This document discusses assessing student comprehension and application skills. It defines comprehension as grasping meaning and application as using material in new situations. Teachers should write measurable objectives stating what students will be able to do. Comprehension is assessed through questions testing translation, interpretation, and extrapolation. Application involves using rules and theories and is assessed through problems requiring identifying, explaining, predicting, and justifying solutions using principles. A variety of test questions targeting different cognitive levels and skills are provided as examples.
The document provides guidance on creating effective assessments for students. It discusses:
1) The key differences between assessment, evaluation, and testing, and emphasizes the importance of formative and summative assessments.
2) Recommended practices for embedded, everyday assessments including observing students as they learn and using artifacts to represent their understanding.
3) Steps to create assessment tasks including identifying standards, unpacking practices, developing learning performances, writing tasks, and reviewing tasks.
4) Types of assessment tasks of varying cognitive demands and examples of low and medium-level tasks.
The document provides guidance on creating effective exam questions. It discusses the importance of asking higher-order thinking questions that go beyond simple recall. Various types of questions are examined, including their suitability for different cognitive levels. Best practices for writing multiple choice, essay, and other exam questions are outlined. These include using plausible distractor options, a direct question format, emphasizing higher-level thinking, and ensuring questions have a single correct answer. The document also provides examples of lower and higher-order thinking questions and guidelines for creating novel essay questions that require students to assess problems and derive solutions.
Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed StudentsSasikala Antony
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
Running Head: UNIT 6 ASSIGNMENT 1 1
UNIT 6 ASSIGNMENT 1 9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.
Running Head: UNIT 6 ASSIGNMENT 1 1
UNIT 6 ASSIGNMENT 1 9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.
The document discusses effective teaching practices including using clear instructional objectives, employing different teaching formats appropriately, demonstrating characteristics of effective teachers, avoiding negative effects of expectations, and understanding the teacher's varying roles in direct instruction versus constructivist approaches. Specifically, it recommends using objectives to guide lessons and assessments, using lectures for content delivery while seatwork and homework provide practice, employing questioning and discussion to develop higher-order thinking, and adapting instruction based on an understanding of how expectations can influence student learning and performance.
The document discusses instructional objectives and outlines the key elements needed to write effective objectives. It notes that objectives should be specific, measurable, attainable, realistic, and time-bound. The document also categorizes objectives according to different domains - cognitive, affective, and psychomotor. For the cognitive domain, it describes the different levels of objectives from knowledge to evaluation. For affective, it outlines objectives from receiving phenomena to characterizing. And for psychomotor, it discusses objectives ranging from perception to adaptation.
The document discusses principles of teaching methods and lesson planning. It covers traditional, time-tested, and progressive teaching methods, as well as characteristics of good methods. Variables that affect teaching methods are outlined, including objectives, students, subject matter, teachers, technology, and environment. Learning objectives and goals are defined, with objectives guiding content selection, instructional strategies, materials, and assessment. Steps for writing learning objectives are provided, focusing on observable student behaviors, conditions, and criteria. Bloom's taxonomy of cognitive, affective, and psychomotor domains is summarized, with definitions and examples of assessing the different levels.
The document provides guidance on creating effective assessments for students. It discusses:
1) The key differences between assessment, evaluation, and testing, and emphasizes the importance of formative and summative assessments.
2) Recommended practices for embedded, everyday assessments including observing students as they learn and using artifacts to represent their understanding.
3) Steps to create assessment tasks including identifying standards, unpacking practices, developing learning performances, writing tasks, and reviewing tasks.
4) Types of assessment tasks of varying cognitive demands and examples of low and medium-level tasks.
The document provides guidance on creating effective exam questions. It discusses the importance of asking higher-order thinking questions that go beyond simple recall. Various types of questions are examined, including their suitability for different cognitive levels. Best practices for writing multiple choice, essay, and other exam questions are outlined. These include using plausible distractor options, a direct question format, emphasizing higher-level thinking, and ensuring questions have a single correct answer. The document also provides examples of lower and higher-order thinking questions and guidelines for creating novel essay questions that require students to assess problems and derive solutions.
Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed StudentsSasikala Antony
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
Running Head: UNIT 6 ASSIGNMENT 1 1
UNIT 6 ASSIGNMENT 1 9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.
Running Head: UNIT 6 ASSIGNMENT 1 1
UNIT 6 ASSIGNMENT 1 9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.
The document discusses effective teaching practices including using clear instructional objectives, employing different teaching formats appropriately, demonstrating characteristics of effective teachers, avoiding negative effects of expectations, and understanding the teacher's varying roles in direct instruction versus constructivist approaches. Specifically, it recommends using objectives to guide lessons and assessments, using lectures for content delivery while seatwork and homework provide practice, employing questioning and discussion to develop higher-order thinking, and adapting instruction based on an understanding of how expectations can influence student learning and performance.
The document discusses instructional objectives and outlines the key elements needed to write effective objectives. It notes that objectives should be specific, measurable, attainable, realistic, and time-bound. The document also categorizes objectives according to different domains - cognitive, affective, and psychomotor. For the cognitive domain, it describes the different levels of objectives from knowledge to evaluation. For affective, it outlines objectives from receiving phenomena to characterizing. And for psychomotor, it discusses objectives ranging from perception to adaptation.
