PROFED4 REVIEWER (being able to explain a  Cognitive Domain or

concept). Mental Skills

Purposes of INSTRUCTIONAL
 Affective Domain or
GOALS AND OBJECTIVES 2.REASONING TARGETS-
Emotions
Knowledge-based thought
INSTRUCTIONAL GOALS are  Psychomotor
processes that students must
created in response to needs. Domain or Physical
learn. It involves application
Skills
It is a clear statement of of knowledge in problem-
observable behaviors that solving, decision-making, and The cognitive domain is
learners are to demonstrate other tasks that require focused on intellectual skills
as a result of the instructions. mental skills. such as critical thinking,
problem solving, and creating
PURPOSES 3.SKILLS-LEVEL TARGETS- Use
a knowledge base.
of knowledge and/or
OF INSTRUCTIONAL GOALS reasoning to perform or The Cognitive Domain
 It creates road map demonstrate physical skills. develops six areas of
of desire to learn. intellectual skills that build
4.PRODUCT-LEVEL TARGETS
 It help the students sequentially from simple to
to become a better Use of knowledge, reasoning complex behaviors. Bloom
learners. and skills in creating a arranged them this way:
 Creates instructional concrete or tangible product.
Knowledge Comprehension
activities. 5.AFFECTIVE-LEVEL TARGETS-
 Creates instructional Application Analysis
Refers to affective
activities. characteristics that students Synthesis Evaluation
 It helps to determine can develop and
assessment and The affective domain focuses
demonstrate because of
evaluation on the attitudes, values,
instruction.
interests, and appreciation of
LEARNING TARGETS BLOOM’S TAXONOMY OF learners.
The term learning targets LEARNING DOMAIN
The AFFECTIVE DOMAIN
refers to any statement of In 1956, educational includes five areas of
what students are supposed psychologist Dr. Benjamin emotional response,
to know and be able to do as Bloom created a system to categorized as simple to
a result of instruction. classify learning objectives complex ways of processing
Types of learning targets into a series of learning feelings and attitude. Bloom
domains that encourage arranged them this way:
1.KNOWLEDGE-LEVEL teachers to think holistically
LEARNING TARGETS- Receiving Responding
about education. His system
represent factual knowledge came to be known as Bloom’s Valuing Organizing
(knowing from memory), Taxonomy.
procedural knowledge Characterizing
(knowing how to execute a Bloom identified three
domains, or categories, of The PSYCHOMOTOR DOMAIN
series of steps), and
educational activities: encompasses the ability of
conceptual understanding
learners to physically
accomplish tasks and COMPLETION QUESTIONS Interpret cause and effect
perform movement and require a student to relationship or charts and
skills. simple-to-complex complete a statement that is graphs.
order: missing one or more key
Make inferences from given
elements (words, phrases,
Perception Set data.
numbers, etc.).
Guided Response Mechanism MATCHING TYPE TEST
Format: In a completion type
Complex Overt Response test, students are provided Matching type question are
with a sentence or statement variation of a multiple
Adaptation Origination with one or more missing choices.
CLOZE TEST words, phrases, or numbers.
They consist of a set of
-a way of testing Format: In a short answer directions in a column of
comprehension by removing test, students are presented statements and a column of
words from a passage or with open-ended questions responses.
sentence and then asking the or prompts that require them
to provide a brief, written types of matching type test
reader/learner to supply the
missing elements. response. 1.PERFECT MATCHING It
MULTIPLE CHOICE TEST happens when an option is
TYPES OF CLOZE TEST
the only answer to one of the
CLOZE PARAGRAPHS involve Multiple choice is a form of items in column A
a chunk of text with entire assessment in which
respondents are asked to 2. IMPERFECT MATCHING
words omitted.
select the best possible. It happens when an option is
CLOZE WORDS involve letters
STEM an answer to more than one
being removed from
item in the column
particular words in a passage The stem is the beginning
of text. part of the item that presents 3. SEQUENCING MATCHING It
the item as a problem to be requires the examinees to
COMPLETION OR SHORT
solved. arrange things, steps, or
ANSWER TEST
events in chronological order.
This is also called filling the OPTIONS
blank type of test. 4. MULTIPLE MATCHING
The options are the possible
A completion item requests answers you can choose -It requires the examinees to
that student’s fill-in a blank from, with the correct match the item in column A
space with the most answer. to B, then matches the
appropriate response. answers from column B to
SKILLS MASTERED IN column C and further match
A short-answer item requires MULTIPLE CHOICE TEST answers from column C to
that students provide a
column D.
written response to a Application, synthesis,
question rather than simply a analysis and evaluation levels
fill-in the blank type of learning such as:
response. Discrimination between fact
and opinion.
 PLANNING THE TEACHER- letter grade or percentage actions typically leading to
MADE TEST system for consequences or disciplinary
measures.
Deciding the length of the academic subjects and P-F for
test and portion of the non-academic and vocational ADVANTAGES OF GRADING
syllabus to be covered courses. OR MARKS

