Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives

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At the end of the period, the students should be able to: 1. Cognitive 1.1 name the two types of cell 1.2
differentiate th...
1) Knowledge 2) Comprehension 3) Application 4) Analysis 5) Synthesis 6) Evaluation Cognitive
Domain
It deals to know common terms, specific data, method and procedures, basic concepts and principles.
Behavioral Terms...
It means to understand facts & principles, interpret chart &graphs, translate verbal materials, estimate
future consequ...
Application of concepts and principles to new situations, applies laws and theories to practical
situations, solve mat...
Involves the recognition of logical fallacies in reasoning and unstated assumptions , distinguishes
facts and inferenc...
It proposes a plan for an experiment from different areas into a plan for solving problems.
Behavioral Terms- design...
Judges the value of a work by use of external standards of excellence , judges also the logical
consistency of written ...
1) Perception 2) Set Readiness 3) Guided Response 4) Mechanism 5) Complex overt response 6)
Adaptation 7) Origination Ps...
This is the process of becoming aware of objects, qualities, or relation in which one or more of he five
sense organs a...
This involves the physical, mental, and emotional to perform the work or to act. Behavioral Terms-
set, label, examine...
The activity is done through imitation and trial-and-error method. It is the early stage of learning a
complex skill. ...
Performance acts where the learned response is habitual and the movements can be performed with
proficiency. Behaviora...
The movement pattern is done with skill, smoothness, efficiency, and minimum time and energy are
utilized. Behavioral ...
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 valu...
Receiving an individual is aware on the importance of learning, listens attentively to others with
interest, sensitive a...
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 se...
Behavioral terms and phrases appreciate admire initiate show respect for participate actively
find pleasure fo...
NCBTS(National Competency- Based for Teachers Standards) Social regard for learning Learning is
regarded as social act...
Planning assessment and reporting Learners are given both formative and summative evaluation of
their achievements to ...
Assessment of Values Love. Interest, understanding, peace and happiness It is the most important
value that a person m...
Honesty. Truthful, trustworthy, moral and just. An honest person is truthful, decent, just and
trustworthy. Spiritua...
Punctuality It is being prompt in all things wherein an individual must be punctual in performing
everything. Produc...
Courage This is the display of bravery and guts as 8th value of assessment. Politeness Good
students must be court...
SAMPLE ASSESSMENT OF STUDENT’S SPIRITUALITY Direction: below are indicators of
spirituality. Indicate the extent of practi...
Assumed Results
Mean Interpretation 1. 3 = 30; 2 = 15; 1 = 5 = 2.5 Always 2. 3 = 28; 2 = 14; 1 = 8 = 2.4 Seldom 3. 3 = 12;
2 = 8; 1= 30 = ...
Statistical Tool Weighted mean is the statistical tool used to determine the extent of practice of spirituality
among the ...
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...
Indicator 7 Indicator 8 Indicator 9 f x fx f x fx f x fx 25 3 = 75 29 3 = 87 10 3 = 30 10 2 = 20 15 2 = 30 10
2 = 20 15 1 ...
Indicator Mean Verbal Interpretation 1. I pray at 6:00 PM 2.5 Always 2. I pray at 8:00 2.4 Seldom 3. I
pray at midnight 1....
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Chapter 5 Cognitive, Psychomotor and Affective

Domains of Objectives as Basis for Constructing
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Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives as Basis for