The document discusses principles of teaching methods and lesson planning. It covers traditional, time-tested, and progressive teaching methods, as well as characteristics of good methods. Variables that affect teaching methods are outlined, including objectives, students, subject matter, teachers, technology, and environment. Learning objectives and goals are defined, with objectives guiding content selection, instructional strategies, materials, and assessment. Steps for writing learning objectives are provided, focusing on observable student behaviors, conditions, and criteria. Bloom's taxonomy of cognitive, affective, and psychomotor domains is summarized, with definitions and examples of assessing the different levels.
The document discusses the key elements of curriculum - aims/goals/objectives, content, and learning activities. It provides details on:
1) Definitions and examples of aims, goals, and learning objectives, which should be measurable, specific statements of what learners will be able to do.
2) Sources and criteria for selecting curriculum content, which should be relevant to learners' needs and experiences, as well as consistent with social realities.
3) The importance of learning activities in putting curriculum goals and content into action through instructional strategies and methods to produce learning.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
M3_Performance Standard, Competency and Learning Targets.pdfMartin Nobis
This document discusses how to translate performance standards into competencies and learning targets. It begins by defining performance standards, competencies, and learning targets. It then explains how to translate competencies into learning targets using Bloom's Taxonomy as a framework. Specific guidelines are provided for writing learning targets at different levels of Bloom's Taxonomy, from remembering to evaluating. Examples are given for mathematics standards, competencies, and learning targets.
The document provides guidance on creating effective assessments for students. It discusses:
1) The key differences between assessment, evaluation, and testing, and emphasizes the importance of formative and embedded assessments.
2) Best practices for assessment including aligning tasks with learning goals, allowing students to demonstrate understanding in different ways, and using assessments to guide instruction.
3) Steps to create assessment tasks including identifying standards and practices, developing learning performances, and reviewing tasks for clarity, difficulty level, and fairness.
This document provides guidance on effective assessment and grading practices for students. It outlines 9 principles of good practice for assessing student learning, including that assessment works best when it reflects understanding of learning as multidimensional and revealed over time. It also discusses strategies for grading students' work based on mastery of knowledge and skills, avoiding normative grading systems, keeping students informed of their progress, and clearly explaining grading policies to minimize student complaints.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
This document discusses various teaching strategies and methods for teaching science. It defines science as involving logical thinking and testing of hypotheses based on observations. It also discusses the goals of science education as developing students' knowledge, process skills, and scientific attitudes. The document then outlines several teaching strategies for science education, including enhancing context strategies, collaborative grouping strategies, questioning strategies, inquiry strategies, and assessment strategies. It also discusses two approaches to teaching science: inquiry-based learning and problem/issue-based learning. Finally, it discusses several methods for teaching science, such as lecturing, demonstrating, collaborating, debriefing, and using laboratories.
Classroom Assessment Techniques (CATs) are ungraded activities conducted in class to provide instructors feedback on student understanding before exams. CATs include techniques like minute papers, one-sentence summaries, and application cards that assess comprehension without grades. The feedback informs instructors to adjust pacing or address confusion to improve learning outcomes.
Testing & examiner guide 2018 teacher's hand out oued semar a lgiersMr Bounab Samir
The document provides guidance for developing effective exams and assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also outlines recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for constructing exams, including writing clear instructions, balancing easy and difficult questions, and testing timing. Overall, the summary emphasizes the importance of exams reflecting curriculum goals and being designed to effectively measure student learning.
The 5E model known as the Learning Cycle, developed in the 1960s by Aktin and Karplus for Science Curriculum Improvement Study (SCIS) program. In classic inquiry-based science instructional model had only three phases of instructions
This document discusses different levels of questions that can be asked to evaluate student learning, from lowest to highest:
1. Knowledge-level questions test simple recall of facts.
2. Comprehension questions require students to grasp basic concepts and explain them in their own words.
3. Application questions assess whether students can apply knowledge to solve problems.
4. Higher-order questions involve analysis, synthesis, and evaluation of concepts, and require creative thinking skills. Well-constructed questions at all levels are important for effectively measuring if instructional objectives were achieved.
Action research is a process where educators systematically examine their own practices using research techniques to identify strategies to improve teaching. It requires teachers to design a study to test a new instructional strategy, curriculum, or pedagogical method. Participating in action research has been found to positively impact teacher improvement, self-reflection, and classroom practices. This document outlines the steps a teacher took to address students' difficulties in analyzing and solving word problems in mathematics through an action research project. The teacher identified the problem, analyzed potential causes, developed an action hypothesis to improve vocabulary and problem-solving techniques, implemented an action plan using various activities and tools, evaluated the results, and planned to communicate findings to improve instruction.
Testing teacher's hand testing & examiner guide 2018Mr Bounab Samir
This document provides guidance for exam designers and teachers on developing effective assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also provides recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for planning exams, such as writing questions throughout the term, including a variety of question types, and testing the timing. Overall, the document aims to help exam designers and teachers create assessments that effectively measure student learning.
