This document discusses principles of high quality assessment. It covers key topics such as clarity of learning targets, appropriate assessment methods, balance, fairness, positive consequences, reliability, validity, ethics in assessment, practicality and efficiency, and communication. Learning targets should be clearly defined and cover different domains including knowledge, reasoning, skills, products, and affective outcomes. A balanced assessment uses multiple appropriate methods to measure progress across learning domains over time. High quality assessment also aims to be fair, have positive impacts, be reliable, valid, practical and communicate results effectively while upholding ethical standards.
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
This document provides a rubric to evaluate the quality of lesson design based on Understanding by Design (UDB) standards. It assesses lessons across three stages: 1) identifying desired results to determine if the targeted understandings are enduring concepts and framed as generalizations; 2) determining acceptable evidence to ensure assessments validly measure understanding through authentic tasks; and 3) planning learning experiences to engage students through essential questions and provide feedback and self-evaluation. The rubric rates quality at three levels - exemplary design, satisfactory design, and design needs improvement - to guide educators in creating lessons focused on big ideas and high-quality student understanding.
This document discusses different concepts related to assessment of learning. It defines assessment, measurement, evaluation, tests and testing. It describes norm-referenced tests which compare students to others and criterion-referenced tests which measure students against a set standard. The document also discusses placement, diagnostic, formative and summative assessment, as well as traditional, performance and portfolio modes of assessment. It provides characteristics of well-written instructional objectives and factors to consider when constructing good test items.
The document summarizes the ASSURE model for integrating technology and media into instruction. It contains three key points:
1. The ASSURE model is a 6-step process for designing lessons that includes analyzing learners, stating objectives, selecting methods and materials, utilizing materials, requiring participation, and evaluating.
2. When analyzing learners, teachers should identify them, investigate their characteristics, analyze entry competencies, and identify learning styles.
3. Learning objectives are important as they indicate the intended learning outcomes and help teachers select appropriate instructional methods, media, and evaluation instruments. Objectives should be written using the ABCD format.
1) The document discusses guidelines for classroom assessment in the Philippine K-12 basic education program.
2) Classroom assessment is formative and aims to track learner progress, provide feedback, and ensure students can demonstrate knowledge and skills based on learning standards.
3) Assessment methods evaluate students' mastery of content and performance standards, as well as higher-order thinking skills, through tests, tasks, projects and other measures.
This document discusses the characteristics of well-written learning objectives and instructional objectives. It states that objectives should describe observable and measurable outcomes, be student-oriented, sequentially appropriate, attainable within a reasonable time frame, and developmentally appropriate. Objectives guide instructional planning, the learning process, and assessment of student progress. They should measure the intended learning outcomes and not just describe content or activities.
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
This document provides a rubric to evaluate the quality of lesson design based on Understanding by Design (UDB) standards. It assesses lessons across three stages: 1) identifying desired results to determine if the targeted understandings are enduring concepts and framed as generalizations; 2) determining acceptable evidence to ensure assessments validly measure understanding through authentic tasks; and 3) planning learning experiences to engage students through essential questions and provide feedback and self-evaluation. The rubric rates quality at three levels - exemplary design, satisfactory design, and design needs improvement - to guide educators in creating lessons focused on big ideas and high-quality student understanding.
This document discusses different concepts related to assessment of learning. It defines assessment, measurement, evaluation, tests and testing. It describes norm-referenced tests which compare students to others and criterion-referenced tests which measure students against a set standard. The document also discusses placement, diagnostic, formative and summative assessment, as well as traditional, performance and portfolio modes of assessment. It provides characteristics of well-written instructional objectives and factors to consider when constructing good test items.
The document summarizes the ASSURE model for integrating technology and media into instruction. It contains three key points:
1. The ASSURE model is a 6-step process for designing lessons that includes analyzing learners, stating objectives, selecting methods and materials, utilizing materials, requiring participation, and evaluating.
2. When analyzing learners, teachers should identify them, investigate their characteristics, analyze entry competencies, and identify learning styles.
3. Learning objectives are important as they indicate the intended learning outcomes and help teachers select appropriate instructional methods, media, and evaluation instruments. Objectives should be written using the ABCD format.
1) The document discusses guidelines for classroom assessment in the Philippine K-12 basic education program.
2) Classroom assessment is formative and aims to track learner progress, provide feedback, and ensure students can demonstrate knowledge and skills based on learning standards.
