FOR IN-SERVICE TRAINING

1. SUGGESTED
INSTRUCTIONAL
OBJECTIVES
AND
ASSESSMENT
TOOLS

2. Instructional Objectives

3. What are Instructional
Objectives?
• What we want learners to be able to
do?
• Helps us design, evaluate, and
redesign instruction
• We follow the traditional ABCD model

5. TRADITIONAL ABCD
MODEL
A= Audience of instructional design
B= Behavior of the performance being
evaluated
C= Conditions, Under what conditions
must performance occur?
D= Degree, what are the standards for
an acceptable performance?

6. How do we build
OBJECTIVES?

7. 1.Behavior= Action
performance has to be in
action and clearly observable
(compose, define, calculate,
run, critique)

8. 2. Conditions = Explicit
tools that may or may not be
use to perform.. Working alone..
Without reference materials

9. 3. Degree= Consistent
Standards
What is acceptable performance?
Measuring “Acceptable” like
60 seconds, Without error, 90% correct

10. Examples:
• A= Audience
Grade 7 students will be able to..
B= Behavior
…5 questions in adding & subtracting integers
C=Conditions
… individually without using the algebra tiles
D= Degree
..within 10 minutes and achieve a score of 90%

11. PRINCIPLES OF
EFFECTIVE
CLASSROOM
ASSESSMENT

12. PRINCIPLES OF EFFECTIVE
CLASSROOM ASSESSMENT
1. The assessment of student
learning begins with educational
values.
That which we consider important
is that we teach and therefore
assess. Educational values come
from the institutional mission and
vision, goals of the unit, the specific
instructional objective taught.

13. PRINCIPLES OF EFFECTIVE
CLASSROOM ASSESSMENT
2. Assessment is most effective
when it reflects an understanding
of learning as multi-dimentional,
integrated and revealed in
performance over time.
Teachers must attempt to integrate
the concepts and skills they teach and
assess with concepts & skills taught in
other disciplines.

14. PRINCIPLES OF EFFECTIVE
CLASSROOM ASSESSMENT
3. Assessment works best when the
academic programs it seeks to
improve have clear , explicitly
stated purposes.
Teachers and administrators must
strive to express the general school
mission-vision which are attainable,
observable and therefore measurable.

15. PRINCIPLES OF EFFECTIVE
CLASSROOM ASSESSMENT
4. Assessment requires attention not
only to the outcomes but also to
the experiences that lead to
outcomes.
Teachers must not only take
interest in what students learn but
also how students learn.

16. PRINCIPLES OF EFFECTIVE
CLASSROOM ASSESSMENT
5. Assessment works best when it is
ongoing, not sporadic.
Teachers must schedule
assessment at regular periods or at
the end of substantial instruction;
there must be some plan for schedule
in the assessment of learning.

17. TRADITIONAL/PAPER-AND
PENCIL TEST
SELECT SUPPLY
 Short-answer items
 Essay: extended or
Restricted
 True-False ( other binary
types, e.g. Right-Wrong,
Correct-Incorrect, Fact-
Not Fact)
 Matching Type
 Multiple Choice

18. AUTHENTIC ASSESSMENT
Also known as Performance-based
Assessment
 Portfolio Assessment- Collection of
Products
Performance Assessment
Note: USE RUBRICS

19. References:
 https://atap.gov.a u/framework/options-generation-assessment/3-options-
assessment.aspx
 https://www.personal.psu.edu/bxb11/Objectives/GoalsAndObjectives_print.html
 https://www.slideshare.net/Jigger501/instructional-objectives-
ppt?next_slideshow=2
 https://www.youtube.com/watch?v=6b9ahqnC8Xc
 https://www.pearson.com/us/higher-education/program/Mc-Millan-Classroom-
Assessment-Principles-and-Practice-for-Effective-Standards-Based-Instruction-
6th-Edition/PGM549
 https://www.edutopia.org/blog/comprehensive-assessment-action-5-keys-andrew-
miller
 https://www.google.com.ph/search?biw=1366&bih=577&tbm=isch&sa=1&ei=NO_
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