TOPIC 2

Question 1

[Purpose of classroom assessment]

refers to the use of assessment to
determine learners’ acquired knowledge and skills from instruction and
whether they were able to achieve the curriculum outcomes.

Answer 1

assessment OF learning

Question 2

[Purpose of classroom assessment]

refers to the use of assessment to
identify the needs of learners to modify instruction of learning activities in
the classroom.

Answer 2

assessment FOR learning

Question 3

[Purpose of classroom assessment]

refers to the use of assessment to help
learners become self-regulated.

Answer 3

assessment AS learning

Question 4

[Purpose of classroom assessment]
It is generally summative in nature.

Answer 4

assessment OF learning

Question 5

[Purpose of classroom assessment]

It is formative in nature, and it is meant to identify gaps in the learning experiences of learners so that they can be assisted in achieving the curriculum outcomes.

Answer 5

assessment FOR learning

Question 6

[Purpose of classroom assessment]

It is formative in nature and meant to use assessment tasks, results, and feedback to help learners practice self-regulation and make adjustments to achieve the curriculum outcomes.

Answer 6

assessment AS learning

Question 7

[Roles of classroom assessment in the teaching-learning process]

Teachers conduct assessments because they want to acquire information on the status and level of learners’ knowledge and skills or competencies.

Answer 7

formative

Question 8

[Roles of classroom assessment in the teaching-learning process]

teachers may need information on learners during instruction to allow them to modify instruction or learning
activities to help learners achieve the learning outcomes.

Answer 8

formative

Question 9

[Roles of classroom assessment in the teaching-learning process]

Teachers can use assessment to identify specific learners’ weaknesses or difficulties that may affect their achievement of the intended learning outcomes.

Answer 9

Diagnostic

Question 10

[Roles of classroom assessment in the teaching-learning process]

Teachers conduct an assessment to measure learners’ performance or achievement for the purposes of making judgments or grading in particular.

Answer 10

evaluative

Question 11

[Roles of classroom assessment in the teaching-learning process]

Classroom assessment may affect student learning. on the part of teachers, assessment can be used to improve instruction, while on the students, assessment allows them to evaluate and improve their own learning strategy. in both cases, student learning is facilitated

Answer 11

Facilitative

Question 12

[Roles of classroom assessment in the teaching-learning process]

Classroom assessment can serve as a mechanism for learners to be engaged in learning and achievement in the
classroom.

Answer 12

Motivational

Question 13

__________ are general statements about desired learner outcomes each year or during the duration of a program.

Answer 13

goals

Question 14

________ are specific statements about what learners should know and can do at a particular grade level, subject, or course.

Answer 14

standards

Question 15

___________ are specific statements of
learner performance at the end of an instructional unit.

Answer 15

educational objectives

Question 16

educational objectives are also referred to as _______

Answer 16

behavioral objectives

Question 17

the most popular taxonomy of educational objectives is

Answer 17

Bloom’s Taxonomy of Educational objectives

Question 18

Three Domains of Bloom’s Taxonomy

Answer 18

1. Cognitive - knowledge-based
2. Affective - affective
3. Psychomotor - skills-based

Question 19

Blooms Taxonomy Cognitive (old/1956)

Answer 19

(top)
evaluation
synthesis
analysis
application
comprehension
knowledge
(bottom)

Question 20

Blooms Taxonomy cognitive revised (2001)

Answer 20

(top)
create
evaluate
analyze
apply
understand
remember
(bottom)

Question 21

[blooms taxonomy cognitive level]

Recall or recognition of learned materials like concepts, events, facts, ideas, and procedures

Answer 21

knowledge

Question 22

[blooms taxonomy cognitive level]

Understanding the meaning of learned
material, including interpretation,
explanation, and literal translation

Answer 22

Comprehension

Question 23

[blooms taxonomy cognitive level]

Use of abstract ideas, principles, or methods, to specific concrete situations

Answer 23

application

Question 24

[blooms taxonomy cognitive level]

Separation of a concept or idea into
constituent parts or elements and an
understanding of the nature and association among the elements

Answer 24

analysis

Question 25

[blooms taxonomy cognitive level] Construction of elements or parts from different sources to form a more complex or novel structure

Answer 25

synthesis

Question 26

[blooms taxonomy cognitive level] Making a judgment of ideas or methods based on sound and established criteria

Answer 26

evaluation

Question 27

[Type of knowledge] – The basic elements students must know to be acquainted with a discipline or solve a problem in it.