3) Assessment methods evaluate students' mastery of content and performance standards, as well as higher-order thinking skills, through tests, tasks, projects and other measures.
This document discusses the characteristics of well-written learning objectives and instructional objectives. It states that objectives should describe observable and measurable outcomes, be student-oriented, sequentially appropriate, attainable within a reasonable time frame, and developmentally appropriate. Objectives guide instructional planning, the learning process, and assessment of student progress. They should measure the intended learning outcomes and not just describe content or activities.
K to 12 Classroom Assessment (Revised).pptxSUDOER1031
The document discusses classroom assessment for the K to 12 Basic Education Program in the Philippines. It provides objectives and a pre-test for teachers on key concepts of formative and summative assessment. Theoretical bases are discussed, including Vygotsky's zone of proximal development. The document defines classroom assessment and describes what is assessed, including content standards, performance standards, and learning competencies. Formative and summative assessment are differentiated, and how learners are assessed in the classroom through individual, collaborative, formative and summative methods is explained.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides feedback during instruction and helps students improve, while summative assessment evaluates learning at the end of a unit. The document provides details on how classroom assessment can measure different cognitive levels and standards.
assessment of student learning in assessment in learning 1Rai Blanquera
This document discusses principles of assessing student learning outcomes. It recommends that assessment start with the institution's mission and values, and have clear learning objectives aligned with the mission. Assessment should focus on outcomes relevant after schooling, and on activities leading to outcomes. Assessment works best when continuous over time through an instructional cycle. It should specify what is being assessed and set success standards. Assessment tools should include varied methods like traditional tests and authentic assessments, and provide feedback.
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
This document discusses outcomes-based education (OBE) and its application in English second language (ESL) classrooms in South Africa. It begins by outlining the problem statement and research questions regarding the implementation of the communicative approach in Grade 8 ESL classrooms. It then describes the qualitative research methods used, including classroom observations and educator interviews across five schools. Key points covered include defining OBE principles like clarity of outcomes and designing instruction backwards from goals. The document also examines characteristics of OBE curricula and assessment, different delivery approaches, and references challenges in applying OBE in multilingual ESL contexts.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides informal feedback during instruction to improve student learning and teacher instruction.
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
The document discusses performance-based assessment, including defining it, describing its characteristics and types, how to develop and score it, and differentiating tasks for diverse learners. Performance-based assessment evaluates student skills through authentic tasks and products/presentations. It aims to simulate real-world application of skills and provide feedback. Scoring rubrics are used to evaluate student performance on set criteria. Developing high-quality performance tasks and differentiating instructions can help address diverse student needs.
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
The document discusses student learning assessment. It emphasizes that assessment should be aligned with the institution's vision and values, and have clear learning outcomes. Assessment should focus on observable student activities and skills that will be relevant after schooling, not just abstract concepts. It should be continuous, use multiple assessment methods and sources of data, and provide specific feedback to students. The goal is to assess higher-order thinking and real-world application, not just out-of-context drills.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
This is a copy of Prof Ed 3: Assessment in learning 1. Created by Dr. Ariel Mabansag. This will introduce you on how to utilize various assessment tools necessary in teaching.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
K to 12 Classroom Assessment (Revised).pptxSUDOER1031
The document discusses classroom assessment for the K to 12 Basic Education Program in the Philippines. It provides objectives and a pre-test for teachers on key concepts of formative and summative assessment. Theoretical bases are discussed, including Vygotsky's zone of proximal development. The document defines classroom assessment and describes what is assessed, including content standards, performance standards, and learning competencies. Formative and summative assessment are differentiated, and how learners are assessed in the classroom through individual, collaborative, formative and summative methods is explained.
This document outlines guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It discusses the purposes and types of classroom assessment, including formative and summative assessment. Formative assessment is used to track student progress, promote self-reflection, and inform instruction, while summative assessment measures if learning standards have been met. The document also describes the different components that should be assessed, such as content standards, performance standards, and learning competencies. A variety of assessment methods are recommended for use in the classroom at different stages of the learning process.