Deciding the length of the NATURE OF GRADES / MARKS

test and portion of the
-GRADES ARE TEACHER'S
syllabus to be covered.
JUDGMENT ON THE
DISADVANTAGES OF
ITEM ANALYSIS PERFORMANCE OF
GRADING OR MARKS
STUDENTS BASED ON
-is applicable to test formats
CERTAIN CRITERIA. Marks are inacurate
that require students to
measures of competence and
choose the right answer. MARKS
are not used in a comparable
- Marks are awarded for
TABLE OF SPECIFICATIONS- way from school to school, or
individual assessment items
even from instructor to
-A TOS, sometimes called a
A GRADE- is the overall level instructor.
test blueprint, is a table that
of achievement for a course,
helps teachers align Marks are not enough as
usually determined by
objectives, instruction, and means of communication to
combining the marks of the
assessment the students’ homes.
individual assessment items
FUNCTIONS OF GRADES that make up the course

Grades or marks are Modes of computing grade

necessary for guiding the
CRITERIA on Marking- There are two ways of
student in his/her school
Reporting System computing the final grade:
work, understanding his/her
The Averaging - treats the
personal trials and Is the system based on a
students' performance in
tribulations, helping him/ her clear statement of
each grading period
plan his/her educational educational goals?
independently and the
Types of GRADES/MARKS Is the system understood Cumulative Grading Systems
both by those making the believes that the
PERCENTAGE SYSTEM
reports and those to whom performance of students to a
is often used as it is easily they are communicated? large extent is affected by
and universally understood. their past performances.
Does the system desirably
It implies precision of
affect the student’s learning? USE OF ZEROS
judgement
LOWERING GRADES BECAUSE A single zero has a profound
DUAL SYSTEM
OF BEHAVIORAL effect when combined with
Any combination of the INFRACTIONS practice of averaging as it
previous three types of drastically changes the
Behavioral infractions are
grades/marks). It may be a average.
rule violations related to
behavior, like disruptive
Guidelines for Effective he formula looks like this :
Grading the number of question who
answer a question correctly
Describe the grading
(c) divided by the total
procedures to the students at
number of students in the
the beginning of instruction.
class who answered the
Clarify to the students that
question (s). The answer will
the course will be based on
equal a value between 0.0 &
achievement.
1.0 with harder questions
Relate the grading resulting in values closer to
procedures to the learning 0.0 and easier questions
outcomes. resulting in values closer to
Obtain valid evidences as 1.0.
bases for assigning grades.
Interpreting Test Scores
INDEX OF DISCRIMINATION
It is the process of analyzing
the difference between the scores in a test and
proportion of the upper translating qualitative data
group who got the item right into quantitative.
and the proportion of the
Raw scores
lower group who got item
right. It is the number of points for
which the students received
Upper group – high
credit or a numerical
performance
description of the student’s
Lower group – low performance on a test.
performance
Percentile - is the score at
Computation of the Index of which a specified percentage
Difficulty of scores in a distribution fall
below.
The item difficulty index
measures how easy a The percentile rank of a score
question is by determining indicates the percentage of
the proportion of students scores in the distribution that
who got it right. fall at or below that score

Using the Difficulty Index

Formula

The difficulty index formula is

fairly easy to remember
because it is the same as
determining the percentage
of students who answered
the question correctly.