve problems, use information in
new situations.
 Level 3—APPLYING
(Key Words/Verbs)

• apply • with • plan

• build • identify • select
• choose • interview • solve
• construct • make use of • utilize
• develop • model
• experiment • organize
 Level 3—APPLYING
(Questions)
• How would you use…?
• What examples can you find to…?
• How would you solve ___ using what you’ve
learned…?
• How would you organize ___ to show…?
 Level 3—APPLYING
(Questions)
• How would you show your understanding
of…?
• What approach would you use to…?
• How would you apply what you learned to
develop…?
• What other way would you plan to…?
 Level 3—APPLYING
(Questions)
• What would result if…?
• Can you make use of the facts to…?
• What elements would you choose to
change…?
• What facts would you select to show…?
 Level 3—APPLYING
(Questions)
• What questions would you ask in an interview
with…?
• Predict what would happen if…
• Choose the best statements that apply.
• Judge the effects of…
 Level 3—APPLYING
(Questions)
• Tell me what would happen if…
• Tell how much change there would be if…
• Write in your own words …
• How would you explain…?
 Level 3—APPLYING
(Questions)
• What do you think could have happened next?
• Who do you think…?
• What was the main idea…?
• Does everyone act in the way that…does?
• Draw a story map.
 Level 3—APPLYING
(Questions)
• Explain why a character acted in the way that
he did.
• Do you know of another instance where …?
• Can you group by characteristics such as …?
 Level 3—APPLYING
(Questions)
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you develop a
set of instructions about…?
 Level 3—APPLYING
(Questions)
• Compute the area of actual circles.
• Use the given graph to…
• Choose and describe the best method to…
 Level 3—APPLYING
(Questions)
• Draw a diagram which shows these fractions
or take photographs of the fractions.
• Determine measures of central tendency and
dispersion.
• Write a journal entry.
• Write an explanation about this topic for
others.
 Level 4—ANALYZING
(Definition)
Examines and breaks information into parts by
identifying motives or causes. It makes
inferences and find evidence to support
generalizations.
 Level 4—ANALYZING
(Definition)
It is the process of breaking material into
constituent parts, determining how the parts
relate to one another and to an overall
structure or purpose through differentiating,
organizing, and attributing. Take concepts
apart, break them down, analyze structure,
recognize assumptions and poor logic,
evaluate relevancy.
 Level 4—ANALYZING
(Key Words/Verbs)

• analyze • contrast
• assume • discover
• categorize • dissect
• classify • distinguish
• compare • divide
• conclusion • examine
 Level 4—ANALYZING
(Key Words/Verbs)

• function • simplify
• inference • survey
• inspect • take part in
• list • test for
• motive • theme
• relationships
 Level 4—ANALYZING
(Questions)
• What are the parts of…?
• How is ___ related to…?
• Why do you think…?
• What is the theme…?
• What motive is there…?
• Can you list the parts …?
 Level 4—ANALYZING
(Questions)
• What inference can you make …?
• What conclusions can you draw?
• How would you classify...?
• How would you categorize...?
• Can you identify …?
 Level 4—ANALYZING
(Questions)
• What evidence can you find …?
• Can you distinguish between …?
• What is the function of …?
• What ideas justify …?
• What statement is relevant?
 Level 4—ANALYZING
(Questions)
• What’s fact? Opinion?
• What assumptions …?
• What does the author believe?
• What does the author assume?
• How is…similar to…?
 Level 4—ANALYZING
(Questions)
• What ideas apply?
• What ideas justify the conclusion?
• The least essential statements are…
• What’s the main idea? Theme?
 Level 4—ANALYZING
(Questions)
• What literary form is used?
• What persuasive technique is used?
• Determine the point of view, bias, values, or
intent underlying presented material.
 Level 4—ANALYZING
(Questions)
• Which events could not have happened?
• Can you explain what must have happened
when…?
• If…happened, what might the ending have
been?
 Level 4—ANALYZING
(Questions)
• Why did…changes occur?
• What was the turning point?
• What are some of the problems of…?
 Level 4—ANALYZING
(Questions)
• Given a math word problem, determine the
strategies that would be necessary to solve it.
• Write a paragraph describing the
relationship…
• Design a survey to find out ... Graph your
results.
 Level 4—ANALYZING
(Questions)
• Use a Venn Diagram to show how two topics
are the same and different.
• Translate between visual representations,
sentences, and symbolic notation.
• Make predictions based on experimental or
statistical data.
 Level 5—EVALUATING
(Definition)
Presents and defends opinions by making
judgments about information, validity of ideas,
or quality of work based on a set of criteria.
It is the process of making judgments based on
criteria and standards through checking and
critiquing. It sets standards, judges using
standards, evidence, rubrics, accept or reject
on basis of criteria.
 Level 5—EVALUATING
(Key Words/Verbs)