ASSESSMENT OF PHYSICS PROBLEMS POSED BY STUDENTSJoe Andelija
The study developed a rubric to assess physics problems posed by students. Sixty university students participated by posing problems in class and as homework over an academic year. Data from student worksheets and interviews were analyzed to determine six criteria for the rubric: fluency, scientific accuracy, number of equations needed, number of questions, complexity, and solvability. Inter-rater and intra-rater reliability for the rubric were high at r=0.86 and r=0.92, respectively. The rubric provides a standardized way to evaluate student problem posing performance.
Assessment is used to determine if educational objectives have been achieved. It can be formative or summative and is related to course learning objectives. Assessment measures how a student's knowledge, skills, and attitudes have changed due to academic experiences. Methods of assessment have strengths and flaws according to reliability, validity, impact on learning, acceptability, and costs. Assessment can have intended and unintended consequences like encouraging cramming over reflective learning. Characteristics of good assessment include relevance, validity, reliability, and objectivity. This document provides guidelines for creating effective essay questions, including using action verbs, structuring questions, and developing rubrics for grading.
This document outlines various reading strategies that can be used before, during, and after reading to improve student comprehension and engagement. Some strategies described include semantic mapping, KWL charts, think alouds, paired summarizing, word walls, and journal responses. The strategies are designed to activate prior knowledge, build background, encourage questioning, monitor understanding, and allow students to reflect on what they've learned. Implementing these strategies provides opportunities for students to engage with texts on a deeper level.
Constructing fair tests that give teachers accurate information about students' learning is important. A table of specification helps organize test planning and content validity by determining what content will be covered. Rubrics can also help with validity when used appropriately. Multiple choice tests can be valid for assessing certain cognitive levels like knowledge and comprehension, but other assessment types may better measure skills and higher-level thinking. Teachers should consider cognitive level and learning objectives when choosing assessments.
This document discusses principles of high quality assessment. It begins by emphasizing the importance of clearly defined learning targets in order for assessments to be precise and accurate. It then examines different types of learning targets, including cognitive targets, skills/competencies, and products/projects. Various assessment methods are explored, including written responses, rating scales, oral questioning and observation. Key properties of effective assessments are outlined, such as validity, reliability, fairness and practicality. Specific assessment tools are defined, like checklists and rating scales. The document provides a comprehensive overview of fundamental concepts for designing high-quality assessments.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
The document discusses instructional goals, objectives, and learning outcomes. It defines goals as broad expectations, while objectives are more specific and measurable statements of what students will be able to do. Objectives should be student-focused, observable, and measurable. The document provides examples and guidelines for writing effective objectives using Mager's format and the ABCD method. It also discusses using Bloom's taxonomies to state cognitive, affective, psychomotor, and social domain objectives at different levels of complexity. The purpose of clear objectives is to focus instruction, guide assessment, and ensure all learning outcomes are evaluated.
This document defines simulation and discusses its uses and limitations. Simulation involves developing a model of a system and running experiments on that model to understand the system's behavior and evaluate changes. It is best used when testing potential changes is too complex, costly or disruptive for the real system. The key advantages are exploring "what if" scenarios without impacting operations and compressing or expanding time. Potential challenges include the expertise required and interpreting results. Simulation has wide applications in manufacturing, military, transportation and other domains.
A lesson plan is a systematic preparation done by teachers to achieve educational objectives. It involves defining objectives, selecting subject matter, and determining teaching methods and procedures. Lesson planning helps teachers call on each step of the curriculum, plan instruction based on class control, motivation, and individual differences. It also provides structure for suitable learning environments, psychological teaching approaches, limiting subject matter, determining activities, preparing materials, developing teaching skills, applying theoretical knowledge, teaching with confidence, maintaining classroom discipline, and teaching from memory to reflective levels. Key aspects of effective lesson plans include being objective-based, deciding on appropriate materials, building on prior knowledge, dividing lessons into units, using simple activities, determining assessments, assigning homework, allowing self-evaluation,
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The document discusses the key elements of curriculum - aims/goals/objectives, content, and learning activities. It provides details on:
1) Definitions and examples of aims, goals, and learning objectives, which should be measurable, specific statements of what learners will be able to do.
2) Sources and criteria for selecting curriculum content, which should be relevant to learners' needs and experiences, as well as consistent with social realities.
3) The importance of learning activities in putting curriculum goals and content into action through instructional strategies and methods to produce learning.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
M3_Performance Standard, Competency and Learning Targets.pdfMartin Nobis
This document discusses how to translate performance standards into competencies and learning targets. It begins by defining performance standards, competencies, and learning targets. It then explains how to translate competencies into learning targets using Bloom's Taxonomy as a framework. Specific guidelines are provided for writing learning targets at different levels of Bloom's Taxonomy, from remembering to evaluating. Examples are given for mathematics standards, competencies, and learning targets.
The document provides guidance on creating effective assessments for students. It discusses:
1) The key differences between assessment, evaluation, and testing, and emphasizes the importance of formative and embedded assessments.
2) Best practices for assessment including aligning tasks with learning goals, allowing students to demonstrate understanding in different ways, and using assessments to guide instruction.
3) Steps to create assessment tasks including identifying standards and practices, developing learning performances, and reviewing tasks for clarity, difficulty level, and fairness.
