learning domains and taxonomies

Question 1

Awareness, willingness to hear, selected attention.

Answer 1

receiving

Question 2

Active participation on the part of the learners. Attends and
reacts to a particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness to respond.
or satisfaction in responding (motivation).

Answer 2

Responding

Question 3

This ranges from simple
acceptance to the more complex state of commitment.
Valuing is based on the internalization of a set of specified
values, while clues to these values are expressed in the
learner’s overt behavior and are often identifiable.

Answer 3

valuing

Question 4

The emphasis is on comparing, relating.
and synthesizing values

Answer 4

organization

Question 5

Has a value system that controls their behavior. The behavior
is pervasive, consistent, predictable, and most importantly.
characteristic of the learner, Instructional objectives are
concerned with the student’s general patterns of adjustment
(personal, social, emotional).

Answer 5

characterization

Question 6

psycho:

Involves becoming aware of and recognizing stimuli or cues related to a skill or activity.
The learner starts to notice and identify relevant elements.

Answer 6

Perception (Awareness)

Question 7

Refers to the readiness and mental attitude to perform a skill or task.
The learner is mentally prepared and motivated to engage in the activity.

Answer 7

set

Question 8

Demonstrates basic proficiency and imitation of the skill.
The learner can follow step-by-step instructions with guidance and supervision.

Answer 8

guided response

Question 9

Involves the development of more refined motor skills and coordination.
The learner can perform the skill with less guidance and greater precision.
habitual learned responses

Answer 9

Mechanism (Basic Proficiency)

Question 10

Represents a high level of proficiency and mastery.
The learner can perform complex tasks or skills with precision and minimal effort.
no hesitation in performing

Answer 10

Complex Overt Response (Expert)

Question 11

Reflects the ability to modify and adapt the skill to different situations or contexts.
The learner can apply the skill in varying circumstances.

Answer 11

adaptation

Question 12

The highest level of the psychomotor domain.
Involves the creation of new patterns of movement or the development of new skills.
The learner can innovate and adapt skills to novel situations or invent new techniques.

Answer 12

origination

Question 13

principles of testing

Explicitly state learning goals and objectives for both teachers and students.
Reduce student anxiety by making test content and performance standards clear.
Well-designed tests prepare students for success by ensuring clarity in assessment.

Answer 13

Articulate Target Competencies:

Question 14

principles:

Tests should be fair and not used to show off or confuse students. They should honestly measure what students know.

Answer 14

do no harm

Question 15

principles

Recognize and overcome personal biases and past negative testing experiences.
Avoid practices that contaminate scores, such as unannounced or unrelated test items.
Maintain the authenticity of assessment tasks by not awarding points for non-content-related behaviors.

Answer 15

Avoid Score Pollution: / no tricks

Question 16

principles:

Refrain from using practice exercises that mimic actual test items. (teaching to the test)
Encourage the development of critical thinking skills rather than just teaching to specific test content.
Teachers should not only focus on preparing students for the test. Instead, they should teach in a way that helps students think and learn, not just memorize for the test.

Answer 16

Abstain from Teaching to the Test:

Question 17

3 TEST CONSTRUCTION PROCESS

Answer 17

PLANNING (3 sub stages)
PREPARING (writing test items)
PREVIWING (validating test and format items)

Question 18

4 PRINCIPLES OF TESTING

Answer 18

Articulate Target Competencies:
Do No Harm:
Avoid Score Pollution:
Abstain from Teaching to the Test

Question 19

7 PSYCHOMOTOR DOMAIN

PeSMeCAO

Answer 19

Perception
Set
Mechanism
Complex overt response
Adaptation
origination

Question 20

5 AFFECTIVE DOMAIN

2RVOC

Answer 20

receiving
responding
valuing
organization
caracterization

Question 21

6 cognitive levels

Answer 21

remembering
understanding
applying
analyzing
evaluating
creating

Question 22

3 TYPES OF ASSESSMENT INSTRUMENTS

Answer 22

modality
purpose
reference of interpretation

Question 23

refers to the method or manner of assessing the student learning.

Answer 23

modality

Question 24

modality: (traditional or alternative)

Typically pen-and-paper tests with limited response options.
Examples include multiple-choice, matching, cloze tests, and binary/alternate response tests.
Primarily assess lower-order thinking skills like identification,recognition and recall.

Answer 24

traditional assessment

Question 25

modality: (traditional or alternative)

Also known as constructed-response tests.
Includes written formats like essays and sentence completion or demonstration formats like performance tasks.
Allows for more diverse and creative responses.
Better for assessing higher-order thinking skills.

Answer 25

alternative assess.

Question 26

Involves tasks like filling in missing words, labeling charts, or providing short answers to open-ended questions.
Oral questioning is used to assess student understanding during instruction, requiring teachers to have good probing skills.
Responses to oral questions can be evaluated using a scoring system or rating scale.

Answer 26

Brief-Constructed Response Test:

Question 27

Requires students to answer questions while adhering to principles of unity, coherence, and clarity.
Essays can be restricted or extended.
Restricted essays have constraints such as the number of sentences, context to be used as a basis, and word limits.
Extended-response essays offer more flexibility for elaborate responses.
Rubrics are used to score essays, providing clear criteria for evaluation.

Answer 27

essay assessment

Question 28

Expects students to demonstrate a skill or produce a tangible output.
The degree of authenticity in the task reflects how well it measures what students can do.
Designing performance tasks requires careful consideration of content and should prioritize content over the entertainment factor.

Answer 28

performance assessment

Question 29

sub type of by purpose
diagnostic, formative, summative

Used to determine prior knowledge, misconceptions, and strengths of learners.
Establishes a baseline before introducing new concepts.
Examples include review tests, anticipation-reaction surveys, and KWL charts.

Answer 29

Diagnostic Assessment:

Question 30

sub type of by purpose
diagnostic, formative, summative

Aids the learning process by providing data to help students understand course content.
Often includes classroom activities.
Not necessarily graded but used to improve learning.

Answer 30

Formative Assessment

Question 31

sub type of by purpose
diagnostic, formative, summative

Assesses whether set goals and targets have been achieved.
More comprehensive and used for grading.
Covers a broader scope than formative assessment.

Answer 31

Summative Assessment

Question 32

By Reference of Interpretation:
(norm or criterion)

Compares test-taker performance to a hypothetical average group
Ranks students based on their achievement relative to others.
Often used in standardized tests and can lead to competition among students.

Answer 32

Norm-Referenced Assessment

Question 33

By Reference of Interpretation:
(norm or criterion)

Determines if students have achieved specific skills or standards.
Evaluates individual skill mastery against predetermined criteria.
Common in teacher-created tests and may result in all students meeting or not meeting the standard.

Answer 33

Criterion-Referenced Assessment