Answer 27

Factual knowledge

Question 28

what are the subtypes of factual knowledge

Answer 28

-knowledge of terminology -knowledge of specific detail and elements

Question 29

[Type of knowledge] The interrelationship among the basic elements within a larger structure that enable them to function together

Answer 29

Conceptual knowledge

Question 30

subtypes of conceptual knowledge

Answer 30

- knowledge of classifications and categories - knowledge of principles and generalizations - knowledge of theories, models, and structures

Question 31

[type of knowledge] How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods

Answer 31

procedural knowledge

Question 32

subtypes of procedural knowledge

Answer 32

- knowledge of subject-specific skills and algorithms - knowledge of subject-specific techniques and methods - knowledge of criteria for determining when to use appropriate procedures

Question 33

[type of knowledge] Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition

Answer 33

metacognitive knowledge

Question 34

subtypes of metacognitive knowledge

Answer 34

-strategic knowledge - knowledge about cognitive tasks, including appropriate contextual and conditional knowledge -self knowledge

Question 35

– Retrieve relevant knowledge from long-term memory

Answer 35

remember

Question 36

Construct meaning from instructional messages, including oral, written, and graphic communication

Answer 36

understand

Question 37

Carry out or use a procedure in a given situation.

Answer 37

apply

Question 38

Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

Answer 38

analyze

Question 39

Make judgments based on criteria and standards

Answer 39

evaluate

Question 40

Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

Answer 40

create

Question 41

cognitive processes under remember

Answer 41

- recognizing -recalling

Question 42

cognitive processes under understand

Answer 42

-interpreting -exemplifying -classifying -summarizing -inferring -comparing -explaining

Question 43

cognitive processes under apply

Answer 43

executing implementing

Question 44

cognitive processes under analyze

Answer 44

differentiating organizing attributing

Question 45

cognitive processes under evaluate

Answer 45

checking critiquing

Question 46

cognitive processes under create

Answer 46

generating planning producing

Question 47

[Blooms affective domain] Awareness,willingness to hear, selected attention

Answer 47

Receiving Phenomena:

Question 48

[Blooms affective domain] Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation)

Answer 48

Responding to Phenomena

Question 49

[Blooms affective domain] The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to a more complex state of commitment.

Answer 49

Valuing

Question 50

[Blooms affective domain] Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values.

Answer 50

organization

Question 51

[Blooms affective domain] Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional).

Answer 51

Internalizing values (characterization)

Question 52

[Bloom's psychomotor domain] The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.

Answer 52

Perception (awareness)

Question 53

[Bloom's psychomotor domain] Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations

Answer 53

set or mindset

Question 54

[Bloom's psychomotor domain] The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

Answer 54

Guided Response

Question 55

[Bloom's psychomotor domain] This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.

Answer 55

Mechanism (basic proficiency):

Question 56

[Bloom's psychomotor domain] The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation and automatic performance.

Answer 56

Complex Overt Response (Expert):

Question 57

In the psychomotor domain, list the seven major categories from simplest behavior to most complex

Answer 57

1. perception (awareness) 2. set (mindset) 3. guided response 4. mechanism (basic proficiency) 5. complex overt response (Expert) 6. adaptation 7. origination

Question 58

In the affective domain, list the five major categories from simplest behavior to most complex

Answer 58

1. receiving phenomena 2. responding to phenomena 3. valuing 4. organization 5. internalizing values

Question 59

[Bloom's psychomotor domain] Skills are well developed and the individual can modify movement patterns to fit special requirements.

Answer 59

Adaptation

Question 60

[Bloom's psychomotor domain] Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

Answer 60

Origination