The document discusses principles of assessment and different methods of assessing student learning. It describes five standards for quality assessment according to Chappuis, Chappuis & Stiggins: clear purpose, clear learning targets, sound design, effective communication of results, and student involvement. The document then focuses on the standards of learning outcomes and assessment alignment. It defines learning outcomes and lists types of learning domains. Finally, it describes various assessment methods including selected response questions, constructed response, teacher observation, and student self-assessment.

1. Appropriateness and alignment to learning
outcomes
Jill Mar Montoya
Nathalie Arielle Dupalco

2. What principles govern assessment of learning?
Chappuis, Chappuis & Stiggins (2009)
delineated five standards of quality assessment
to inform sound instructional decisions: (1)
clear purpose; (2) clear learning targets; (3)
sound assessment design; (4) effective
communication of n does results; and (5)
student involvement in the assessment process.

3. • Why are you assessing?
• What do you assess?
• How are you going to assess?
Chapter 3 deals with the second and third
assessment standards identified by Chappuis,
Chappuis & Stiggins (2009). It covers learning
outcomes and assessment methods, and how
they are aligned.

4. Learning outcomes
A learning outcome pertains to a particular
level of knowledge, skills and values that a
student has acquired at the end of a unit or
period of study as a result of his/her
engagement in a set of appropriate and
meaningful learning experiences.

5. Anderson, et al. (2005) listed four steps in
a student outcomes assessment: (1) create
learning outcome statements; (2) design
teaching/assessments to achieve these
outcomes statements; (3) implement
teaching/assessment activities; (4) analyze
data on individual and aggregate levels; and
(5) reassess the process.

6. TAXONOMYOF LEARNING DOMAINS
Learning outcomes are statements of
performance expectations: cognitive,
affective and psychomotor. These are the
three broad domains of learning
characterized by change in a learner's
behavior.

7. A. Cognitive (Knowledge-based)
the levels of cognitive learning originally devised by
Bloom, Engelhart, Furst, Jill & Krathwohl in 1956 and
revised by Anderson, Krathwohl et al. in 2001 to
produce a two-dimensional framework of Knowledge
and Cognitive Processes and account for twenty-first
century needs by including metacognition. It is
designed to help teachers understand and implement a
standards-based curriculum.

8. Krathwohl (2002) stressed that the
revised Bloom's taxonomy table is not
only used to classify to determine how
well learners have attained and
mastered the objectives. instructional
and learning activities used to achieve
the objectives, but also for assessments
employed

9. Marzano & Kendall (2007)
Marzano & Kendall (2007) came up with their
own taxonomy composed of three systems (Self-
system, Metacognitive System and Cognitive
System) and the Knowledge Domain. Their
Cognitive System has four levels: Knowledge;
Comprehension. Analysis and Knowledge
Utilization.

10. • Knowledge component is the same as the
Remembering level in the revised Bloom's
Taxonomy.
• Analysis involves processes of matching,
classifying, error analysis, generalizing and
specifying.
• The last level, Knowledge Utilization, comprises
decision-making, problem-solving, experimental
inquiry and investigation - processes essential in

11. Remembering
Retrieving relevant knowledge from long-term
memory
Processes: Recognizing, Recalling Verbs: define,
describe, identify, label, list, match, name,
outline, reproduce, select, state
Define the four levels of mental
processes in Marzano & Kendall's
Cognitive System.
Understanding
Constructing meaning from instructional
messages, including oral, written, and graphic
communication
Processes: Interpreting, Exemplifying,
Classifying, Summarizing, Inferring, Comparing,
Explaining Verbs: convert, describe, distinguish,
estimate, extend, generalize, give examples,
paraphrase, rewrite, summarize
Explain the purpose of Marzano &
Kendall's New Taxonomy of Educational
Objectives.
Applying
Carrying out or using a procedure in a given
situation
Processes: Executing, Implementing Verbs:
apply, change, classify (examples of a concept),
compute, demonstrate, discover, modify, operate,
predict, prepare, relate, show, solve, use
Write a learning objective for each level of
the Marzano & Kendall's Cognitive
System.
Analyzing
Breaking material into its constituent parts
and determine how the parts relate to one
another and to an overall structure or purpose
Processes: Differentiating, Organizing, Attributing
Verbs: analyze, arrange, associate, compare,
contrast, infer, organize, solve, support (a thesis)
Compare and contrast the thinking levels
in the revised Bloom's Taxonomy and
Marzano & Kendall's Cognitive System.
Evaluating
Making judgments based on criteria and
standards.
Processes: Executing, Monitoring, Generating
Verbs: appraise, compare, conclude, contrast,
criticize, evaluate, judge, justify, support (a
judgment), verify
Judge the effectiveness of writing learning
outcomes using Marzano & Kendall's
Taxonomy.
Creating Putting elements together to form a
coherent or functional whole; reorganize
elements into a new pattern or structure.
Processes: Planning, Producing Verbs: classify
(infer the classification system), construct,
create, extend, formulate, generate, synthesize
Design a classification scheme for writing
learning outcomes using the levels of
Cognitive system developed by Marzano &
Kendall.

12. B. Psychomotor (Skills-based)
Dave (1970) identified five levels of behavior in
the psychomotor domain: Imitation,
Manipulation, Precision, Articulation, and
Naturalization. In his taxonomy, Simpson (1972)
laid down seven progressive levels: Perception,
Set, Guided Response, Mechanism, Complex Overt
Response, Adaptation and Origination.

