4. Behaviour
Behaviour is a verb which describes an
observable activity- what the student will
do. – stated in action verb such as solve,
compare, list, define identify, explain and
so forth.
5. Conditions
Defines the materials which will be available
(or unavailable) when the objective is
assessed.
Example:
• With the use of calculator…
• Given a map of Malaysia…
• Given relevant apparatus…
6. Conditions are circumstances under which
the objective must be completed.
7. Degree: Identifies the standard or criterion
what the learner must meet to reach an
acceptable level of performance.
For example, an objective may be:iven a
list of 20 Asian countries (condition), the
student will identify at least 15 of the
corresponding capital cities (criterion).
8. Alignment between Instruction and
Assessment
Objectives- The teacher sets the objectives to
teach problem-solving.
Instructions- Instruction is designed for the
teaching of problem-solving. Learning activities
are introduced to enable students to practce
problem-solving skills.
Assessment-The teacher designs assessment
instruments to measure the problem-solving skills
of students.
9. Alignment between instruction and
assessment
PS
R
C
F
Objectives Instruction Assessment
PS= Problem solving, R= Rules, C= Concepts, F= Facts
10. Important Trends in What to Access
Testing on curriculum and instruction is
widely acknowledged, educators,
policymakers and others are turning to
alternative assessment methods as a tool
for educational reform.
Alternative assessments focusing on
authentic assessment and performance
assessment.
11. Trends in What to Access
Behavioural View Cognitive/ Constructivist
View
View of the learner Passive responding to Active, constructing
knowledge
Scope of assessment Discrete, isolated skills Integrated and cross-
disciplinary
Beliefs about knowing Accumulation of isolated
knowledge
Application of knowledge and
skills
Emphasis of instruction Transmission of knowledge Metacognition, self-
regulation and intrinsic
motivation
12. Trends in What to Access
Behavioural View Cognitive/
Constructivist View
Characteristic of
assessment
Paper and pencil tests Authentic assessment,
higher
order thinking skills and
contextualised problems
Frequency of
assessment
Single ocation Sample over time
(portfolio)
Who is assessed Individual assessment Assessmentof group
process skills &
collaborate tasks
What is assessed Single attribututes of Multidimentional
13. Summary
Assessment of cognitive outcomes has
remained the focus of most assessment
systems all over the world because it is
easier to observe and measure.
Each domain of learning consists of
subdivisions, starting from the simplest
behaviours to the most complex, thus
forming the taxonomy of learning outcomes
14. When we evaluate or assess a human being,
we are assessing or evaluating the
behaviour of the person.
Every subject area has its unique repertoire
of facts, concepts, principles,
generalization, theories, laws procedures
and methods to be trans mited to learner.
15. Six levels of Blooms taxonomy.
Affective characteristics.
Five major categories of affective domain.
Psychomotor domain
Seven major categories of psychomotor
domain
16. Well written objectives
Ideal situation is an alignment of
objectives, instruction and assessment
Trend in assessment
