Assessment of Student Learning 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. 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. 
1) Knowledge
2) Comprehension
3) Application
4) Analysis
5) Synthesis
6) Evaluation
Cognitive Domain

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.  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. 
 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. 
 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. 
 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.  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. 
1) Perception
2) Set Readiness
3) Guided Response
4) Mechanism
5) Complex overt response
6) Adaptation
7) Origination
Psychomotor Domain

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

17. 
Creating new movements with or without
equipment, using previous levels of the
psychomotor taxonomy.
Origination

18. Affective Domain
1) Receiving
2) Responding
3) Valuing
4) Organizing a value system
5) Characterization by a value or value
complex

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. Responding
 includes acquiescence or agreement in
responding willingness to respond, and
satisfaction in response.

21. Valuing
 deals on acceptance of a value, preference
for a value and commitment.

22. Organizing a value system
 concerned with the conceptualization of a
value and organization of a value system.

23. Characterization by a value or
value complex
 a person demonstrates self-reliance, industry,
punctuality, honesty, and self-discipline in
working independently.

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. 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.  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. 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.  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.  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.  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. 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. Assumed Results

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. 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. 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. 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. 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. Thank you!
