Three Domains of Educational

Objectives

 Cognitive Domain
 Affective Domain
 Psychomotor Domain
Major Categories in the Cognitive
Domain

 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
 Knowledge
Description:
- Remembering of previously learned
- It is the lowest level of learning outcomes in the
cognitive domain
Illustrative General Instructional Objectives:
- Knows common terms
- Knows specific facts
- knows methods and procedures
- knows basic concepts
- Knows Principles
Illustrative verbs of stating specific outcomes:
-defines, describes, identifies, labels, lists, matches, names, selects, states
 Comprehension
Description:
- ability to grasp the meaning of terms
- It represent the lowest level of understanding
- it may be shown by translating the term from one form
to another and predicting consequence or effects
Illustrative General Instructional Objectives
- understand facts and principles
- interprets verbal terms
- interprets charts and graphs
- translate verbal terms to math formulas
- estimates consequences implied in data
- justifies methods and procedures
Verbs for stating specific outcomes
- converts, defends, distinguishes, estimates, explains,
extends, generalizes, give examples, infers, paraphrases,
predicts, rewrites, summarizes
 Application
Description:
- Ability to use learned materials in new and concrete
situations
- this may include applications of such things as rules
, methods, concepts, principles, laws, and theories
- it require a higher level of understanding than those
under comprehension
Illustrative General Instructional Objectives
- applies principles to new situation
- applies theories to practical situations
- solve mathematical problems
- demonstrates correct usage of a procedure
Verbs
- changes, computes, demonstrates, discovers, manipulates,
modifiers, operates, predicts, prepares, produces, relates,
shows, solves, uses
 Analysis
Description:
- ability to break down materials/terms into its component
parts so that its organizational structure maybe
understood
- it includes identification of the parts, analysis of the
relationship between parts, and recognition of the
organizational principles involved
General Instructional Objectives:
-recognizes unstated assumptions
- recognizes logical fallacies in reasoning
- distinguishes between facts and inferences
- evaluates the relevancy of data
- analyses the organizational structure of a work (art,
music, or writing)
Verbs
- breakdown, diagrams, differentiates, discriminates,
distinguishes, identifies, illustrates, infers, outlines, point out,
relates, selects, separates, subdivides
 Synthesis
Description:
- ability to put parts together to form a new whole
- involves production of a unique communication (theme or
speech), a plan of operations (research proposal), or a
set
of abstracts relations
General Instructional (scheme for classifying information).
Objectives:
- write a well-organized theme
- gives a well-organized speech
- writes a creative short story (or poem)
- proposes a plan for an experiment
- integrates learning from different areas into a plan for
solving a problem
- formulates a new scheme for classifying objects (or
events, or ideas)
Verbs
- categorizes, combines, complies, composes, creates,
devises, design, explains, generates, modifies, organizes, plans
rearranges, reconstructs, relates, recognizes, revises, rewrites,
summarizes, tells, writes
 Evaluation
Description:
-ability to judge the value of the material (statement, novel,
poem, research report) for a given purpose
- learning outcomes in this area are highest in the cognitive
hierarchy because they contain elements of all the other
categories.

General Instructional Objectives:

-judges the consistency of written material
-judges the adequacy with which conclusions are supported
by data.
-judges the values of the work

Verbs
- appraises, compares, concludes, contrasts, criticizes,
discriminates, explains, justifies, interprets, relates, summarizes
Major Categories in the Affective
Domain

 Receiving
 Responding
 Valuing
 Organizing
 Characterization by a value or
value complex
Major Categories in the
Psychomotor Domain
 Perception
 Set
 Guided Response
 Mechanism
 Complex Overt Response
 Adaptation
 Organization
Table of Specification
 TS should be constructed before the
test construction
 It’s because CONTENT VALIDITY
is “built into” a test
Types of Table of Specification

 One-way
 Two-way
 Steps in Constructing Table of
Specification
1. Last the subject matter which has been taught after a
definite period of time in terms of units, problems, area,
etc.
2. Determine the objectives, specific knowledge, or skills
to be evaluated.
3. Find out the number of recitations spent for each subject
matter, units, area, etc. to be taught and the total number
of recitations.
4. Find out the total number of test items desired to be
administered. This depends largely on the nature of the
test and length of time spent in teaching the subject
matter or discipline.
 Steps in Constructing Table of
Specifications

5. Find out the number of items for each subject matter as

well as the objectives by dividing the total number of
recitations and the questions multiplied by the number of
items on the test.
6. Distribute the number of items for each subject matter
among the different objectives – cognitive, affective and
psychomotor.
7. Construct the test , observing the principles of test
construction. Take care to group together questions
belonging to a specific Instructional objectives.
One-Way Table of Specification
TOS in elementary agriculture, grade five, indicating areas of
instruction and number of hour in discussion.

Area of Contents No. of Hours No. of Items Test Placement

1. Def. of terms 7 8 1,2,3,4,5,6,7,8
2. Fertilization
a. Natural Fertilizers 3 3 9,10,11
b. Commercial 4 5 12,13,14,15,16
c. Compos pits 3 3 17,18,19
3. Kinds of Crops
a. Leafy Vegetables 5 6 20,21,22,23,24,25
b. Vine Crops 5 6 26,27,28,29,30,31
4. Garden Characteristics Ideal
to Planning
a. Topography 4 4 32,33,34,35
b. Fencing 3 3 36,37,38
c. Water Supply 6 7 39,40,41,42,43,44,45
Total 40 45 45
 Formula:
  Range

Example:
 𝑵𝒐 . 𝒐𝒇 𝒊𝒕𝒆𝒎𝒔 = 𝟕 ∗ 𝟒𝟓
( ) 𝟒𝟎

¿  0.175 ∗ 45

¿  7.9 𝑜𝑟 8 𝑟𝑎𝑛𝑔𝑒 𝑜𝑓 𝑡h𝑒 𝑡𝑒𝑠𝑡 𝑖𝑡𝑒𝑚𝑠𝑖𝑛 𝑡h𝑒 𝑑𝑒𝑓 .𝑜𝑓 𝑡𝑒𝑟𝑚𝑠

FOR PRACTICE EXERCISE

Verify the other computations of the

number of items
 Two-Way Table of Specification
TOS in Elementary Agriculture, Grade five, indicating objectives to be
tested and the contents.
Educational Disposal of Care and Related Total B Test
Objectives Garden Fertilization Activities Placement
Products
15 Hrs 10 Hrs 15 Hrs 40 Hrs
A. Cognitive
1. Knowledge 4 3 4 11 1 to 11
2. Comprehensive 3 2 3 8 12 to 19
3. Applications 4 2 4 30 20 to 29
4. Analysis and 3 2 4 9 30 to 38
Synthesis
B. Affective
1. Change in 5 3 4 12 39 to 50
Attitude, Appreciation
and Valuing
Total A 19 12 19 50 1 to 50
 Steps:

 Find the total number of hours recitation

 Find the total A by using the formula given in the previous
slide
 Distribute the Computed total to the objectives depending
to the teacher.
 Sum up the values of every objectives depending to the
teacher.
 The result will be used to construct the column for the test
placement.
Activity:

Before you will construct your own test instrument,

I want you to construct your own TOS following
the presented steps in the previous slides. Consider
1 or 2 chapters in any book of mathematics subject
in the Junior High School Level.