The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides feedback during instruction and helps students improve, while summative assessment evaluates learning at the end of a unit. The document provides details on how classroom assessment can measure different cognitive levels and standards.
assessment of student learning in assessment in learning 1Rai Blanquera
This document discusses principles of assessing student learning outcomes. It recommends that assessment start with the institution's mission and values, and have clear learning objectives aligned with the mission. Assessment should focus on outcomes relevant after schooling, and on activities leading to outcomes. Assessment works best when continuous over time through an instructional cycle. It should specify what is being assessed and set success standards. Assessment tools should include varied methods like traditional tests and authentic assessments, and provide feedback.
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
This document discusses outcomes-based education (OBE) and its application in English second language (ESL) classrooms in South Africa. It begins by outlining the problem statement and research questions regarding the implementation of the communicative approach in Grade 8 ESL classrooms. It then describes the qualitative research methods used, including classroom observations and educator interviews across five schools. Key points covered include defining OBE principles like clarity of outcomes and designing instruction backwards from goals. The document also examines characteristics of OBE curricula and assessment, different delivery approaches, and references challenges in applying OBE in multilingual ESL contexts.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides informal feedback during instruction to improve student learning and teacher instruction.
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
The document discusses performance-based assessment, including defining it, describing its characteristics and types, how to develop and score it, and differentiating tasks for diverse learners. Performance-based assessment evaluates student skills through authentic tasks and products/presentations. It aims to simulate real-world application of skills and provide feedback. Scoring rubrics are used to evaluate student performance on set criteria. Developing high-quality performance tasks and differentiating instructions can help address diverse student needs.
This document discusses language assessment and evaluation. It defines key concepts related to assessment, outlines principles of assessment and evaluation, and describes different types and purposes of assessment including diagnostic, formative, and summative assessment. Different assessment tools are also discussed, such as observations, anecdotal records, checklists, and rating scales. The goal of assessment is to improve teaching and learning by gathering information on students' knowledge and abilities.
The document discusses student learning assessment. It emphasizes that assessment should be aligned with the institution's vision and values, and have clear learning outcomes. Assessment should focus on observable student activities and skills that will be relevant after schooling, not just abstract concepts. It should be continuous, use multiple assessment methods and sources of data, and provide specific feedback to students. The goal is to assess higher-order thinking and real-world application, not just out-of-context drills.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
This is a copy of Prof Ed 3: Assessment in learning 1. Created by Dr. Ariel Mabansag. This will introduce you on how to utilize various assessment tools necessary in teaching.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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!"
2. 1. K __ __ W__ E __ __ E - Students mastery of
substantive subject matter reflected as test
items should only require students recall or
retrieve from their memory.
KNOWLEDGE
3. 2. __ R __ D U __ T __ - Ability to create
achievement- related skills such as written reports
designing a lesson plan.
PRODUCTS
4. 3. V __ L I __ __ T __ - to extent to which the
test measures what it intends to measure.
VALIDITY
5. 4. R __ __ I A __ I __ I __ Y - The reliability of an
assessment method refers to its consistency.
It is also a term that is synonymous with
dependability or stability.
RELIABILITY
6. 5. __ E __ SO __ I __ G - It is the ability to use
knowledge to reason and solve problem.
Involving, justifying or ending solutions to a
problem.
REASONING
8. 1
CLARITY OF LEARNING
TARGETS
1.1. CATEGORIES OF LEARNING TARGETS
1.2. COGNITIVE TARGETS
1.3. SKILLS, COMPETENCIES AND ABILITIES TARGETS
1.4. PRODUCTS, OUTPUTS AND PROJECTS TARGETS
9. CLARITY OF LEARNING TARGETS
Assessment can be made precise, accurate ad
dependable only if what are to be achieved are clearly
stated and feasible. To this end, we consider learning
targets involving knowledge, reasoning, skills,
products and effects. Learning targets need to be
stated in behavioral terms or terms that denote
something which can be observed through the
behavior of the student.
1
10. CATEGORIES OF LEARNING TARGETS
1. Knowledge - Student’s mastery of substantive subject matter.
Reflected as test items should only require students to recall or
retrieve from their memory.
2. Reasoning - The ability to use knowledge to reason and solve
problem. Involve justifying or ending solutions to a problem.
3. Skills - Ability of the student to demonstrate achievement
related skills.
4. Products - Ability to create achievement-related skills such us
written reports, designing a lesson plan.
