The document discusses the three domains of learning - cognitive, psychomotor, and affective. It provides details on the different levels within each domain, including behavioral terms. The cognitive domain includes remembering, understanding, applying, analyzing, evaluating, and creating. The psychomotor domain covers perception, set readiness, guided response, mechanism, complex overt response, adaptation, and origination. The affective domain involves receiving, responding, valuing, organizing a value system, and characterization. It also discusses the National Competency-Based Standards for Teachers and lists some key values for assessment, such as love, honesty, spirituality, industry, and nationalism.

1. Chapter V: Cognitive, Psychomotor &
Affective
Domains of objectives as Bases
For Constructing Teacher-Made test
The Chameleons

2. The Chameleons
Cognitive, Psychomotor, and Affective Domains are
behavioural Objectives which are primarily
knowledge of information, skills and values.
The teacher’s task to prepare
good test is a significant responsibility.

3. The Chameleons
The three domains of learning
Cognitive Psychomotor Affective

4. The Chameleons
The Cognitive Domain
Knowledge Mind

5. o
It deals to know common terms,
specific data, methods and procedures,
basic concepts and principles.
REMEMBERING
(KNOWLEDGE)

6. The Chameleons
Behavioral Terms:

Define

Describe

Identify

Recognize

Name

List Down

Select

Label

7. o
This means to understand facts and principles,
interpret chart and graphs, translate verbal
materials to mathematical formula, estimate
future consequences implied in the data, and
justify methods and procedures.
UNDERSTANDING
(COMPREHENSION)

8. The Chameleons
Behavioral Terms:
Convert

Distinguish

Defend

Give Example

Estimate

Paraphrase

Explain

Discuss

Predict

Extend


9. o
It deals with the application of concepts
and principles to new situations, applies
laws and theories to practical situations,
solve mathematical problems, constructs
chart and graphs, and demonstrates correct
usage of a method or procedure.
APPLYING
(APPLICATION)

10. The Chameleons
Behavioral Terms:

Change

Prepare

Compute

Use

Discover

Modify

Relate

Disseminate

11. o
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.
ANALYZING
(ANALYSIS)

12. The Chameleons
Behavioral Terms:

Break Down

Diagram

Subdivide

Illustrate

Infer

Separate

Discriminate

Outline

Point Out

13. o
This judges the value of a work
by use of external standards of
excellence, judges also the
consistency of written materials
and the adequacy in which
conclusions are supported by
data.
EVALUATING
(EVALUATION)

14. The Chameleons
Behavioral Terms:

Appraise

Conclude

Justify

Contrast

Criticize

Interpret

Discriminate

15. o
It proposes a plan for an experiment from
different areas into a plan for solving
problems; gives a well organized; writes a
well organized theme, creative short story
and poem; and formulates a new scheme for
classifying objects.
CREATING
(SYNTHESIS)

16. The Chameleons
Behavioral Terms:

Design

Create

Organize

Categorize

Reorganize

Plan

Device

Combine

Rearrange

Revise

Comply

Tell

Modify

Generate

Rewrite

17. The Chameleons
* This domain is concerned with purposeful
motor activity of physical skill by which a task
is performed.
The Psychomotor Domain

18. The Chameleons
Classifications

19. o
This is the process of becoming aware of
objects, qualities, or relations in which one
or more of the five sense organs are
involved.
PERCEPTION

20. o
This involves the physical, mental, and
emotional to perform the work.

mental – perception and discrimination to do the activity.

physical – positioning the body and focusing attention

emotional – willingness to respond or to do the work.
SET READINESS

21. o
The activity is done through imitation and trial
– and –error method.
GUIDED RESPONSE

22. o
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 and patterned in action.
MECHANISM

23. o
The movement pattern is done with skill,
smoothness, efficiency, and minimum time and
energy are utilized.
COMPLEX OVERT
RESPONSE

24. o
Changing motor activities to meet new
problems requiring a physical response.
ADAPTATION

25. o
Creating new movements with or without
equipment, using previous levels of the
psychomotor taxonomy.
ORIGINATION

26. The Chameleons
Behavioural Terms:

Assemble

Build

Calibrate

Clean

Connect

Construct

Design

Cut

Dismantle
Drill
Fasten
Fix
Manipulate
Mix
Write
Mend
Draw
Illustrate
Perform
Measure
Execute
Install
Handle

27. The Chameleons
AFFECTIVE DOMAIN
Concerned with the values of an individual
including the interest, appreciations and attitudes.