13. Meanwhile, Harrow (1972) developed
her own taxonomy with six categories
organized according to degree of
coordination: Reflex movements, Basic
fundamental movement, Perceptual,
Physical activities, Skilled movements,
and Non-discursive communication.

14. Levels Action Verbs Describing
Learning Outcomes
Sample Learning Competencies
Observing
Active mental attending of a
physical event
Describe, detect, distinguish,
differentiate, describe, relate,
select
Relate music to a particular dance
step.
Imitating
Attempted copying of a physical
behavior
Begin, display, explain, move,
proceed, react, show, state,
volunteer
Demonstrate a simple dance step.
Practicing
Trying a specific physical activity
over and over
Bend, calibrate, construct,
differentiate, dismantle, fasten, fix,
grasp, grind, handle, measure,
mix, organize, operate,
manipulate, mend
Display several dance steps in
sequence.
Adapting Fine tuning. Making
minor adjustments in the physical
activity in. order to perfect it.
Arrange, combine, compose,
construct, create, design,
originate, rearrange, reorganize
Perform a dance showing new
combinations of steps

15. C. Affective (Values, Attitudes and Interests)
The affective domain emphasizes emotional
knowledge. The affective domain includes
factors such as student motivation, attitudes,
appreciations and values.

16. Levels Action Verbs Describing Learning
Outcomes
Sample Learning Competencies
Receiving
Being aware of or attending to
something in the environment
Asks, chooses, describes, follows,
gives, holds, identifies, locates,
names, points to, selects, sits erect,
replies, uses
Listen attentively to volleyball
introduction.
Responding
Showing some new behaviors as a
result of experience
Answer, assist, comply, conform,
discuss, greet, help, label, perform,
practice, present, read, recite, report,
select, tell, write
Assist voluntarily in setting up
volleyball nets.
Valuing
Showing some definite involvement or
commitment
Complete, describe, differentiate,
explain, follow, form, initiate, invite,
join, justify, propose, read, report,
select, share, study, work
Attend optional volleyball matches.
Organizing
Integrating a new value into one's
general set of values, giving it some
ranking among one's general
priorities.
Adhere, alter, arrange, combine,
compare, complete, defend, explain,
generalize, identify, integrate, modify,
order, organize, prepare, relate,
synthesize
Arrange his/her own volleyball
practice.
Internalizing Values:
Characterization by a value or value
complex Acting consistently with the
new value
Act, discriminate, display, influence,
listen, modify, perform, practice,
propose, qualify, question, revise,
serve, solve, use, verify
Join intramurals to play volleyball
twice a week.

17. TYPES OF ASSESSMENTMETHODS
• Assessment methods can be categorized
according to the nature and characteristics of
each method.
• Mc Millan 2007 identified four major categories:
selected- response, constructed response,
teacher observation, student self assessment.

18. 1. Selected- response
In a selected response format, students
select from a given set of options to
answer a question or a problem.

19. A. Multiple choice questions
A.Multiple choice
questions consist of a
stem ( questions or
statement form) with
four or five answer
choice ( distracters)

20. B. Matching types
B. Matching types items
consist of a set or columns
of descriptions and words,
phrases or images.
Student review each seten
and match each word,
phrase, or image from lost
of responses.

21. C. Alternate response ( true or false)
C.Alternate response ( true or false) questions are a
binary choice type. The reliability of true or false
items is not generally high because of possibility of
guessing.

22. 2. Constructed- Response Format
Constructed- Response Format - A constructed
response format ( subjective) demands students
create or produced their own answers in
response to a question, problem or task.

23. A. Brief constructedresponse
Brief constructed response items
require only short responses form
students

24. B. Performance Assessments
B.Performance Assessments require
students to perform a task rather
than select from a give set or
options.

25. ANALYCTICRUBRIC

26. HOLISTIC

27. C. Essay Assessment
Essay Assessment involve answering
a question or proposition in written
form.

28. D. Oral Questioning
Oral Questioning is a common
assessment method during instruction to
check on student understanding

29. 3. Teacher Observation
Teacher Observation are form on going
assessment, usually done in combination
with oral questioning. Teacher regularly
observe students to check on their
understanding.

30. 4. Student Self assessment
Student Self assessment - it is a process
where students are given a chance to reflect
and rate their own work and judge how well
they performed in relation to a set of
assessment criteria.

31. MATCHING LEARNING TARGETS WITHASSESSMENT METHODS
A learning target is defined as a description of
performance that includes what learners should know
and be able to do. It contains the criteria used to judge
student performance. It is derived from national and
local standards. This definition is similar to that of a
learning outcome.
McMillan (2007) prepared a scorecard as a guide on
how well a particular assessment method measures
each level of learning.

34. Table 3.6 Sample Elements of a Learning Plan
Learning
Outcomes
Topics Activities Resources Assessment
Perform
algebraic
operations
using algebraic
expressions
with grouping
symbols and/
or exponential
expressions,
and explain
solutions
through board
work.
•Constants and
variables
•Order of
operations
•Integral
Exponents
•Fundamental
Operations of
Algebraic
Expressions
•Lecture-
Demonstration
•Peer teaching
•Cooperative
learning: Spin
and Think
•LCD projector
•Paper and pen
•Worksheet
•Boardwork
activities
•Problem
solving
exercises
•Performance
tasks

35. thank you for listening