This document provides guidance on effective assessment and grading practices for students. It outlines 9 principles of good practice for assessing student learning, including that assessment works best when it reflects understanding of learning as multidimensional and revealed over time. It also discusses strategies for grading students' work based on mastery of knowledge and skills, avoiding normative grading systems, keeping students informed of their progress, and clearly explaining grading policies to minimize student complaints.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
This document discusses various teaching strategies and methods for teaching science. It defines science as involving logical thinking and testing of hypotheses based on observations. It also discusses the goals of science education as developing students' knowledge, process skills, and scientific attitudes. The document then outlines several teaching strategies for science education, including enhancing context strategies, collaborative grouping strategies, questioning strategies, inquiry strategies, and assessment strategies. It also discusses two approaches to teaching science: inquiry-based learning and problem/issue-based learning. Finally, it discusses several methods for teaching science, such as lecturing, demonstrating, collaborating, debriefing, and using laboratories.
Classroom Assessment Techniques (CATs) are ungraded activities conducted in class to provide instructors feedback on student understanding before exams. CATs include techniques like minute papers, one-sentence summaries, and application cards that assess comprehension without grades. The feedback informs instructors to adjust pacing or address confusion to improve learning outcomes.
Testing & examiner guide 2018 teacher's hand out oued semar a lgiersMr Bounab Samir
The document provides guidance for developing effective exams and assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also outlines recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for constructing exams, including writing clear instructions, balancing easy and difficult questions, and testing timing. Overall, the summary emphasizes the importance of exams reflecting curriculum goals and being designed to effectively measure student learning.
The 5E model known as the Learning Cycle, developed in the 1960s by Aktin and Karplus for Science Curriculum Improvement Study (SCIS) program. In classic inquiry-based science instructional model had only three phases of instructions
This document discusses different levels of questions that can be asked to evaluate student learning, from lowest to highest:
1. Knowledge-level questions test simple recall of facts.
2. Comprehension questions require students to grasp basic concepts and explain them in their own words.
3. Application questions assess whether students can apply knowledge to solve problems.
4. Higher-order questions involve analysis, synthesis, and evaluation of concepts, and require creative thinking skills. Well-constructed questions at all levels are important for effectively measuring if instructional objectives were achieved.
Action research is a process where educators systematically examine their own practices using research techniques to identify strategies to improve teaching. It requires teachers to design a study to test a new instructional strategy, curriculum, or pedagogical method. Participating in action research has been found to positively impact teacher improvement, self-reflection, and classroom practices. This document outlines the steps a teacher took to address students' difficulties in analyzing and solving word problems in mathematics through an action research project. The teacher identified the problem, analyzed potential causes, developed an action hypothesis to improve vocabulary and problem-solving techniques, implemented an action plan using various activities and tools, evaluated the results, and planned to communicate findings to improve instruction.
Testing teacher's hand testing & examiner guide 2018Mr Bounab Samir
This document provides guidance for exam designers and teachers on developing effective assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also provides recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for planning exams, such as writing questions throughout the term, including a variety of question types, and testing the timing. Overall, the document aims to help exam designers and teachers create assessments that effectively measure student learning.
ASSESSMENT OF PHYSICS PROBLEMS POSED BY STUDENTSJoe Andelija
The study developed a rubric to assess physics problems posed by students. Sixty university students participated by posing problems in class and as homework over an academic year. Data from student worksheets and interviews were analyzed to determine six criteria for the rubric: fluency, scientific accuracy, number of equations needed, number of questions, complexity, and solvability. Inter-rater and intra-rater reliability for the rubric were high at r=0.86 and r=0.92, respectively. The rubric provides a standardized way to evaluate student problem posing performance.
Assessment is used to determine if educational objectives have been achieved. It can be formative or summative and is related to course learning objectives. Assessment measures how a student's knowledge, skills, and attitudes have changed due to academic experiences. Methods of assessment have strengths and flaws according to reliability, validity, impact on learning, acceptability, and costs. Assessment can have intended and unintended consequences like encouraging cramming over reflective learning. Characteristics of good assessment include relevance, validity, reliability, and objectivity. This document provides guidelines for creating effective essay questions, including using action verbs, structuring questions, and developing rubrics for grading.
This document outlines various reading strategies that can be used before, during, and after reading to improve student comprehension and engagement. Some strategies described include semantic mapping, KWL charts, think alouds, paired summarizing, word walls, and journal responses. The strategies are designed to activate prior knowledge, build background, encourage questioning, monitor understanding, and allow students to reflect on what they've learned. Implementing these strategies provides opportunities for students to engage with texts on a deeper level.
Constructing fair tests that give teachers accurate information about students' learning is important. A table of specification helps organize test planning and content validity by determining what content will be covered. Rubrics can also help with validity when used appropriately. Multiple choice tests can be valid for assessing certain cognitive levels like knowledge and comprehension, but other assessment types may better measure skills and higher-level thinking. Teachers should consider cognitive level and learning objectives when choosing assessments.
This document discusses principles of high quality assessment. It begins by emphasizing the importance of clearly defined learning targets in order for assessments to be precise and accurate. It then examines different types of learning targets, including cognitive targets, skills/competencies, and products/projects. Various assessment methods are explored, including written responses, rating scales, oral questioning and observation. Key properties of effective assessments are outlined, such as validity, reliability, fairness and practicality. Specific assessment tools are defined, like checklists and rating scales. The document provides a comprehensive overview of fundamental concepts for designing high-quality assessments.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
The document discusses instructional goals, objectives, and learning outcomes. It defines goals as broad expectations, while objectives are more specific and measurable statements of what students will be able to do. Objectives should be student-focused, observable, and measurable. The document provides examples and guidelines for writing effective objectives using Mager's format and the ABCD method. It also discusses using Bloom's taxonomies to state cognitive, affective, psychomotor, and social domain objectives at different levels of complexity. The purpose of clear objectives is to focus instruction, guide assessment, and ensure all learning outcomes are evaluated.
