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WKS 1 Identifying Test Objectives.pptx
- 1. WORKSOP ON IDENTIFYING TEST OBJECTIVES Objective: * To ensure alignment among assessments, learning objectives and instructional strategies.
- 2. Why should assessments, learning objectives, and instructional strategies be aligned? Assessments Learning Objectives Instructional Activities
- 3. * Assessments: What kind of tasks will reveal whether students have achieved the learning objectives I have identified? *Learning Objectives: What do I want students to know and how to do when they leave this course? * Instructional Objectives: What kind of activities in and out of class will reinforce my learning objectives and prepare students for assessments?
- 4. ▪ Your objective is for students to learn to apply analytical skills, but your assessment measures only factual recall. Consequently, students honing their analytical skills are frustrated that the exam does not measure what they learned.
- 5. ▪ Your assessment measures students’ ability to compare and critique the arguments of different authors, but your instructional strategies focus entirely on summarizing the arguments of different authors. Consequently, students do not learn or practice the skills of comparison and evaluation that will be assessed.
- 6. What do well-aligned assessments look like? Type of learning objective Examples of Appropriate Assessments Recall Recognize Identify Objective test items such as fill-in-the blank, matching, labeling, or multiple choice questions that require students to: o Recall or recognize terms, facts and concepts
- 7. Type of learning objective Examples of Appropriate Assessments Interpret Exemplify Classify Summarize Infer Compare Explain Oral questioning, Essay, Performance task that require students to: o summarize readings, films or speeches o compare and contrast two or more theories, events or processes o classify or categorize cases, elements, or events using established criteria o paraphrase documents or speeches o find or identify examples or illustrations of a concept or principle
- 8. Type of learning objective Examples of Appropriate Assessments Apply Execute Implement Performance Task, Oral Questioning, Observations that require students to: o use procedures to solve or complete familiar or unfamiliar tasks o Determine which procedure(s) are most appropriate for a given task
- 9. Type of learning objective Examples of Appropriate Assessments Analyze Differentiate Organize Attribute Performance task, oral questioning and observations that require students to: o discriminate or select relevant and irrelevant parts o Determine how elements function together o Determine bias, values, or underlying intent in presented material
- 10. Type of learning objective Examples of Appropriate Assessments Check Critique Assess Performance task, oral questioning, observations that require students to: o test, monitor, judge, or critique readings, performances, or products against established criteria or standards
- 11. Type of learning objective Examples of Appropriate Assessments Create Plan Produce Design Performance-based, oral questioning, observations that require students to: o Make, build, design or generate something new
- 12. Bloom’s taxonomy remix Putting things together, Creative Thinking Making Judgment Breaking Things down, Critical Thinking Using knowledge in new situations Understanding Recall
- 13. HOTS in chemistry 13 Revised Bloom’s taxonomy of cognitive levels • To recall facts: • Define the term ‘rusting’. • State two substances that are needed for rusting to occur. 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
- 14. HOTS in chemistry 14 Bloom’s taxonomy of cognitive levels • To understand the meanings / organize facts: • Explain why rusting of iron nail occurs faster in salt solution than in tap water. 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
- 15. HOTS in chemistry 15 Bloom’s taxonomy of cognitive levels • To use (apply) facts, rules or principles: • Suggest a metal that is used to protect underground steel pipes. Explain your choice. • Calculate the e.m.f. of the rusting process from the electrode potentials of half reactions. 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
- 16. HOTS in chemistry 16 Bloom’s taxonomy of cognitive levels • To break down the whole into it component parts: • To distinguish between tin- plating and zinc-plating to prevent iron cans from rusting? 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
- 17. HOTS in chemistry 17 Bloom’s taxonomy of cognitive levels • To justify the value or merits of an idea/problem • Discuss the effects of rusting on social, economic and environmental aspects of a society. 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
- 18. HOTS in chemistry 18 Bloom’s taxonomy of cognitive levels • To put parts together into a new whole • Design an experiment to show that oxygen is essential to cause rusting. 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create • Construct higher-level questions ⇒ HOTs
- 19. WORKSHOP PROPER - Group Activity Instructions: Browse your topic report and find for possible objectives to be measured. List at least two objectives per level of the revised Bloom’s Taxonomy. Present your output.