• agree • conclude • determine

• appraise • criteria • disprove
• assess • criticize • dispute
• award • decide • estimate
• choose • deduct
• compare • defend
 Level 5—EVALUATING
(Key Words/Verbs)

• evaluate • justify • rate

• explain • measure • recommend
• importance • opinion • select
• influence • perceive • support
• interpret • prioritize • value
• judge • prove
 Level 5—EVALUATING
(Questions)
• Do you agree with the actions…? with the
outcome…?
• What is your opinion of…?
• How would you prove/disprove ?
• Assess the value /importance of?
• Would it be better if…?
 Level 5—EVALUATING
(Questions)
• Why did they (the character) choose…?
• What would you recommend…?
• How would you rate the…?
• What would you cite to defend the actions…?
• How could you determine…?
• What choices…?
 Level 5—EVALUATING
(Questions)
• How would you prioritize…?
• What judgment can you make…?
• Based on what you know, how would you
explain…?
• What information would you use to support
the view…?
 Level 5—EVALUATING
(Questions)
• How would you justify…?
• What data was used to make the
conclusion…?
• What was it better that …?
• How would you compare the ideas…?
people…?
 Level 5—EVALUATING
(Questions)
• What fallacies, consistencies, inconsistencies
appear?
• Which is more important, moral, better,
logical, valid, appropriate?
• Find the errors.
 Level 5—EVALUATING
(Questions)
• What do you think about…?
• Can you defend your position about…?
• Do you think…is a good or bad thing?
• How would you have handled…?
• What changes to…would you recommend?
 Level 5—EVALUATING
(Questions)
• Do you believe…?
• How would you feel if…?
• How effective are…?
• What are the consequences of…?
• What influence will…have on our lives?
 Level 5—EVALUATING
(Questions)
• What are the pros and cons of…?
• Why is…of value?
• What are the alternatives?
• Who will gain and who will lose?
 Level 5—EVALUATING
(Questions)
• Develop a proof…and justify each step…
• Using a definition… determine…
• What criteria would you use to evaluate if
your answer is correct? Prepare a list of
criteria to judge…
• Evaluate expressions.
 Level 6—CREATING
(Definition)
Completes information together in a different
way by combining elements in a new pattern
or proposing alternative solutions.
 Level 6—CREATING
(Definition)
Putting elements together to form a coherent or
functional whole; reorganizing elements into a
new pattern or structure through generating,
planning, or producing. Put things together;
bring together various parts; write theme,
present speech, plan experiment, put
information together in a new & creative way
 Level 6—CREATING
(Key Words/Verbs)

• adapt • compose • elaborate

• build • construct • estimate
• change • create • formulate
• choose • design • happen
• combine • develop
• compile • discuss
 Level 6—CREATING
(Key Words/Verbs)