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This document defines simulation and discusses its uses and limitations. Simulation involves developing a model of a system and running experiments on that model to understand the system's behavior and evaluate changes. It is best used when testing potential changes is too complex, costly or disruptive for the real system. The key advantages are exploring "what if" scenarios without impacting operations and compressing or expanding time. Potential challenges include the expertise required and interpreting results. Simulation has wide applications in manufacturing, military, transportation and other domains.
A lesson plan is a systematic preparation done by teachers to achieve educational objectives. It involves defining objectives, selecting subject matter, and determining teaching methods and procedures. Lesson planning helps teachers call on each step of the curriculum, plan instruction based on class control, motivation, and individual differences. It also provides structure for suitable learning environments, psychological teaching approaches, limiting subject matter, determining activities, preparing materials, developing teaching skills, applying theoretical knowledge, teaching with confidence, maintaining classroom discipline, and teaching from memory to reflective levels. Key aspects of effective lesson plans include being objective-based, deciding on appropriate materials, building on prior knowledge, dividing lessons into units, using simple activities, determining assessments, assigning homework, allowing self-evaluation,
This document defines key concepts in educational measurement including reliability and validity. It discusses how reliability refers to the consistency of a test and can be estimated using methods like test-retest, equivalent forms, and split-half. Validity refers to a test measuring what it intends to measure and includes content, concurrent, predictive, and construct validity. Factors like test length, difficulty, and testing conditions can influence reliability, while clarity, difficulty level, and administration/scoring procedures can impact validity.
This document discusses practical science education in low-income countries. It notes several barriers, including large class sizes, limited teacher training, and curricula designed for industrialized nations being imported without consideration of local needs and resources. It proposes more appropriate responses like improvising simple equipment, teacher workshops, and curricula focused on local environmental and societal issues rather than trying to mimic laboratory-focused models from abroad. Substantial investment in primary education, teacher preparation, and appropriate facilities is needed to support practical science learning in these contexts.
This document discusses developing tests to assess higher-order thinking skills like analysis and synthesis. It begins by defining different levels of analysis: analysis of elements, relationships, and organizational principles. Examples of test questions are provided for each level. Synthesis is defined as putting elements together to form something new, and three subcategories of synthesis skills are described: production of unique communication, production of a plan, and derivation of abstract relations. Requirements for developing synthesis problems and tests mirror those for analysis. This ensures students are challenged with new situations and have freedom to demonstrate their creative skills.
4 Assessment of Comprehension and Application (2).pdfHafiz20006
This document discusses assessing student comprehension and application skills. It defines comprehension as grasping meaning and application as using material in new situations. Teachers should write measurable objectives stating what students will be able to do. Comprehension is assessed through questions testing translation, interpretation, and extrapolation. Application involves using rules and theories and is assessed through problems requiring identifying, explaining, predicting, and justifying solutions using principles. A variety of test questions targeting different cognitive levels and skills are provided as examples.
This document discusses different categories of knowledge objectives and how to assess them. It outlines three main categories of knowledge:
1. Knowledge of specifics, such as terminology and specific facts. This can be assessed through multiple choice questions testing terminology or facts.
2. Knowledge of ways and means of dealing with specifics, such as conventions, trends, classifications, criteria, and methodology. This more complex knowledge reflects how a field approaches problems.
3. Knowledge of universals and abstractions, including principles, generalizations, theories, and structures. This highest level of knowledge deals with organizing concepts in a field. It can be assessed through questions testing understanding of principles, theories, or how evidence supports theories.
This document discusses the purpose and planning of educational tests, including how tests can be used to measure objectives in the cognitive, affective, and psychomotor domains. It covers establishing a content outline, creating a table of specifications, and provides suggestions for constructing different types of test items like essays, short answers, true/false, matching, and multiple choice questions.
This document provides an overview of memory from a psychological perspective. It defines memory as the mental capacity to store, recall, or recognize past experiences. It describes the three main types of memory according to cognitive psychologists: sensory memory, short-term memory, and long-term memory. Long-term memory is further divided into explicit and implicit memory. The key stages of memory are encoding, storage, and retrieval. Sensory memory involves initial registration of information and lasts up to a second. Short-term memory holds small amounts of information briefly, while long-term memory stores large amounts of information potentially indefinitely.
This document discusses educational measurement and evaluation. It begins by defining key concepts like evaluation, measurement, and tests. Evaluation involves making value judgments, while measurement associates numbers with phenomena. Tests determine presence, quality, or genuineness. The relationship between measurement and evaluation is also explained. The document then covers major types of evaluation like program evaluation, which assesses projects and policies, and student evaluation, which assesses learning experiences. Formative evaluation informs improvement, while summative evaluation makes judgments after a program. The role and need for evaluation in education is to help achieve objectives, plan strategies, and refine techniques. Placement, formative, diagnostic, and summative evaluations can be used in classrooms. Results are interpreted through
The document discusses several issues and problems within Pakistan's education system, including a heavy focus on English that leads to high wastage, lack of political will for meaningful reform, low literacy rates especially in rural areas, challenges with population education, environmental education, drug education, female education, and lack of support for special education. Islamization of education is also addressed as an ongoing topic. Overall, the education system suffers from deficiencies in facilities, teacher performance, and political obstacles to improving standards of instruction.