5. Affective/deposition - Student’s attainment of effective
traits such as attitudes, values, interest, self-efficacy
1.1
11. COGNITIVE TARGETS
As early as 1850’s, Bloom, (1954), proposed a
hierarchy of educational objectives at the cognitive
level. These are:
1.2
12. COGNITIVE TARGETS
Level 1. KNOWLEDGE which refers to the acquisition of
facts, concepts and theories. Knowledge pf historical facts
like the date of the EDSA revolution, discovery of the
Philippines or scientific concepts like the scientific name of
milkfish, the chemical symbol of argon etc. all fall under
knowledge.
knowledge forms the foundation of all other cognitive
objectives for without knowledge, it is not possible to move
up to the next higher level of thinking skills in the hierarchy
of educational objectives.
1.2
13. COGNITIVE TARGETS
Level 2. COMPREHENSION refers to the same concept as
“understanding. It is a step higher than mere acquisition of
facts and involves a cognition or awareness of the
interrelationships of facts and concepts.
Level 3. APPLICATION refers to the transfer of knowledge
from on field of study to another or from one concept to
another concept in the same discipline.
1.2
14. COGNITIVE TARGETS
Level 4. ANALYSIS refers to the breaking down of a
concept or idea into its components and explaining the
concept as a composition of these concepts.
Level 5. SYNTHESIS refers to the opposite of analysis and
entails putting together the components in order to
summarize the concept.
Level 6. EVALUATION AND REASONING refers to valuing
and judgement or putting the “worth” of a concept or
principle.
1.2
15. SKILLS, COMPETENCIES AND
ABILITIES TARGETS
Skills refer to specific activities or tasks that a student
can proficiently do e.g. skills in coloring, language skills.
Related competencies characterize a student's ability
(DACUM, 2000).
It is important to recognize a student's ability in order that
the program of study can be so designed as to optimize
his/her innate abilities.
1.3
16. SKILLS, COMPETENCIES AND
ABILITIES TARGETS
Abilities can be roughly categorized into: cognitive,
psychomotor and affective abilities. For instance, the ability
to work well with others and to be trusted by every
classmate (affective ability) is an indication that the student
can most likely succeed in work that requires leadership
abilities. On the other hand, other students are better at
doing things alone like programming and web designing
(cognitive ability) and, therefore, they would be good at
highly technical individualized work.
1.3
17. PRODUCTS, OUTPUTS AND PROJECTS
TARGETS
Products, outputs and projects are tangible and
concrete evidence of a student's ability. A clear target for
products and projects need to clearly specify the level of
worksmanship of such projects e.g. expert level, skilled
level or novice level outputs. For instance, an expert output
may be characterized by the indicator "at most two
imperfections noted" while a skilled level output can be
characterized by the indicator "at most four (4)
imperfections noted" etc.
1.4
19. ASSESSMENT METHODS
1. Objective
2. Essay- You are tested on how vast is knowledge and understanding
of the subject. Essay test responses can either be restricted or
extended response.
3. Performance based - Presentation, technical report, project,
athletics, demonstration.
4. Oral question - Oral exam, conference, interviews.
5. Observation-informal or formal observation
6. Self-report – uses surveys, questionnaire in which student selected
a response by themselves. It involves asking a learner about their
feelings, attitudes and beliefs.
22. BALANCE
Allow educators to link assessments through clearly defined
learning targets, provide multiple sources of evidence to support
decision making, and document progress over time.
An assessment is balance if it considers all domains of learning
Considers many intelligence as possible
3
24. FAIRNESS
As fair assessment provides an opportunity to all students to
demonstrate achievement
1. Student have knowledge of learning targets and assessment.
2. Students possess the pre-requisite knowledge and skills.
3. Student given equal opportunity to learn.
4. Student are free from bias assessment task and procedures.
4
25. COMMUNICATION
1. Assessment targets and standards should be communicated.
2. Assessment result should be communicated to its important
users.
3. Assessment result should be communicated to students
through direct interaction.
5
27. POSITIVE CONSEQUENCES
1. Assessment should have a positive consequence to student
that is it should motivate them to learn.
2. Assessment should have a positive consequence to
teachers that is it should help improve the effectiveness of
their instruction.
