Assessment in Learning I MODULE I
Assessment in Learning I MODULE I
Learning Outcomes
Importance of Assessment
It helps students learn, determine whether or not they understand the
course material and motivate them.
5 Principles of Assessment
● Practicability
● Reliability
● Validity
● Authenticity
● Washback
Let’s try!
Determine the type of assessment based on the situations
given below:
Learning Outcomes
https://www.researchgate.net/figure/Comparison-of-Formative-and-
Summative-Assessments_fig3_331008710/download
HOTS
Higher order thinking skills
LOTS
Lower order thinking skills
The BLOOM’s Taxonomy of Educational Objectives in the
Cognitive Domain (KCApAnSE)
Knowledge “involves the recall of specifics and universals, the recall of methods
and processes, or the recall of a
pattern, structure, or setting.”
Comprehension “refers to a
type of understanding or
apprehension such that the
individual knows what is being
communicated and can make
use of the material or idea being
communicated without
necessarily relating it to other
material or seeing its fullest
implications.”
Application refers to the “use
of abstractions in particular and
concrete situations.”
Analysis represents the
“breakdown of a communication
into its constituent elements or
parts such that the relative
hierarchy of ideas is made clear
and/or the relations between
ideas expressed are made
explicit.”
Synthesis involves the “putting
together of elements and parts
so as to form a whole.”
Evaluation engenders “judgments about the value of material and methods for
given purposes.”
The Revised BLOOM’s Taxonomy of Educational Objectives in the
Cognitive Domain (RUApAnEC)
A group of cognitive psychologists, curriculum theorists and instructional
researchers, and testing and assessment specialists published in 2001 a
revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching,
Learning, and Assessment. This title draws attention away from the
somewhat static notion of “educational objectives” (in Bloom’s original
title) and points to a more dynamic conception of classification.
Remember.
Recognizing; and
Recalling
Understand.
Interpreting;
Exemplifying;
Classifying;
Summarizing;
Inferring; Comparing;
and Explaining
Apply. Executing; and
Implementing
Analyze.
Differentiating;
Organizing; and
Attributing
Evaluate. Checking;
and Critiquing
Create. Generating;
Planning; and
Producing
Benjamin Bloom vs. Anderson and Krathwohl
ENGLISH
Skills: I can participate in conversation with others.
Product: I can write an argumentative essay about.
Affect: I enjoy reciting a poem in front of an audience.
P.E.
Skills: I can dribble the ball across the half-court.
Product: I can create a three-month personal fitness plan.
Affect: I am determined to complete the physical task.
MATHEMATICS
Skills: I can measure angles using protractor.
Product: I can construct a histogram about…
Affect: I am interested in attending math class.
SCIENCE
Skills: I can use laboratory equipment properly.
Product: I can prepare a report about field observation.
Affect: I consider the safety of others during the experiment.
SOCIAL STUDIES
Skills: I can participate in civic discussions about….
Product: I can create a timeline about Phil colonization.
Affect: I can argue in a constructive manner.
Let’s try!
Identify if the given objective is cognitive, psychomotor or Affective
domain and explain why.