This document discusses the examination system in Pakistan. It describes the main types of examinations as internal examinations conducted by teachers, external examinations conducted by boards or universities, and continuous internal assessments. The advantages and disadvantages of internal and external assessments are provided. The document also outlines the semester system, annual system, question banks, and types of examinations in Pakistan conducted by boards and universities. Suggestions are made for improving external assessments.
1) Assessment results can be used to inform changes to curriculum, teaching methods, and course materials. They provide qualitative data to identify areas for improvement.
2) Diagnostic assessments identify student learning problems and inform individualized instruction. They are used to create student profiles that outline strengths, challenges, and recommended support.
3) Assessment data has various uses including improving curriculum and instruction over time through continuous evaluation and refinement of teaching practices based on student performance and needs.
The document discusses various statistical concepts used in educational research including:
1. Interpretation measures such as criterion referencing, percentages, norm referencing, and ordering & ranking.
2. Measurement scales including nominal, ordinal, interval, and ratio scales.
3. Measures of central tendency including arithmetic mean, median, and mode.
4. The product-moment method for correlation.
5. Measures of variability to quantify how spread out numbers are in a data set.
This document discusses trends and issues related to school testing. It covers objectives like testing in classroom instruction, minimum competency testing, and admission testing programs. Some key trends and issues covered are the greater emphasis on test use, criterion referenced measurement, shifts in aptitude and achievement tests, and public concerns about testing. Social issues discussed include cultural bias in testing, employment selection, educational classification, gender bias, and the effects of testing on creating pupil anxiety and damaging self-concepts.
This document discusses the assessment of practical skills in science. It defines practical skills as those involved in scientific investigation and experimentation. There are several broad stages of experimental work, including problem formulation, experiment design, execution, observation, and data interpretation. Assessment of practical skills is important for several reasons, including defining competencies. Assessment can involve continuous observation by supervisors over time. Practical skills assessed include coordination, manipulation, precision, communication, and creation. Criteria for assessing these skills and converting assessments to grades is also discussed.
2 Writing Behavioral Objectives Taxonomy of educational objectives (2).pdfHafiz20006
This document provides information on writing behavioral objectives according to Bloom's Taxonomy. It discusses the domains of learning - cognitive, affective, and psychomotor. The cognitive domain focuses on knowledge and thinking skills. Bloom's Taxonomy outlines six levels of complexity within this domain from basic recall to higher-order thinking. The affective domain addresses attitudes and values. The psychomotor domain involves physical skills ranging from reflexes to complex coordinated movements. Guidelines are provided for writing clear, measurable behavioral objectives using action verbs from each domain.
The document discusses inquiry teaching and its advantages. It defines inquiry as a process used to clear doubts and find solutions to problems by asking questions. Some key points:
- Inquiry teaching engages students through questioning and exploration, allowing them to develop critical thinking skills and a deeper understanding of topics.
- It has advantages over traditional teaching like developing life-long learning skills, encouraging self-direction, and creating a stimulating classroom environment.
- There are different types of inquiry like open, guided, coupled, and structured inquiry that provide varying levels of teacher guidance based on the lesson goals.
- Setting the right conditions for inquiry is important, such as making students comfortable asking questions and integrating lab work into regular
This document discusses the philosophy of education. It begins by defining philosophy as the love of wisdom and the study of fundamental questions about existence and knowledge. Education is defined as the acquisition of knowledge and preparation for life. Educational philosophy establishes the purpose and values that guide education. It determines various aspects of education like aims, curriculum, teaching methods, and roles of teachers and students. The major philosophies discussed are perennialism, progressivism, social reconstructivism, and existentialism.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
2. Assessing Comprehension
Objectives
Comprehension: Comprehension is defined as
the ability to grasp the meaning of material.
Application: Application refers to the ability to
use learned material in new and concrete
situations.
Science teachers should write learning objectives
that communicate and describe intended learning
outcomes.
Objectives should be stated in terms of what the
student will be able to do when the lesson is
completed.
3. Assessing Comprehension Objectives
Objectives should include verbs which should
define specific, observable, and measurable
student behavior.
A learning objective contains:
Statement of what students will be able to do
when a lesson is completed;
Conditions under which the students will be able
to perform the task; and
Criteria for evaluating student performance
Learning objectives are statements of specific
performances that contribute to the attainment of
goals.
4. Learning objectives should help guide curriculum
development, instructional strategies, selection of
instructional materials, and development of
assessments.
According to the taxonomy of educational
objectives, the following verbs may be used to
write objectives for comprehension skill:
Associate, classify, convert, describe, differentiate,
discuss, distinguish, estimate, explain, express,
extend, group, identify, indicate, order, paraphrase,
predict, report, restate, retell, review, select,
summarize, translate, and understand.
