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    Liza Amancio
    The document provides information about Bloom's taxonomy, including its three learning domains of cognitive, affective, and psychomotor. It tests the reader's understanding through multiple choice and true/false questions about Bloom's taxonomy and different types of tests. It also includes matching and essay questions requiring explanations. The document aims to assess comprehension of Bloom's taxonomy and how it relates to designing effective student assessments.

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    Test

    Uploaded by

    Liza Amancio
    15 views4 pages
    The document provides information about Bloom's taxonomy, including its three learning domains of cognitive, affective, and psychomotor. It tests the reader's understanding through multiple choice and true/false questions about Bloom's taxonomy and different types of tests. It also includes matching and essay questions requiring explanations. The document aims to assess comprehension of Bloom's taxonomy and how it relates to designing effective student assessments.

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    The document provides information about Bloom's taxonomy, including its three learning domains of cognitive, affective, and psychomotor. It tests the reader's understanding through multiple choice and true/false questions about Bloom's taxonomy and different types of tests. It also includes matching and essay questions requiring explanations. The document aims to assess comprehension of Bloom's taxonomy and how it relates to designing effective student assessments.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    15 views4 pages

    Test

    Uploaded by

    Liza Amancio
    The document provides information about Bloom's taxonomy, including its three learning domains of cognitive, affective, and psychomotor. It tests the reader's understanding through multiple choice and true/false questions about Bloom's taxonomy and different types of tests. It also includes matching and essay questions requiring explanations. The document aims to assess comprehension of Bloom's taxonomy and how it relates to designing effective student assessments.

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    © All Rights Reserved
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    of 4

    Name: _________________ Date: ________

    Section: _________________

    I. Direction: Write TRUE if the statement is correct and FALSE if is not correct.

    1. Bloom’s taxonomy can be understood by exploring its three learning domains cognitive,
    affective, and psychomotor.
    2. The psychomotor domain is the emotional side of human behavior and it may be put side by
    side to cognitive side.
    3. Cognitive is refers to emotion or feeling.
    4. Observing is act of receiving and recognizing certain particular stimuli or phenomena
    5. Imitating act of valuing and applying knowledge to perform an action in a situation analogous.
    6. Analyze is examining and scrutinizing different aspects of what is being learn.
    7. Understand are kinds of memorization techniques and optimal use of information acquired in
    the past.
    8. Create is building something that’s original and constructive.
    9. Evaluation are detecting the motivations and intentions behind events, processes, and
    situations.
    10. The concept of inhibition is related to and subsumed under the notion of self -esteem.

    II. Direction: Choose the best answer to the question.

    1. The student can produce information on demand


    a. Executing c. Recalling
    b. Recognizing d. Integrating

    2. This type of test is which the student must identify what is being defined, described, or shown in
    an image or diagram.
    a. Identification type c. Completion drawing type
    b. Correction type d. Completion statement type

    3. It is the substantive content of the curriculum, the fox and information that the student
    acquires.
    a. Process c. Knowledge
    b. Understanding d. Performances

    4. Generate a hypothesis and use the assertions and opinions of others to test the hypothesis
    a. Decision making c. Investigating
    b. Experimenting d. Experimenting
    5. The student is able to determine their own level of accuracy
    a. Monitoring accuracy c. Monitoring clarity
    b. Process monitoring d. Specifying Goals

    6. Committing himself to a phenomenon or a person, a person is willing to voluntarily without


    compelling.
    a. Organization c. Valuing
    b. Responding d. Receiving

    7. The act of valuing and applying knowledge to perform an action in a situation analogous or
    similar to that which it was originally Imitated.
    a. Perfecting c. Imitating
    b. Performing d. Manipulating

    8. It is the simplest measure of variability to calculate, and one you have probably encountered
    many times in your life.
    a. Range c. Variability
    b. Measures d. Distribution

    9. It is a test map that guides the teacher in constructing a test.


    a. Topic c. Table of Specifications (TOS)
    b. Item placement d. Grades

    10. The ability of the students to express themselves, whether through writing, reciting, creating, or
    any other form of expression.
    a. Thinking c. Progress
    b. Communication d. Process
    III. Direction: Column A list of statements and Column B contains the answer of what the column A
    statements provides. Match as to witch column A is related in column B. Write the letter of
    your answer in the space provided.
    COLUMN A COLUMN B

    1. __ The student can perform a. Executing


    procedures without significant errors b. Symbolizing
    2. __ Depicting the critical aspects of c. Recalling
    knowledge in a pictorial form d. Recognizing
    3. __ The student can produce information e. Integrating
    on demand f. Specifying
    4. __ The student can determine whether g. Generalizing
    provided information is accurate inaccurate h. Analyzing Errors
    or unknown. i. Classifying
    5. __ Identifying the critical or essential j. Matching
    elements of knowledge. k. Problem Solving
    6. __ Making and defending predictions l. Experimenting
    about what might happen. m. Children
    7. __ Inferring new generalizations
    from known knowledge.
    8. __ Identifying logical or factual errors
    in knowledge.
    9. __ Identifying superordinate and
    subordinate categories to which
    information belongs.
    10. __ Identifying similarities and
    differences

    IV. ESSAY
    Directions: Answer the question to the best of your knowledge.

    1. Why do you think we should know the different types of tests?

    2. What are the 5 levels of affective domain?

    3. How does the table of specifications benefit both teacher and student?

    4. Why it is important to us to study the cognitive domain?

    5. As a future teacher of early childhood how would you make an effective learning/assessment for

    your students.
    ALL THE CORRECT ANSWERS

    ANSWERS IN TRUE OR FALSE

    1. T
    2. F
    3. F
    4. T
    5. T
    6. T
    7. F
    8. F
    9. T
    10. T

    ANSWERS IN MULTIPLE CHOICE

    1. C
    2. A
    3. C
    4. C
    5. A
    6. B
    7. D
    8. A
    9. C
    10. B

    ANSWER IN MATCHING TYPE

    1. A
    2. B
    3. C
    4. D
    5. E
    6. F
    7. G
    8. H
    9. I
    10. J

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