Self-Assessment Question

A. Instructions: The following are examples of learning outcomes; on the second column, write the
domain in which each outcome is classified, and on the third column the level/categories to which the
learning outcome belongs.

Domain Level/Category

1. Formulate a procedure to Affective Organizing

follow in preparing for class
demonstration

2. Formulate new program Psychomotor Adapting

3. Perform repeatedly with Psychomotor Practicing

speed and accuracy

4. Listen to others with respect Affective Receiving

5. Select the most effective Cognitive Evaluating

among number of solutions.

6. Watch a more experienced Psychomotor Observing

performer

7. Know the rules and practice Affective Responding

them

8. Show ability to resolve Affective Valuing

problems/conflicts

9. Apply learning principles in Cognitive Applying

studying pupil behavior

10. Recite prices of commodities Cognitive Remembering

from memory

*For the psychomotor domains, use Harrow’s Classification to determine the level.

*For the cognitive domain use Bloom’s and Anderson’s taxonomy

B. Using the indicated topic or subject matter, write the learning outcomes for each of the 3 domains
arranged from the simplest to the most complex level or category

1. Cognitive: Topic – Investigate Project in Biological Science

1.1. Remembering

* To able the students describe the different stages of meiosis

1.2. Understanding

* To be able the student to Explain the whole process of the cell division
1.3. Applying

* To be able the student Show the different stages of meiosis

1.4. Analyzing

*To be able the student to differentiate the two process in meiosis

1.5. Evaluating

* To be able the student compare the produce cell in meiosis 1 and 2

1.6. Creating

To be able the students creates edible cells

2. Psychomotor: Topic – Table Setting

2.1. Observing

* The student able to watch a people expert on how to do a proper table setting.

*2.2. Imitating

* To be able the student show where the utensils place.

2.3. Practicing

*To be able the student perform on how to proper placing of the utensils repeatedly.
2.4. Adapting

To be able the student to attain knowledge on how to have a proper table setting

3. Affective: Topic – Developing and Nurturing Honesty

3.1. Receiving

* Describe on how to develop and nurturing the honesty

3.2. Responding
*To be able the student to discuss the process of developing and nurturing honesty
3.3. Valuing .

* Share ideas about the importance of honesty in our life

3.4. Organizing

*Formulate policies on how to be honest.

3.5. Internalizing

*To be able the student to influence other to be honest.

CONCEPT INVENTORY
Read each item carefully. Indicate on the answer sheet how well you think you understand each concept
by using the numerical system below.

_____________________________________________________________________________________
_____________________________________________________________________________________

On the answer sheet, write:

5 – If you think you understand the concept well enough to explain it clearly to someone else.
4 – If you think you understand the concept but not well enough to explain it to someone else.
3 – If you think you have a fair but not good understanding of the concept.
2 – If you are not sure what the concept means.
1 – If you feel that you do not understand the concept at all.
_____________________________________________________________________________________
_____________________________________________________________________________________

UNIT 1. CONCEPT INVENTORY

Name of Student:

Course/Program: Assessment of learning

Address: _________________________________________
_____3_____1. Program outcomes and student learning outcomes
_____4_____2. Program outcomes for teacher education
_____4_____3. The three types of learning
______3____4. Kendall's and Marzano's new taxonomy