ASSESSMENT OF LEARNING IN

COGNITIVE DOMAIN
COGNITIVE DOMAIN
The cognitive domain involves knowledge
and the development of intellectual skills (Bloom,
1956).
This includes the recall or recognition of
specific facts, procedural patterns, and concepts
that serve in the development of intellectual
abilities and skills.
BLOOM'S TAXONOMY OF LEARNING DOMAINS
Bloom's Taxonomy was created in 1956
under the leadership of educational psychologist
Dr. Benjamin Bloom in order to promote higher
forms of thinking in education.
BLOOM'S TAXONOMY OF LEARNING DOMAINS
Such as analyzing and evaluating concepts,
processes, procedures, and principles, rather
than just remembering facts (rote learning).
It is most often used when designing
educational, training, and learning processes.
 BLOOM’S REVISED TAXONOMY
Lorin Anderson (former student of bloom)
and David Krathwohl revisited the cognitive
domain in the mid-nineties and made some
changes.
 ANDERSON AND
BLOOM’S TAXONOMY KRATHWOHL’S TAXONOMY

TAXONOMIES OF THE COGNITIVE DOMAIN

 TAXONOMIES OF THE COGNITIVE DOMAIN

BLOOM’S TAXONOMY (1956) ANDERSON AND KRATHWOHL’S

TAXONOMY (2001)
1. KNOWLEDGE: 1. REMEMBER:

Remembering or retrieving Recognizing or recalling knowledge

previously learned material. from memory. Remembering is
when memory is used to produce or
Examples of verbs that relate to this retrieve definitions, facts, or lists, or
function are: to recite previously learned
information.
know define record
identify recall name
relate memorize recognize
list repeat acquire
2. COMPREHENSION: 2. UNDERSTAND:

The ability to grasp or construct Constructing meaning from

meaning from material. different types of functions be
they written or graphic messages
Examples of verbs that relate to this or activities like interpreting,
function are: exemplifying, classifying,
summarizing, inferring,
restate identify illustrate
comparing, or explaining.
locate discuss interpret
report describe draw
recognize review represent
explain infer differentiate
express conclude
3. APPLICATION: 3. APPLY:

The ability to use learned material, or Carrying out or using a

to implement material in new and procedure through executing, or
concrete situations. implementing.

Examples of verbs that relate to this Applying relates to or refers to

function are: situations where learned material
is used through products like
apply organize practice models, presentations, interviews
relate employ calculate or simulations.
develop restructure show
translate interpret exhibit
use demonstrate dramatize
operate illustrate
4. ANALYSIS: 4. ANALYZE:

The ability to break down or Breaking materials or concepts into

distinguish the parts of material parts, determining how the parts
into its components so that its relate to one another or how they
organizational structure may be interrelate, or how the parts relate to
better understood. an overall structure or purpose.

Mental actions included in this

function are differentiating,
organizing, and attributing, as well
as being able to distinguish
between the components or parts.
4. ANALYSIS: 4. ANALYZE:

Examples of verbs that relate to this When one is analyzing, he/she can
function are: illustrate this mental function by
creating spreadsheets, surveys,
analyze differentiate experiment charts, or diagrams, or graphic
compare contrast scrutinize representations.
probe investigate discover
inquire detect inspect
examine survey dissect
contrast classify discriminate
categorize separate
5. SYNTHESIS: 5. CREATE:

The ability to put parts together to Putting elements together to form a

form a coherent or unique new coherent or functional whole;
whole. reorganizing elements into a new
pattern or structure through
generating, planning, or producing.
5. SYNTHESIS: 5. CREATE:
Examples of verbs that relate to
this function are: Creating requires users to put parts
together in a new way, or synthesize
compose plan propose parts into something new and
produce invent develop different creating a new form or
design formulate arrange product.
assemble collect construct This process is the most difficult
create set-up organize
mental function in the new
prepare generalize originate
taxonomy.
predict document derive
modify combine write
tell relate propose
6. EVALUATION: 6. EVALUATE:

The ability to judge, check, and even Making judgments based on

critique the value of material for a criteria and standards through
given purpose. checking and critiquing.