Constructing Teacher-Made Test
1. 1. Cognitive, Psychomotor and Affective Domains of Objectives as Bases for Constructing Teacher-
Made Test Almera Shella B. Cabogo Nadine C. Caňal Apple Joy S. Echalico Myra M. Frias Clariza D.
Gruyal
2. 2. At the end of the period, the students should be able to: 1. Cognitive 1.1 name the two types of cell
1.2 differentiate the two types of cell 1.3 identify the parts each type of the cell 1.4 give the function of
each type of the cell 2. Psychomotor 2.1 manipulate the microscope in viewing cells 2.2 draw the two
types cell 2.3 write the parts of the cell 3. Affective 3.1 observe care in proper handling of microscope
3.2 participate actively in performing the activity 3.3 enjoy viewing the different types of cells Sample
of Behavorial Objectives in Science 8 Subject Matter : “Cell”
3. 3. 1) Knowledge 2) Comprehension 3) Application 4) Analysis 5) Synthesis 6) Evaluation Cognitive
Domain
4. 4. 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 test This type of cell has a distinctive feature of a rigid cell wall which is absent on
other cell type . a. animal cell c. eukaryotic cell b. plant cell d. prokaryotic cell
5. 5. 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 test Which of the following are considered as multicellular
organisms? a. bacteria, algae c. protozoa, fungi b. archaea, protists d. humans, animals
6. 6. 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 test Write the steps in viewing a specimen under the microscope.
7. 7. 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.
8. 8. 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 test Make a Venn Diagram to
compare the similarities and differences of plant and animal cell.
9. 9. 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 test From the Venn Diagram that you made, make a generalization comparing the
differences and similarities of the two types of cell.
10. 10. 1) Perception 2) Set Readiness 3) Guided Response 4) Mechanism 5) Complex overt response 6)
Adaptation 7) Origination Psychomotor Domain
11. 11. 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
12. 12. 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
13. 13. 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
14. 14. 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
15. 15. 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
16. 16. Changing motor activities to meet new problems requiring a physical response. Adaptation
17. 17. Creating new movements with or without equipment, using previous levels of the
psychomotor taxonomy. Origination
18. 18. Affective Domain 1) Receiving 2) Responding 3) Valuing 4) Organizing a value system 5)
Characterization by a value or value complex
19. 19. Receiving an individual is aware on the importance of learning, listens attentively to others with
interest, sensitive and attends closely to classroom activities.
20. 20. Responding includes acquiescence or agreement in responding willingness to respond, and
satisfaction in response.
21. 21. Valuing deals on acceptance of a value, preference for a value and commitment.
22. 22. Organizing a value system concerned with the conceptualization of a value and organization of a
value system.
23. 23. Characterization by a value or value complex a person demonstrates self-reliance, industry,
punctuality, honesty, and self-discipline in working independently.
24. 24. 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
25. 25. 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.
26. 26. 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
27. 27. 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.
28. 28. 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.
29. 29. 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.
30. 30. 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.
31. 31. 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)
_____________________________________________
_________________________________________________________________
32. 32. Assumed Results
33. 33. Mean Interpretation 1. 3 = 30; 2 = 15; 1 = 5 = 2.5 Always 2. 3 = 28; 2 = 14; 1 = 8 = 2.4 Seldom 3.
3 = 12; 2 = 8; 1= 30 = 1.64 Seldom 4. 3 = 35; 2 = 12; 1 = 3 = 2.64 Always 5. 3 = 36; 2 = 12; 1 = 2 =
2.68 Always 6. 3 = 27; 2 = 14; 1 = 9 = 2.36 Seldom 7. 3 = 25; 2 = 10; 1 = 15 = 2.2 Seldom 8. 3 = 29; 2
= 15; 1 = 6 = 2.46 Always 9. 3 = 10; 2 = 10; 1 = 30 = 1.6 Seldom 20.48 9 = 2.28 SeldomGrand Mean
=
34. 34. 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
35. 35. 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
36. 36. Indicator 7 Indicator 8 Indicator 9 f x fx f x fx f x fx 25 3 = 75 29 3 = 87 10 3 = 30 10 2 = 20 15 2
= 30 10 2 = 20 15 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
37. 37. Indicator Mean Verbal Interpretation 1. I pray at 6:00 PM 2.5 Always 2. I pray at 8:00 2.4 Seldom
3. I pray at midnight 1.64 Seldom 4. I pray at 4:00 A.M. 2.64 Always 5. I hear mass every Sunday 2.68
Always 6. I attend the novena every Wednesday 2.36 Seldom 7. I hear mass during holy days of
obligation 2.2 Seldom 8. I hear mass every first Friday 2.46 Always 9. I am a member of spiritual
organization 1.6 Seldom Grand Mean 2.28 Seldom Scale: 3 – Always 2 – Seldom 1 - Never
38. 38. Thank you!
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Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives

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3/4/2018 Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives …

SlideShare Explore Search You

Muhammad Nadil Ali

Muhammad Nadil Ali

Search Submit Search

Chapter 5 Cognitive, Psychomotor and Affective

Published on Sep 12, 2015

Assessment of Student Learning 1

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Napoleon Costales , English Teacher at Deped Quirino at Deped Quirino

Xtopher Barroga , Registered Nurse at DOH RNheals at Registered Nurse

Zainab Imran , Student at University of the Punjab, Lahore

Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives as Basis for

SMART Board Essential Training

Learning to Run Webinars

Train the Trainer

Three (3)educational domains

Psychomotor and affective domain of blooms' taxonomy

Psychomotor Domain of Learning

Workshop: Lesson plan through a critical thinking perspective

The Three Domains of Educational Activities

Field Study 2 Episode 3

1. Clipboards keep everything organized

1. A particular slide catching your eye?

LinkedIn Corporation © 2018

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