ASSIGNMENT LECTURER

Language Assessment and Evaluation Rizki Amelia M.Pd

COGNITIVE ASSESSMENT

ARRANGED BY:

AISYAH

11810420782

ENGLISH EDUCATION
DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU

PEKANBARU

2021

A. INTRODUCTION
Humans are lifelong learners. From birth onward we learn and assimilate what we have
just learned into what we already know. As early as 1956 Educational Psychologist
Benjamin Bloom divided what and how we learn into three separate domains of learning.
Cognitive Domain includes content knowledge and the development of intellectual skills.
This includes the recall or recognition of specific facts and concepts that serve
developing intellectual abilities and skills. There are six major categories, starting from
the simplest behavior (recalling facts) to the most complex (Evaluation).
B. CONTENT
Cognitive Domain
The cognitive domain contains learning skills predominantly related to mental (thinking)
processes. Learning processes in the cognitive domain include a hierarchy of skills
involving processing information, constructing understanding, applying knowledge,
solving problems, and conducting research. There are six levels of cognitive complexity:
knowledge, comprehension, application, analysis, synthesis, evaluation. Bloom’s
taxonomy focused on describing levels of attainments rather than process skills, and did
not substantially address the manner in which the learner proceeds from one level to the
next. The cognitive domain includes skill clusters that organize a complete, concise, and
complementary listing of the learning skills most critical for each process.

6. Evaluation
6. Evaluation
5. Synthesis
5. Synthesis
4. Analysis
4. Analysis
3. Application
3. Application
2. Comprehension
2. Comprehension
1. Knowledge
1. Knowledge

(Figure 1: Cognitive Domain Chart)

In the chart shown, the higher the level, the presumably more complex mental operation
is required. Higher levels are not necessarily more desirable than lower levels, because
one cannot achieve the higher levels without an ability to use the lower levels. As one
moves up into higher levels, however, the more applicable the skills are to those needed
in daily life. The cognitive domain contains learning skills predominantly related to
mental (thinking) processes. Bloom‟s taxonomy of learning objectives is used to define
how well a skill or competency is learned or mastered. A fuller description of Bloom‟s
taxonomy is given in the following pages but a brief summary of the activities associated
with each level is given below:

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1) Knowledge: Knowledge is the ability to recall data and/or information. This may
involve the recall of a wide range of material, from specific facts to complete
theories, but all that is required is the bringing to mind of the appropriate
information. Knowledge represents the lowest level of learning outcomes in the
cognitive domain.
2) Comprehension: Comprehension is the ability to understand the meaning of what
is known. This may be shown by translating material from one form to another
(words to numbers), by interpreting material (explaining or summarizing), and by
estimating furture trends (predicting consequences or effects). These learning
outcomes go one step beyond the simple remembering of material, and represent
the lowest level of understanding.
3) Application: Application is the ability to utilize an abstraction or to use
knowledge in a new situation. This may include the application of such things as
rules, methods, concepts, principles, laws, and theories. Learning outcomes in this
area require a higher level of understanding than those under comprehension.
4) Analysis: Analysis refers to the ability to break down material into its component
parts so that its organizational structure may be understood. This may include the
identification of the parts, analysis of the relationships between parts, and
recognition of the organizational principles involved. Learning outcomes here
represent a higher intellectual level than comprehension and application becasue
they require an understanding of both the content and the structural form of the
material
5) Synthesis: Synthesis the ability to integrate different elements or concepts in
order to form a sound pattern or structure so a new meaning can be established.
This may involve the production of a unique communication (theme or speech), a
plan of operations (research proposal), or a set of abstract relations (scheme for
classifying information). Learning outcomes in this area stress creative behaviors,
with major emphasis on the formulation of new patterns or structures.
6) Evaluation: Evaluation is the ability to come up with judgments about the
importance of concepts. Learning outcomes in this area are highest in the

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 cognitive hierarchy because they contain elements of all the other categories, plus
conscious value judgements based on clearly defined criteria.

Instruments of Cognitive assessment

Cognitive assessment (or intelligence testing) is used to determine an individual’s general
thinking and reasoning abilities, also known as intellectual functioning or IQ. Intelligence
testing can assess various domains of your cognitive capacity. There are instruments of
cognitive assessment include (1) Multiple Choice, (2) short answers, (3) matching test,
(4) essay or subjective test.
1) Multiple choice
The multiple choice test is a form of objective test consisting of questions or
statements and followed by a number of alternative answers (options), the testee's
task is to choose the most appropriate alternative answers. Possible answers can
be in the form of a word, phrase, place name, character name, symbol or a definite
sentence. In terms of sentence formulation, multiple choice questions can be in
the form of interrogative sentences or incomplete question sentences.
2) Short answers
The short answer test is a form of test in a question sentence that must be
answered with a short answer or a command sentence that must be done or in the
form of a statement sentence that has not been completed so that the testee must
fill in the words to complete the sentence. This form of test is appropriate to use
to determine the level of memory / memorization and understanding of students.
3) Matching test
The matching or pairing test is a form of test that consists of a series of questions
and a series of answers. Each question has its answer which is listed in the
answer series.
4) Essay test
There are two kinds test of forms essay, namely limited or structured essay test
and free essay tests.
 Limited essay test, also known as a structured essay test or objective essay test, is
an essay test where the answer is limited (directed) in terms of both the material

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 and the answer. Scoring on limited-essay tests tends to be more consistent and
objective.
 Free essay test, which is a form of essay test which requires a long answer parsed.
Testee have the freedom to express answers through writing. Whether or not the
testee's writing can only be scored by the real teacher be experienced.

There are many reasons why you may suggest a cognitive assessment. For instance:
 To identify an individual’s cognitive strengths and weaknesses
 To assist in exploring an individual’s learning difficulties
 To assist in developing learning strategies and recommendations

C. CONCLUSION
The cognitive domain is a domain that includes mental (brain) activities. In the
cognitive, there are six aspects or levels of the thought process, starting from the lowest
level up to the highest level. The six levels or aspects in question are: Knowledge,
comprehension, application, analysis, synthesis , and evaluation. There are instruments of
cognitive assessment include (1) Multiple Choice, (2) short answers, (3)matching test, (4)
essay or subjective test. The goal of the cognitive aspect is oriented towards thinking
skills which include problem-solving skills that require students to connect and combine
some of the ideas, ideas, methods or procedures learned to solve the problem.

REFERENCES

Bloom BS. (1956). Taxonomy of Educational Objectives: The Classifi cation of Educational
Goals: Handbook I, Cognitive Domain. New York; Toronto: Longmans, Green.

Hoque, M. Enamul. (2016). Three Domains of Learning: Cognitive, Affective and Psychomotor.
The Journal of EFL Education and Research (JEFLER), 2(2), 45-48.

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Clark, Donald. (2015). Bloom’s Taxonomy of Learning Domains. Accessed April 15, 2021, from
http://www.nwlink.com/~Donclark/hrd/bloom.html

Kids at Max. (2017). Cognitive Assessment: what, why, and how. Accessed April 14, 2021, from
https://kidsatmax.com.au/cognitive-assessments-what-why-and-how/

Rosyidi, Dedi. (2020). Teknik dan Instrumen Asesmen Ranah Kognitif. Tasyri’: 27 (1), 1-13

Syahputri, Melda. (2015). Ranah Penilaian Kognitif, Afektif, dan Psikomotorik. Accessed April
14, 2021, from http://meldasyahputri.blogspot.com/2015/11/ranah-penilaian-kognitif-
afektif-dan.html?m=1