• imagine • modify • solution

• improve • original • solve
• invent • originate • suppose
• make up • plan • test
• maximize • predict • theory
• minimize • propose
 Level 6—CREATING
(Questions)
• What changes would you make to solve…?
• Can you elaborate on the reason…?
• Can you propose an alternative…?
• What way would you design…?
 Level 6—CREATING
(Questions)
• How would you adapt ___ to create a
different…?
• How could you change (modify) the plot (plan)
…?
• What could be done to minimize/max…?
 Level 6—CREATING
(Questions)
• What could be combined to improve (change)
…?
• Suppose you could__what would you do…?
• How would you test…?
• Can you formulate a theory for…?
• Can you predict the outcome if…?
 Level 6—CREATING
(Questions)
• How would you estimate the results for…?
• What facts can you compile…?
• Construct a model that would change…?
• Think of an original way for the…?
 Level 6—CREATING
(Questions)
• Can you see a possible solution to…?
• If you had access to all resources, how would
you deal with…?
• How many ways can you…?
 Level 6—CREATING
(Questions)
• Can you create new and unusual uses for…?
• Can you develop a proposal which would…?
• How else would you …?
• State a rule.
 Level 6—CREATING
(Questions)
• How could we determine the number of
pennies in a jar without counting them?
• Apply and integrate several different strategies
to solve a mathematical problem.
 Level 6—CREATING
(Questions)
• Design a new monetary system or an
experiment for establishing…
• Invent a machine to do a specific task.
• Develop a menu for a new healthy foods
restaurant.
 TABLE OF SPECIFICATIONS
Learning Objectives
Remember Understand Apply Analyze Evaluate Create

Overall Total
Total Items

Total Items
Total Items

Total Items

Total Items

Total Items
Subject
Item Nos.

Item Nos.

Item Nos.

Item Nos.

Item Nos.

Item Nos.
Matter

21- 41- 56-

Topic A 1-4 4 4 3 2 66 1 71 1 15
24 43 57
25- 44- 58-
Topic B 5-8 4 4 3 2 67 1 72 1 15
28 46 59
Topic C 9-12 4 29- 4 47- 3 60- 2 68 1 73 1 15
32 49 61
13- 33- 50- 62-
Topic D 4 4 3 2 69 1 74 1 15
16 36 52 63
Topic E 17- 4 37- 4 53- 3 64- 2 70 1 75 1 15
20 40 55 65
Total 20 20 15 10 5 5 75
Weight 16% 16% 17% 17% 17% 17% 100%
 AFFECTIVE DOMAIN
Describes learning that emphasizes
a feeling tone, an emotion, or a
degree of acceptance or rejection.
Affective Domains (Anderson, et
al.,2001)
Receiving, Responding
Valuing, Organization and
Characterization
 Receiving
It is being aware of or sensitive to the
existence of ideas, material,
phenomenon being willing to tolerate
them. Competencies :Differentiate,
accept, listen, response.
 Responding
It is committed to some small ideas, materials
or phenomenon by actively responding to
them. Competencies: Comply, follow
instructions, recommend, volunteer, spend
leisure time wisely.
 Valuing
It is willingness to be perceived by
others as valuing certain ideas,
materials or phenomena.
Competencies: Relinquish,
subsidize, support, debate
 Organization
One can hold and bring something
into harmonious and consistent
philosophy. Competencies:
Discuss, theorize, balance and
examine.
 Characterization
One by value, or by value set acts consistently in
accordance with values he or she has internalized.
Competencies: Revise, require, avoid, resist, manage
or resolve issues, beliefs, opinions, etc.
 PSYCHOMOTOR DOMAIN
Psychomotor domain deals with
manual or physical skills. It is the
"doing" domain (Krathwohl, et al.,
1974)
 1. Imitation
Observing and copying another's
action/skill
Competencies: Adhere, copy,
follow, replicate
 2. Manipulation
Reproducing action/skill through
instruction
Competencies: Build, execute,
implement, reform, recreate
 3. Precision
Accurately executing action/skill on
own
Competencies: Calibrate, complete,
control, demonstrate, perfect, show
 4. Articulation
Integrating multiple actions/skills and
performing consistently
Competencies: Adapt, combine,
construct, coordinate, develop,
formulate, integrate
 5. Naturalization
Naturally and automatically
performing actions/skills at high level
Competencies: Design, invent,
manage, project, specify.
Anderson, L.W., & Krathwohl, D.R. (eds.). (2001). A taxonomy for learning, teaching and
assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.

Dave, R.H. (1975). Developing and writing behavioral objectives. (R J Armstrong, ed.)

Educational Innovators Press.

Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives: The
classification of educational goals. Handbook II: Affective domain. New York: David McKay Co.