The document discusses domains of objectives that can be used to construct teacher-made tests. It describes the cognitive, psychomotor, and affective domains. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The psychomotor domain includes perception, set readiness, guided response, mechanism, complex overt response, adaptation, and origination. The affective domain includes receiving, responding, valuing, organizing values, and characterization by values. Sample behavioral terms and objectives are provided for each domain to illustrate how they can be used to develop test questions that assess students' learning.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
Attitude test,personality test, Projective technique, & sociometric technique...Neha Deo
In any research in the Educational or Social field, different tools & techniques are required for the data collection. In this presentation, attitude tests, personality tests, projective technique & sociometric technique are discussed in brief.
Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...Liz Norman
Blueprinting and drafting examination questions
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Bloom's Taxonomy is a descriptive hierarchy which defines different learning levels which student or any child goes through.
It's a very important tool for teachers who want their classes interesting & innovative.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives as Basis for Constructing Teacher-Made Test
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”
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.
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
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.
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) _____________________________________________
_________________________________________________________________
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