INNOVATIVE COLLEGE OF SCIENCE & TECHNOLOGY

Malitbog, Bongabong, Oriental Mindoro

Education Department
ASSESSMENT IN LEARNING 1
JOHN MARK V. FERNANDO

I. OBJECTIVES
At the end of this lesson the student should be able to:
1. Understand and construct a test that includes Cognitive, Psychomotor and Affective domain of
Objective.

II. TIME FRAME

Week 8 – October 12 – 16, 2020
3 hours

III. TOPIC

Cognitive, Psychomotor and Affective Domain of Objective as Bases for Constructing Teacher-
Made Test

With the teacher’s familiarity on the different types of test, his task of preparing good test becomes
significant responsibility. This job must be practice with much interest due to stress in education
today which emphasizes greater on content usage and content application rather than content recall.
To make assessment possible, cognitive, psychomotor and affective domains of objectives are bases
for constructing teacher-made test.

Cognitive, Psychomotor and affective domains are behavioral objectives which are primarily
knowledge of information, skills and values.

Cognitive Domain
This domain is classified into:

1. Knowledge. It deals to know common terms, specific data, methods and procedures, basic
concepts and principles. The behavioral terms are define, describe, identify, recognize, name, list
down, select, and label.

2. Comprehension. This means to understand facts and principle, interprets charts and graphs,
translate verbal materials to mathematical formula, estimate future consequences implied in the
data, and justify methods and procedure. The behavioral terms are convert, distinguish, defend,
give example, estimate, paraphrase, explain, discuss, predict, extend, summarize, and
generalize.

3. Application. It deals with the applications of concepts and principles to new situations. The
behavioral terms are change, prepare, compute, use, discover, modify, relate, and disseminate.

4. Analysis. This involves the recognition of logical fallacies in reasoning and unstated
assumptions, distinguishes facts and inferences, evaluates the relevance of data, and analyzes
organizational structure of work. The behavioral terms are break down, diagram, subdivide,
illustrate, infer, separate, discriminate, outline and point out.

5. Synthesis. This proposes a plan for experiment from different areas into plan for solving
problems and formulates a new scheme for classifying objects. The behavioral terms are design,
create, organize, reorganize, plan, devise, combine, rearrange, revise, comply, tell, modify,
generate and rewrite.

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 6. Evaluation. Judges the value of work by use of external standards of excellence etc.. The
behavioral terms are appraise, conclude, justify, contrast, criticize, interpret, and discriminate.

Psychomotor Domain
This is concerned with purposeful motor activity of physical skills by which a task is performed.
This is classified into:

1. Perception. This is the process of becoming aware of objects, qualities, or relations in which one
or more of the five sense of organs are involved. The senses of organs are auditory, visual,
tactile, gustatory, and olfactory.

2. Set readiness. This involves the physical, mental and emotional to perform the work. For
instance, in mental, it involves the perception and discrimination to do the activity, physical,
positioning of the body and focusing attention, emotional, and willingness to respond or to do the
work.

3. Guided response. The activity is done through imitation and trial-and-error method.

4. Mechanism. Learned response has become habitual. The learner has the confidence and the
response is part of his repertoire. It is complex in that abilities are combined or patterned in
action.

5. Complex overt response. The movement pattern is done with skill, smoothness, efficiency, and
minimum time and energy are utilized.

6. Adaptation. Changing motor activities to meet new problems requiring a physical response.

7. Origination. Creating new movements with or without equipment, using previous levels of the
psychomotor taxonomy.
The behavioral objectives of psychomotor domain are: assemble, build, calibrate, clean, connect,
construct, correct, design, cut, dismantle, drill, fasten, fix, grind, manipulate, mix, write, mend,
draw, illustrate, perform, measure, execute, install and handle.

Affective Domain
The affective domain is concerned with the values of an individual including interest,
appreciations, and attitudes. They are classified into:

1. Receiving. An individual is aware on the importance of learning, listens attentively to others

interest, sensitive to human needs and social problems, and attends closely to classroom
activities.

2. Responding. This includes acquiescence or agreement in responding, willingness to respond and

satisfaction in response. For instance, a student is through with his Statistics assignment. He
voluntarily solves his assignment on the board and enjoys solving and explaining his assignment.

3. Valuing. This deals on the acceptance of value, preference for a value and commitment. For
instance, a student believes in the importance of special education. He studied hard to finish the
course and encouraged others by making them aware of the importance of special education.

4. Organizing a value system. This is concerned with the conceptualization of value and
organization of a value system. For instance, an individual is aware of the commercialization of
milkfish bones into luncheon meat, burger, embotido, sausage. quekiam, spread, nuggets, siomai,
and many others. He puts up bangus deboning industry and organizes a task force to utilize
milkfish bones into fish value added products.

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 5. Characterization by a value. A person demonstrates self-reliance, industry, punctuality,
honesty, and self-discipline in working independently.

The behavioral term and phrases of affective domain are appreciate, admire, initiate, show
respect for, participate actively, find pleasure, observe strictly, observe carefully, become aware,
utilize wisely, listen attentively, form sound judgment, sustain interest in, comply with and
venerate.

In preparing lesson, the three domains of behavioral objectives are always included. They are
inseparable.

IV. COMPREHENSION CHECK-UP

Construct behavioral objectives of the three domains related to your field of specialization. Then,
construct 10 item tests.

Checked by:

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 ROSALIA F. SORIANO
Head, Education Department

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