Criteria for Selecting

Appropriate Objectives


1. The objectives should include all important
outcomes of the course or subject matter.
2. The objectives should be in harmony with
the content standards of the state and with
the general goals of the school.
3. The objectives should be in harmony with
the sound principles of learning.
4. The objectives should be realistic in terms of
the abilities of the students, time and the
available facilities.
Clear Statement of
Instructional Objectives
2 Steps:

1. State the general objectives of instruction
as intended learning outcomes.
2. List under each objective a sample of the
specific types of performance that students
should be able to demonstrate when they
have achieved the objective.
Example:
1. Understand the principles of high quality
assessment
1.1. Enumerates the principles of high quality
assessment
1.2. Describes each principle in their own words.
1.3. Identifies examples of each principle
1.4. Distinguishes between two given principles
1.5. Explains the relationship between the given
principles
Matching the Test Items to
Instructional Objectives

- ensures content validity (measures what you
want to measure from the students)
Example:
Objective: Discriminate fact from opinion
from Pres. Aquinos first SONA.

Test Item: From the SONA speech of Pres.
Aquino, give 5 examples of facts and 5
examples of opinions.
COGNITIVE DOMAIN
1. Knowledge Level behaviors related to
recognizing and remembering facts, concepts,
and other important data on any topic or subject.
2. Comprehension Level behaviors associated
with the clarification and articulation of the main
idea of what the students are learning.
3. Application Level behaviors that have
something to do with problem solving and
expression which require the students to apply
what they have learned to other situations or
cases in their lives.
LOTS
COGNITIVE DOMAIN
4. Analysis Level behaviors that require students to
think critically such as looking for motives,
assumptions, cause-effect relationship, differences
and similarities, hypothesis and conclusions.
5. Synthesis Level behaviors that call for creative
thinking such as combining elements in new ways,
planning original experiments, creating original
solutions to a problem, and building models.
6. Evaluation Level behaviors that necessitates
judging the value or worth of a person, object or
idea, or giving opinion on an issue.
HOTS
Exercise: Classify the following as
knowledge, comprehension, application,
analysis, synthesis or evaluation.
1. Identify the parts of a flower.
2. Enumerate the characteristics of a good
test.
3. Determine the function of a predicate in a
sentence.
4. Summarize the salient features of a good
essay.
5. Use the concept of ratio and proportion in
finding the height of a building.

Exercise: Classify the following as
knowledge, comprehension, application,
analysis, synthesis or evaluation.
6. Name the past Presidents of the Phils.
7. Determine the sufficiency of information
given to solve a problem.
8. Identify the resulting product of a chemical
reaction.
9. Select the course of action to be taken in the
light of possible consequences.
10. Enumerate the parts of a cell.

ANSWERS:
1. Identify the parts of a flower. Knowledge
2. Enumerate the characteristics of a good
test. Knowledge
3. Determine the function of a predicate in a
sentence. Comprehension
4. Summarize the salient features of a good
essay. Synthesis
5. Use the concept of ratio and proportion in
finding the height of a building.
Application

Exercise: Classify the following as
knowledge, comprehension, application,
analysis, synthesis or evaluation.
6. Name the past Presidents of the Phils.
Knowledge
7. Determine the sufficiency of information
given to solve a problem. Analysis
8. Identify the resulting product of a chemical
reaction. Comprehension
9. Select the course of action to be taken in the
light of possible consequences. Evaluation
10. Enumerate the parts of a cell. Knowledge
Preparing for Assessment of
Cognitive Learning
1. What should be tested?
- Testing emphasis should parallel/match
teaching emphasis

2. How to gather information about what to
test?
- Depends on the objective or the nature of
the behavior to be tested


3. How long the test should be?
- Age and attention span of the students &
type of questions to be used must be
considered
4. How best to prepare students for testing?
- Provide learners with good instruction
- Review students before testing
- Familiarize students with question formats
- Schedule the test
- Provide students information about the
test


Assessing Cognitive Learning
A. Supply Type
1. Completion Drawing Type
2. Completion Statement Type
3. Correction Type
4. Identification Type
5. Simple Recall Type
6. Short Explanation Type
B. Selection Type
1. Arrangement Type
2. Matching Type
3. Multiple Choice Type
4. Alternate Response Type
5. Key List Test
A. SUPPLY TYPE

1. Completion Drawing Type an incomplete
drawing is presented which the student
has to complete.
Example: In the following food web, draw arrow
lines indicating which organisms are
consumers and which are producers.