6
29. ETHICS IN ASSESSMENT
The term "ethics" refers to questions of right and wrong. When teachers think
about ethics, they need to ask themselves if it is right to assess a specific
knowledge or investigate a certain question. Are there some aspects of the
teaching-learning situation that should not be assessed? Here are some
situations in which assessment may not be called for:
• Requiring students to answer checklist of their sexual fantasies;
• Asking elementary pupils to answer sensitive questions without consent
of their parents;
• Testing the mental abilities of pupils using an instrument validity and
reliability are unknown;
7
30. ETHICS IN ASSESSMENT
1. Teacher should free students from harmful consequences of
misuse or overuse of various assessment procedures such
embarrassing students and violating students right to
confidentiality.
2. Teacher should be guided by law and policies that affect their
classroom assessment.
3. Administrator and teacher should understand that it is
appropriately use standardize student’s achievement to
measure teaching effectiveness.
7
32. PRACTICALITY AND EFFICIENCY
Another quality of a good assessment procedure is practicality
and efficiency. An assessment procedure should be practical in
the sense that the teacher should be familiar with it, does not
require too much time and is in fact, implementable. A complex
assessment procedure tends to be difficult to score and interpret
resulting in a lot of misdiagnosis or too long a feedback period
which may render the test inefficient.
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33. PRACTICALITY AND EFFICIENCY
1. Teacher familiarity with the method
2. Time required
3. Complexity of administration
4. Ease in scoring
5. Ease of interpretation
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35. VALIDITY
Validity, in recent years, has been defined as referring to the
appropriateness, correctness, meaningfulness and usefulness of the
specific conclusions that a teacher reaches regarding the teaching-
learning situation.
Validity is the degree to which the instrument measures what it
intends to measure. It is a characteristic of a test that pertains to the
appropriateness of the inferences, uses, and results of the test or any
data gathering method. It is considered the most important criterion of
a good assessment instrument
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36. VALIDITY
Let us explore the various ways of establishing validity:
1. Face validity is established by examining the physical appearance of the test
instrument.
2. Content/Curricular-related validity is established by ensuring that the test
objectives match lesson objectives. In other words, the lesson objectives are
reflected in the test items. A table of specifications will ensure that the
appropriate learning targets (or the lessons discussed in the class) are the ones
to be assessed in the test.
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37. VALIDITY
3. Criterion-related Validity is established statistically such that a set of scores
revealed by the measuring instrument is correlated with the scores obtained in
another external predictor or measure. It provides validity by relating an
assessment to some valued measure (criterion) that can either provide an
estimate of current performance (concurrent validity) or predict future
performance (predictive validity).
a. Predictive validity is established by correlating sets of scores obtained from
two measures given at a longer time interval in order to describe the future
performance of an individual.
b. Concurrent validity is established by correlating the sets of scores obtained
from two measures given concurrently in order to describe the present status
of the individual.
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38. VALIDITY
4. Construct-related validity determines which assessment is a meaningful measure
of an unobservable trait or characteristics like intelligence, reading comprehension,
honesty, motivation, attitude, learning style, anxiety, etc… It is established by
statistically comparing psychological factors that affect the scores in a test. There
are two ways on how construct-related validity is established. These are convergent
validity and divergent validity.
a. Convergent validity is established if an instrument defines another similar trait
other than what is intended to measure. For example, Mathematics Anxiety Test
may be correlated with Attitudinal Test.
b. Divergent validity is established if an instrument can describe only the intended
trait and not the other traits. For example, critical thinking test may not be
correlated with language ability test.
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40. RELIABILITY
Reliability, on the other hand, is defined as the instrument’s
consistency.
The reliability of an assessment method refers to its consistency. It is
also a term that is synonymous with dependability or stability.
Reliability of a test may also mean the consistency of test results
when the same test is administered at two different time periods.
This is the test-retest method of estimating reliability. The estimate
of test reliability is then given by the correlation of the two test
results.
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41. RELIABILITY
WHAT AFFECTS THE RELIABILITY OF A TEST?
• Inconsistency of the scorer as a result of subjective scoring.
• Incidental and accidental excursion of some materials in the
test resulting to limited sample
• Change in the individual examinee himself and his instability
during the examination
• Testing environment
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42. T h a n k y o u !
Report of group 1 D a t e : M a r c h 6 , 2 0 2 3
Alexis S. Cadorna
Angeline S. Cayanan
Carla Mae Cajade
Claire R. Lung-ayan
Cliffort Pua
Erica Mae T. Madduma
Frennylen C. Asuncion
James Buscayno
Group 1