28. RECEIVING
o
An individual is aware on the importance of
learning, listens attentively to others with
interest, sensitive to human needs and social
problems and attends closely to classroom
activities.

29. RESPONDING
o
Includes acquiescence or agreement
in responding, willingness to respond
and satisfaction in response.

30. The Chameleons
•
For instance, a
student is through
with his math
assignment. He
voluntarily solves
his assignment on
the board and enjoys
solving and
explaining his
answers.

31. VALUING
o
This deals on the acceptance of a
value, preference for a value and
commitment.

32. The Chameleons
•
For instance, a student
believes in the
importance of special
education. He studied
hard to finish the
course and encourage
others by making them
aware of the
importance of special
education.

33. ORGANIZING A VALUE
SYSTEM
o
This is concerned with the
conceptualization of value and
organization of a value system.

34. The Chameleons
•
For example, 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
organize a task force to utilize
milkfish bones into fish value
added products.

35. CHARACTERIZATION BY A
VALUE OR VALUE COMPLEX
o
A person demonstrates self-reliance,
industry, punctuality, honesty, and self-
discipline in working independently.

36. The Chameleons
Behavioral Terms:

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
Venerate

37. The Chameleons
NCBTS and Assessment
Values

38. National Competency-Based for Teachers Standards
NCBTS

39. The Chameleons
The 7 DOMAINS of NCBTS
 Social Regard for Learning
 Learning Environment
 Diversity of Learning
 Curriculum
 Planning Assessment and
Reporting
 Community Linkages
 Personal Growth and
Development

40. The Chameleons
Social Regard for Learning
 Learning is regarded as social activity in school.
 The teacher implements school policies and procedures.
The teacher is careful about the effects of one’s behaviour
on students.

41. The Chameleons
Learning Environment
 The learning environment should be conducive to
learning.
Well ventilated classrooms are must to make
teaching learning process effective, efficient and
excellent.

42. The Chameleons
Diversity of Learning
 Varied learning activities must be taught to the
learners in order to develop in them a well-
rounded personality.
 Shows sensitivity to multi-cultural background
of the learners.

43. The Chameleons
Curriculum
Must be relevant, realistic and responsive.
Plans lessons to fit within available
instructional time.

44. The Chameleons
Planning Assessment and Reporting
 Learners are given both formative and summative
evaluation of their achievements to determine how much
they learn of their learning tasks.
The teachers Interprets and uses assessment results to
improve teaching and learning.

45. The Chameleons
Community Linkages
 Extension activities to different Barangays where the
school is situated must be disseminated to the people in the
community.
The teacher participates in community activities that
promote learning.

46. The Chameleons
Personal Growth and Development
 Teachers must grow professionally by
acquiring a degree and attending trainings and
seminars.
The teacher articulates and demonstrates one’s
personal philosophy of teaching.

47. The Chameleons
Assessment of
Values

48. The Chameleons
Top 10
Values or
Ideal Conduct

49. The ChameleonsThe Chameleons
 Love  Honesty
 Spirituality
 Industry
 Punctuality
 Productivity
Thriftiness
 Courage
 Politeness
 Nationalism

50. LOVE
The Chameleons
Love is the most important value that a
person must possess because if a person has
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.

51. HONESTY
An honest person is truthful, decent, just, and
trustworthy. He can be trusted with anything.
The Chameleons

52. SPIRITUALITY
He must be God – loving, humble, friendly to all people, kind, and
sensitive to religious values.
A person is beautiful if he is humble because “humility is beauty.”

53. INDUSTRY
Even if a person has already love,
and is honest and religious, he
must be industrious, resourceful,
and responsible also.

54. They can perform many things to
improve instruction, research,
extension, and production if they are
punctual.
PUNCTUALITY

55. PRODUCTIVITY
An individual must be productive to
produce creative and useful products
that can compete globally with other
products of the world.

56. THRIFTINESS
He knows how to save his
money in preparation for the
future.

57. COURAG
E
This is the display of bravery and
guts as 8th
value of assessment.

58. POLITENES
S
Good students must be courteous and
respectful to elders.

59. NATIONALIS
M
It means patriotism, pride in one’s country,
loyalty, and appreciation of heritage.

60. The Chameleons
Calmorin L. 2011.Assessment of Student Learning 1.Page
67-85.Rex Book Store.Manila Philippines
Reference:

61. The Chameleons
The Chameleons
Aballe, Gretchen
CUDAL,
JOHN NICO
LlANES,
SHIELA MAE
TIA,
RONNIEL
REY
PACASMO,
SITTI FAR-
AILEEN

62. The Chameleons
Thank You for listening!!!