Cognitive Domain-Arlie G. Fresnido
Cognitive Domain-Arlie G. Fresnido
Cognitive Domain-Arlie G. Fresnido
COGNITIVE DOMAIN
COGNITIVE DOMAIN
The cognitive domain involves knowledge
and the development of intellectual skills (Bloom,
1956).
This includes the recall or recognition of
specific facts, procedural patterns, and concepts
that serve in the development of intellectual
abilities and skills.
BLOOM'S TAXONOMY OF LEARNING DOMAINS
Bloom's Taxonomy was created in 1956
under the leadership of educational psychologist
Dr. Benjamin Bloom in order to promote higher
forms of thinking in education.
BLOOM'S TAXONOMY OF LEARNING DOMAINS
Such as analyzing and evaluating concepts,
processes, procedures, and principles, rather
than just remembering facts (rote learning).
It is most often used when designing
educational, training, and learning processes.
BLOOM’S REVISED TAXONOMY
Lorin Anderson (former student of bloom)
and David Krathwohl revisited the cognitive
domain in the mid-nineties and made some
changes.
ANDERSON AND
BLOOM’S TAXONOMY KRATHWOHL’S TAXONOMY
Examples of verbs that relate to this When one is analyzing, he/she can
function are: illustrate this mental function by
creating spreadsheets, surveys,
analyze differentiate experiment charts, or diagrams, or graphic
compare contrast scrutinize representations.
probe investigate discover
inquire detect inspect
examine survey dissect
contrast classify discriminate
categorize separate
5. SYNTHESIS: 5. CREATE:
Critiques, recommendations,
and reports are some of the
products that can be created to
demonstrate the processes of
evaluation.
6. EVALUATION: 6. EVALUATE:
Examples of verbs that relate to this In the newer
function are: taxonomy, evaluating comes
before creating as it is often a
judge argue validate
necessary part of the precursory
assess decide consider
behaviour before one creates
compare choose appraise
something.
evaluate rate value
conclude select criticize
measure estimate infer
deduce
ASSESSING COGNITIVE LEARNING
The commonly used methodologies in
assessment that teachers used to measure
learning in the cognitive domain are
objective test and essay test.
TYPES OF OBJECTIVE TESTS
1. SUPPLY TEST
- Supply type items of the short-answer variety include
direct questions, completions, and directed exercises.
As an objective test item, a supply type is designed to
have only one correct response which the examinee
“supplies” rather than select.
• Enumeration
• Labelling
• Identification
• Completion type
2. SELECTION TYPE
- generally consists of question, an incomplete
statement, or simply a direction followed by a number
of response options from which the examinee must
select one or more alternatives.
• Multiple Choice Items
• Matching Items
• True or False
ADVANTAGES OF OBJECTIVE TYPE TEST
• This test item enables the learners to become
thorough in the subject matter. The reason is that for
a little writing he can devote his time to thought and
can there by answer many questions that he has to
write his answers out at length.
• It is easy to scoring.
• These test items are more reliable and valid.
ADVANTAGES OF OBJECTIVE TYPE TEST
• Students like this type of test item as there is no
chance for the teacher to show personal bias or
favouritism.
• This test items are educative for the students as they
are more interested in answering this type of test.
• Objective type test items encourage thinking,
observation and scrutiny.
DISADVANTAGES OF OBJECTIVE TYPE TEST
• This type of test items isn’t used for the purpose of
diagnosing the learning difficulties of the students.
• It is commonly said that the objective type test
items fail to check cramming.
• It is often argued that preparation and use of
objective type test items is an expensive and
timely affair.
• The students can guess the answer by simply
choosing without question comprehension.
ESSAY TYPE TEST
An essay question is a question topic, or brief statement
to which an examinee must construct an extended response.
It can be used to measure a person’s ability to make
comparisons, apply principles to new situations, organizing
information, communicate ideas, be creative, conduct a
critical study, make judgements, draw inferences, integrate
knowledge and applications, summarize information, and
demonstrate in-depth knowledge.
ADVANTAGES OF ESSAY TYPE TEST
• The freedom of response allows the student to
express himself in his own words.
• It measures complex learning outcomes that cannot
be measured by other means.
• Essay tests promotes the development of problem-
solving skills.
• It helps students to improve their writing skills such as
writing speed.
ADVANTAGES OF ESSAY TYPE TEST
• It encourages creativity by allowing their own
unique way.
• It is easy and economical to administer.
• It encourages good study habits in students.
• Essay item is easy to construct and does not take
much time.
• It can be used to measure in-depth knowledge
especially in a restricted subject matter area.
• It does not encourage guessing and cheating
during testing.
DISADVANTAGES OF ESSAY TYPE TEST
• Scoring is not reliable because different examiners
can grade the score answer differently. In fact,
the same examiner can grade the same question
differently at different times.
• Essay questions do not cover the course content
and the objectives as comprehensively as
possible.
DISADVANTAGES OF ESSAY TYPE TEST
• Evaluating essay questions without adequate
attention to the learning outcomes is just like “three
blind men appraising an elephant” .
• One teacher stresses factual content, one
organization of ideas, and another writing skill.
• Grading of essay tests is time-consuming.
EXERCISES: