Assessment of Student Learning Subject

1. Goals and Objectives
Taxonomy of Educational Objectives
ASSESSING LEARNING
OUTCOMES

2. Instructional Goals and
Objectives- What for?
 provides direction for the
instructional process by
clarifying the intended learning
outcomes
 communicate instructional
intent to other stakeholders
 provides basis for assessing

3. LET’S DEFINE:
 GOALS- broad statement of very
general educational outcomes which
does not include specific level of
performance.
e.g. a. develop high level thinking
skills
b. learn problem solving skills
c. appreciate the beauty of
nature

4.  GENERAL EDUCATIONAL PROGRAM
OBJECTIVES- narrowly defined statements
of educational outcomes that apply to specific
programs; formulated on annual basis;
developed by program
coordinators, principals, and other school
administrators
 INSTRUCTIONAL or EDUCATIONAL
OBJECTIVES- specific statement of the
learners’ behavior or outcomes to be
manifested after instruction
e.g. add fractions with 100% accuracy

5. GOALS vs. OBJECTIVES
 broad
 General
intention
 Intangible
 Abstract
 Cannot be
validated
 Long-term
 hard to
• narrow
• precise
•Tangible
•Concrete
•Can be
validated
•Short- term

6. COMPONENTS OF OBJECTIVES
(A, B,C,D)
1.Audience- For WHOM are the
objectives set?
2.Observable Behavior- WHAT do you
expect them to do?
3.Special Conditions- HOW must the
behavior be displayed?
4.Stating Criterion Level (degree)-
HOW MUCH of the specific set of
criteria be met? (completion within a

8. BLOOM’S REVISED TAXONOMY
Cognitive Domain
Evaluation
Synthes
is
Analysis
Application
Comprehensio
n
Knowledge
Creating
Evaluati
ng
Analyzing
Applying
Understandin
g
Rememberin
g
1956 2001
NOUN VERB FORM

9. KRATHWOHL’s LEVELS OF AFFECTIVE
DOMAIN
CHARACTERIZATION
by Value or Value set
ORGANIZATION
VALUING
RESPONDING
RECEIVING
Learners are willing to
listen
Learners are willing to
participate
Learners are willing to be involved
Learners are willing to be an
advocate
Learners are willing to change
one’s behavior, lifestyle, or way of
life

11. LEVELS OF PSYCHOMOTOR DOMAIN
• ORIGINATION- create new movement pattern to fit a
particular situation
• ADAPTATION- can modify movement patterns to fit
special requirement
• COMPLEX OVERT RESPONSE-
quick, accurate, highly coordinated performance
• MECHANISM- performs with some confidence and
proficiency
• GUIDED RESPONSE- learning a complex skill
through imitation, and trial & error
• SET- Readiness to act; includes physical, mental &
emotional sets
• PERCEPTION – ability to use sensory cues

12. MATCHING INSTRUCTIONAL OBJECTIVES
TO TEST ITEMS
Objective: Discriminate fact
from opinion from Pres. Aquino’s
first SONA.
Test Item: From the State of the
Nation Address of Pres.
Aquino, give 5 examples of facts
and 5 examples of opinions.

13. MATCH or NOT?
Objective: Recall the names and
capitals of all the provinces of
Region I and II in the Philippines.
Test Item: List the names and
capitals of two provinces in region
1 and three provinces in Region 2

14. Objective: Make a freehand
drawing about Region 2 using your
map as a guide.
Test Item: Without using your map,
draw the map of Region 2
Objective: Circle the nouns and
pronouns from the given list of
words
Test Item: Give 5 examples of

15. Objective: List the main events in
chronological order, after reading
the short story, A VENDETTA by
Guy de Maupassant.
Test Item: From the short story,
A VENDETTA, by Guy de
Maupassant, list the main events
in chronological order.