Critiques, recommendations,
and reports are some of the
products that can be created to
demonstrate the processes of
evaluation.
 6. EVALUATION: 6. EVALUATE:
Examples of verbs that relate to this In the newer
function are: taxonomy, evaluating comes
before creating as it is often a
judge argue validate
necessary part of the precursory
assess decide consider
behaviour before one creates
compare choose appraise
something.
evaluate rate value
conclude select criticize
measure estimate infer
deduce
 ASSESSING COGNITIVE LEARNING
The commonly used methodologies in
assessment that teachers used to measure
learning in the cognitive domain are
objective test and essay test.
 TYPES OF OBJECTIVE TESTS
1. SUPPLY TEST
- Supply type items of the short-answer variety include
direct questions, completions, and directed exercises.
As an objective test item, a supply type is designed to
have only one correct response which the examinee
“supplies” rather than select.
• Enumeration
• Labelling
• Identification
• Completion type
2. SELECTION TYPE
- generally consists of question, an incomplete
statement, or simply a direction followed by a number
of response options from which the examinee must
select one or more alternatives.
• Multiple Choice Items
• Matching Items
• True or False
 ADVANTAGES OF OBJECTIVE TYPE TEST
• This test item enables the learners to become
thorough in the subject matter. The reason is that for
a little writing he can devote his time to thought and
can there by answer many questions that he has to
write his answers out at length.
• It is easy to scoring.
• These test items are more reliable and valid.
 ADVANTAGES OF OBJECTIVE TYPE TEST
• Students like this type of test item as there is no
chance for the teacher to show personal bias or
favouritism.
• This test items are educative for the students as they
are more interested in answering this type of test.
• Objective type test items encourage thinking,
observation and scrutiny.
 DISADVANTAGES OF OBJECTIVE TYPE TEST
• This type of test items isn’t used for the purpose of
diagnosing the learning difficulties of the students.
• It is commonly said that the objective type test
items fail to check cramming.
• It is often argued that preparation and use of
objective type test items is an expensive and
timely affair.
• The students can guess the answer by simply
choosing without question comprehension.
 ESSAY TYPE TEST
An essay question is a question topic, or brief statement
to which an examinee must construct an extended response.
It can be used to measure a person’s ability to make
comparisons, apply principles to new situations, organizing
information, communicate ideas, be creative, conduct a
critical study, make judgements, draw inferences, integrate
knowledge and applications, summarize information, and
demonstrate in-depth knowledge.
 ADVANTAGES OF ESSAY TYPE TEST
• The freedom of response allows the student to
express himself in his own words.
• It measures complex learning outcomes that cannot
be measured by other means.
• Essay tests promotes the development of problem-
solving skills.
• It helps students to improve their writing skills such as
writing speed.
 ADVANTAGES OF ESSAY TYPE TEST
• It encourages creativity by allowing their own
unique way.
• It is easy and economical to administer.
• It encourages good study habits in students.
• Essay item is easy to construct and does not take
much time.
• It can be used to measure in-depth knowledge
especially in a restricted subject matter area.
• It does not encourage guessing and cheating
during testing.
 DISADVANTAGES OF ESSAY TYPE TEST
• Scoring is not reliable because different examiners
can grade the score answer differently. In fact,
the same examiner can grade the same question
differently at different times.
• Essay questions do not cover the course content
and the objectives as comprehensively as
possible.
 DISADVANTAGES OF ESSAY TYPE TEST
• Evaluating essay questions without adequate
attention to the learning outcomes is just like “three
blind men appraising an elephant” .
• One teacher stresses factual content, one
organization of ideas, and another writing skill.
• Grading of essay tests is time-consuming.
EXERCISES:

1. What is the Capital City of the Philippines?

2. If I put these three blocks together, what shape do they
form?
3. Who wrote El Filibusterismo?
4. What is the main idea of the story?
5. Did you think the pioneers did the right thing?
6. Why do you think Barack Obama so famous?
7. If you had eight inches high water in your basement
and a hose, how would you use the hose to get the
water out?
8. How would your life be different if you could breathe
under water?
9. What are some factors that cause rust?
10. Why the United States go to war with England?
THANK YOU!