Assessing Comprehension Objectives
5. Assessing Comprehension Objectives
Follow the three-step process below for creating
learning objectives.
1. Create a stem. Stem Examples:
After completing the lesson, the student will be able to . . .
After this unit, the student will have . . .
By completing the activities, the student will . . .
At the conclusion of the course/unit/study the student will . .
2. After you create the stem, add a verb:
analyze, recognize, compare, provide, list, etc.
3. Once you have a stem and a verb, determine the actual
product, process, or outcome:
After completing these lesson, the student will be able to
recognize foreshadowing in various works of literature.
6. Developing Tests for Assessing Different Levels
of Comprehension
Teachers can assess comprehension at the end of a lesson by
asking quick-answer question. Here are a few examples:
The One-Minute Paper – Ask for a half-page response to one
or both of these:
What's the most interesting or important thing you learned
today?
What's the biggest question today's lesson left in your mind?
The W D W WWW H W Quiz – Ask your students to synthesize
the important topical points of a lesson by summarizing in one
grammatically correct sentence:
Who Did/Does What to Whom, When, Where, How and Why?
The Principle Involved Quiz – Provide a short list of problems
and ask your students:
What are the best principle(s) to apply in solving each problem?
7. Developing Tests for Assessing Different Levels
of Comprehension
Comprehension is Sub-Divided into Three Levels:
A. Translation
Accuracy with which the communication is
paraphrased from one language to form another
B. Interpretation
Explanation or summarization of a
communication
C. Extrapolation
Extension of trends beyond given data to
determine implications.
8. Translation:
Translation involves students ability to paraphrase or
describe other things into an easily understandable
language.
You are “translating” when you are describing in your
own words, or presenting a written content in the
form of a picture, diagram, graph or an equation.
Interpretation:
Interpretation involves not only the students’ ability to
rephrase or translate a communication but also his
ability to “identify and comprehend the major ideas
which are included in it as well as understand their
interrelationships”.
Developing Tests for Assessing Different Levels
of Comprehension
9. Developing Tests for Assessing Different Levels
of Comprehension
Extrapolation:
In “extrapolation”, the learner is expected
to go somewhat beyond the data
presented and to “read in” to the
communication implications that may or
may not be there in the literal sense.
There should, of course, be some basis in
the given data for inferences that the
learner makes.
10. Assessment of Application Objectives
According to the Taxonomy of Educational Objectives,
after knowledge and comprehension, the third
category involves application of the learned concepts.
Application refers to the ability to use learned
material in new and concrete situations.
This may include the application of such things as
rules, methods, concepts, principles, laws, and
theories.
Learning outcomes in this area require a higher level
of understanding than those of comprehension and
builds upon categories of knowledge and
comprehension.
11. Assessment of Application Objectives
According to the taxonomy of educational objectives, following
verbs may be used to write objectives for application skill:
Administer, apply, calculate, change, chart, choose, collect,
compute, construct, demonstrate, determine, develop, discover,
employ, establish, examine, exhibit, illustrate, interview,
manipulate, modify, operate, practice, predict, prepare, produce,
relate, report, schedule, show, sketch, solve, transfer, and use.
General Science or Biology – Example
On a trip one day, students noticed a bent tree high on a
mountain top. They concluded that the winds at this altitude must
blow mostly from one direction and that as the tree grew it was
forced to bend away from them…hence its strange shape.
Then one student asked, “if we pick up some seeds from this
tree and take them home and plant them. Will the younger
trees as they grow lean the same way as the parent tree.”?
12. Developing Tests for Assessing Application
Skills
The “ability to apply” implies that with appropriate
training, practice, and other kinds of help, the
learner becomes able to apply principles and
generalizations in solving problems that are new to
him/her.
Application of Principles and Generalizations to New
Problems and Situations
The ability to Apply
Testing for Application
Test Problems for Application Behavior A and B
Test Problems for Application Behavior C and D
Test Problems for Application Behavior E
13. Developing Tests for Assessing Application
Skills
Application of Principles and Generalizations to New
Problems and Situations
Application is “the use of abstractions in particular and
concrete situations. The abstractions may be in the form
of general ideas, of procedures, or generalized methods.
The abstractions may also be technical principles, ideas,
and theories which must be remembered and applied.
The ability to apply principles and generalizations to new
problems and situations is a type of educational objective
which is found in most courses of instruction beginning
with the elementary school and is increasingly stressed
at the high school, college, graduate and professional
school levels.
14. The ability to Apply
Level “three” in the hierarchy of educational
objectives, ability to apply knowledge builds on
the first and second categories of knowledge and
comprehension.
The issue is not whether the student merely
knows something or understand it but rather he
is also able to apply his/her knowledge and
understanding in the solution of new problems in
new situations.
Developing Tests for Assessing Application
Skills
15. Developing Tests for Assessing Application
Skills
General Science - Example
After each exercise number on the answer sheet, blacken the one lettered space
which designates the correct answer.
When a geyser first begins to erupt, hot water overflows at the orifice and this is
followed by a rush of steam, mingled with hot water. The first overflow of hot
waster aids in the production of steam, because:
less water needs to be heated
more water can seep into the fissure from the surrounding rocks
the higher the pressure, the greater the steam produced
the higher the pressure, the lower the temperature at which steam is
produced.
the water which overflows is necessary below 2100 f in temperature.