2. Completion Statement Type an
incomplete sentence is presented and the
student has to complete it by filling in the
blank.
Example: The capital city of the Philippines is
____________.


3. Correction Type a sentence with
underlined word or phrase is presented,
which the student has to replace to make it
right.
Example: Change the underlined word/phrase to
make each of the following statements correct.
Write your answer on the space before each
number.
_________1. The theory of evolution was
popularized by Gregor Mendel.
_________2. Hydrography is the study of oceans
and oceans currents.


4. Identification Type a brief description is
presented and the student has to identify
what it is.
5. Simple Recall Type a direct question is
presented for the student to answer using a
word or phrase.
Example: What is the product of two negative
integers?
6. Short Explanation Type similar to essay
but require a shorter answer
Example: Explain in a complete sentence why the
Philippines was not really discovered by
Magellan?
B. SELECTION TYPE
1. Arrangement Type terms or objects are to
be arranged by the students in a specified
order.
Example: Arrange the following events
chronologically by writing the letters
A,B,C,D,E on the space provided.
_____Glorious Revolution
_____American Revolution
_____Puritan Revolution
_____Russian Revolution
_____French Revolution

2. Matching Type a list of numbered items
are related to a list of lettered choices

3. Multiple Choice Type contains a question,
problem or unfinished sentence followed
by several responses

4. Alternate Response Type a test wherein
there are only two possible answers to the
question

5. Key List Test a test wherein the student
has to examine paired concepts based on a
specified set of criteria
Example: Examine the paired of items in column 1
and 2. On the blank before each number, write:
A = if the item in Column 1 is an example of item in
Column 2
B = if the item in Column 1 is a synonym of item in
Column 2
C = if the item in Column 1 is an opposite of item in
Column 2
D = if the items in Column 1 and 2 are not related in any
way
Column 1 Column 2
_____1. capitalism economic system

_____2. labor intensive capital intensive
_____3. free goods economic goods

6. Interpretive Exercise It is a form of
multiple choice type of test that can assess
higher cognitive behaviors. It provides
students some information or data
followed by a series of questions on that
information in which the students have to
analyze, interpret, or apply the material
provided, like a map, excerpt from a story,
passage of a poem, data matrix, table or
cartoon
Example:
Table 1
Child Labor in the Years Right after the Industrial Revolution in Europe
Year No. of Child Laborers
1750 1800
1760 3000
1770 5000
1780 3400
1790 1200
1800 600
1820 150
1. The employment of child labor was greatly used in
________
A. 1750 B. 1760 C. 1770 D. 1780

ESSAY TEST this type of test presents a
problem or question and the student is to
compose a response in a paragraph form,
using his or her own words, and ideas.
2 Forms:
1. Brief or Restricted Essay Test requires a
limited amount of writing or requires that
a given problem be solved in a few
sentences
2. Extended Essay Test requires the students
to present their answer in several
paragraphs or pages of writing.

Exercise: Examine the paired of items in
column 1 and 2. On the blank before
each number, write:
A = if the item in Column 1 is an example of
item in Column B
B = if the item in Column 1 is a synonym of
item in Column B
C = if the item in Column 1 is an opposite of
item in Column B
D = if the items in Column 1 and 2 are not
related in any way
Column 1 Column 2
_____1. knowledge evaluation

_____2. understand expressive behavior
_____3. median range
_____4. synthesis creating
_____5. portfolio alternative
assessment
Column 1 Column 2
_____6. analysis Higher-Order
Thinking Skills

_____7. diagnostic test summative test
_____8. Assessment FOR
learning
Assessment OF
learning
_____9. content validity predictive validity
_____10. cognitive domain mental activity
Column 1 Column 2
_____1. knowledge evaluation

_____2. understand expressive behavior
_____3. median range
_____4. synthesis creating
_____5. portfolio alternative
assessment
C
A
D
B
A
Column 1 Column 2
_____6. analysis Higher-Order
Thinking Skills

_____7. diagnostic test summative test
_____8. Assessment FOR
learning
Assessment OF
learning
_____9. content validity predictive validity
_____10. cognitive domain mental activity
A
C
C
D
B