In this example the student must determine the principles used in the production
of steam which might apply to each of the distractions.
He/she then determines whether this is realistic in so far as the reaction is
concerned. This leads him/her to choose correct answer.
16. Testing for Application
1. The problem situation must be new, unfamiliar, or in
some way different from those used in the instruction. The
difficulty of the problem will be determined in part by how
different it is from problems encountered during instruction.
2. The problem should be solvable in part by the use of
inappropriate principles or generalizations.
3. One or more of the behaviors listed under “ability to
apply” should be sampled by the test problem.
On the basis of what types of behavior/ knowledge or skill is
required to exhibit ability to apply knowledge or skill, test
items (problems) are classified into eight categories,
A,B,C,D,E, F, G and H.
Developing Tests for Assessing Application
Skills
17. Developing Tests for Assessing Application
Skills
Test Problems for Application Behavior A and B
Problems which require the student to determine the
principles or generalizations which should be applied to
solve the problem.
In this type of problem, all they need to do is identify
the principles, or generalizations which are appropriate.
Student can determine which principles or
generalizations are appropriate or relevant in dealing
with a new problem situation. (Problem situation – A).
Student can restate a problem so as to determine
which principles or generalizations are necessary for its
solution. (Problem situation – B).
18. Developing Tests for Assessing Application
Skills
Example Directions: For each statement of fact below,
blacken the answer space corresponding to the one
explanatory principle, from the list preceding the statements,
which is most directly useful in explaining the fact.
If none of the principles listed is applicable, blacken
answer space E. NOTE THAT EACH ITEM REQUIRES
ONE ANSWER ONLY.
Explanatory principles [A-E]
A. Force is equal to mass times acceleration
B. Friction exists between any two bodies in contact with each other.
C. Conservation of momentum
D. Conservation of energy
E. None of the foregoing
19. Developing Tests for Assessing Application
Skills
Test Problems for Application Behavior C and D
When these behaviors are being tested, the problems
should include applications which go beyond the limits of the
generalization or principle as well as applications where the
generalization or principle is applicable.
It should be remembered that problems have the purpose of
determining awareness of student to boundary conditions
under which the principles or generalizations are operative.
Student can specify the limits within which a particular
principle or generalization is true or relevant. (Problem
situation – C).
Student can recognize the exceptions to a particular
generalization & reasons for them. (Problem situation – D).
20. Developing Tests for Assessing Application
Skills
Example: The statement is made that the altitude
of the celestial pole is equal to the geographic
latitude of the observer. This is correct:
A. if the diameter of the earth is considered negligible
compared to the distances to the stars.
B. only if the earth is considered spherical
C. only if the latitude is measured from the plane of
the ecliptic
D. only if the observation is made at 12:00 noon
E. only if the altitude of the celestial pole is equal to
its zenith distance.
21. Developing Tests for Assessing Application
Skills
Test Problems for Application Behavior E
The student can explain new phenomena in terms of known
principles or generalizations. (Problem situation – E).
Example: If one frequently raises the cover of a vessel in
which a liquid is being heated, the liquid takes longer to boil
because :
A. Boiling occurs at a higher temperature if the pressure is increased.
B. Escaping vapor carries heat away from the liquid
C. Permitting the vapor to escape decreases the volume of the liquid
D. The temperature of a vapor is proportional to its volume at constant
temperature
E. Permitting more air to enter results in increased pressure on the
liquid
22. Developing Tests for Assessing Application
Skills
Test Problems for Application Behavior F
In tests for this behavior, the new situation may be a
common observation, or it may be a situation in which
something has happened or will happen and for which the
student is to predict the outcome.
The predictions may involve qualitative or quantitative
changes likely to occur.
With respect to the quantitative changes the predictions may
be very precise or only accordingly to rough orders of
magnitude.
The student can predict what will happen in a new situation
by the use of appropriate principles or generalizations.
(Problem situation – F ).
23. Developing Tests for Assessing Application
Skills
Example: Suppose an elevator is descending with
a constant acceleration of gravity “g”. if a
passenger attempts to throw a rubber ball upward,
what will be the motion of the ball with respect to
the elevator? The ball will
A. remain fixed at a point the passenger releases it
B. rise to the top of the elevator and remain there
C. not rise at all, but will fall to the floor
D. rise, bounce, then move towards the floor at a constant
speed
E. rise, bounce, them move towards the floor at an
increasing speed
24. Developing Tests for Assessing Application
Skills
Test Problems for Application Behavior G
The student can determine or justify a particular course
of action or decision in a new situation by the use of
appropriate principles and generalizations. (Problem
situation – G).
This behavior involves decision making of some type-
on policy, practical occurs of action, ways of correcting
a particular situation, and so forth-and the use of
principles or generalizations to support or justify the
action or decision.
Behavior G is especially relevant to policy decisions in
the social sciences.
25. Developing Tests for Assessing Application
Skills
Test Problems for Application Behavior H
The student can state the reasoning he/she employs
to support one or more principles or generalizations
in a given problem situation. (Problem situation – H).
Behavior “H” is the most complex behavior
application, since it requires the examinee to explain
the reasoning used as well as to determine the
principles and generalizations which are relevant to a
given situation.
It is likely that items of the essay form could well be
used in testing for this type of behavior.