LESSON 2: ASSESSMENT PURPOSES LEARNING TRAGET AND APPROPRIATE METHODS

TOPICS: What is Classroom Assessment?

Classroom assessment is a one of the most important tools teachers can use to understand the needs
of their students. When executed properly and on an ongoing basis, classroom assessment should shape
student learning and give teachers valuable insights. Classroom assessment is something all teachers do as
part of their responsibility for enhancing student learning and motivation, documenting student performance,
and reporting results for accountability purposes
What is the purpose of classroom assessment?
The purpose of assessment is to gather relevant information about student performance or progress,
or to determine student interests to make judgments about their learning process. After receiving this
information, teachers can reflect on each student’s level of achievement, as well as on specific inclinations
of the group, to customize their teaching plans.
TYPES OF CLASSROOM ASSESSMENT
Assessment of learning (Summative in Nature)
Assessment of learning is the snapshot in time that lets the teacher, students and their parents know
how well each student has completed the learning tasks and activities. It provides information about student
achievement. While it provides useful reporting information, it often has little effect on learning.
This is use of assessment to determine learners’ acquired knowledge and skills form instruction. It is
the way to see what’s students thinking and mostly done at the end of the class.
Examples: end of term/midterm, quarterly exams, final project
Assessment for Learning (Formative in nature)
Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-
day basis and modify their teaching based on what the students need to be successful. This assessment
provides students with the timely, specific feedback that they need to make adjustments to their learning.
This assessment use to identify the needs of students in order to modify instruction of learning
activities in the classroom.
Examples: pre-test, quizzes, written and concept maps
Assessment as Learning
Assessment as learning develops and supports students' metacognitive skills. This form of
assessment is crucial in helping students become lifelong learners. As students engage in peer and self-
assessment, they learn to make sense of information, relate it to prior knowledge and use it for new learning.
Students develop a sense of ownership and efficacy when they use teacher, peer and self-assessment
feedback to make adjustments, improvements and changes to what they understand.
This assessment use to help students become self-regulated. Formative in nature meant to use
assessment task, results and feedback to help them improve their self-regulation. It employs activities which
provides opportunity to students in monitoring and doing their own learning.
Examples: self-assessment, continuous process and rubrics
The Role of Classroom Assessment in the teaching-learning Process
•Formative- teachers conduct assessment because they want to acquire information on the current status and
level of learner’s knowledge and skills or competencies.
•Diagnostic- teachers use assessment to identify specific learners’ weakness of difficulties that may affect
their achievement of the learning outcomes.
•Evaluate- teachers conduct assessment to measure learner’s performance or achievement for the purposes
of making judgement or grading in particular.
•Facilitative- Classroom assessment may affect student learning. On the part of the teachers, assessments
for learning provides information on students learning and achievement that teacher’s ca use o improve
instruction and the learning experiences of learners.
•Motivational- classroom assessment can serve as a mechanism for learners to be motivated and engaged in
learning and achievement in the classroom.
Learning Targets
•Stated in the learner’s point of view
•Compared with educational goals, standards, objections, learning targets are most specific and lead to more
specific instructional and assessment activities.
Example: I can differentiate between nouns and verbs
•Goals-are general statements about desired learner outcomes in a given year or during the duration of a
program.
•Standards- Specific statement about what learners should know and are capable of doing at a particular
grade level, subject or course
•Educational Objectives- are specific statements of learner’s performance at the end of an instructional
units.
TYPES OF LEARNING TARGETS

TYPES DESCRIPTION SAMPLE

Knowledge Target refers to factual, conceptual and I can explain the role of
procedural information that conceptual framework in
learners must learn in subject or research.
content area
Reasoning Target Knowledge-based thoughts I can justify my research
processes that learners must problems with a theory.
learn. It involves application of
knowledge in problem-solving,
decision making and other task
that require mental skills.
Skills Target Use of knowledge and/or I can facilitate a focus group
reasoning to perform or discussion (FGD) with research
demonstrate physical skills. participants.
Product Target Use of knowledge, reasoning and I can write a thesis proposal.
skills in creating a concreate or
tangible product.
Affect Target Refers to the affective I can appreciate the importance
characteristics that students can of addressing potential ethical
develop and demonstrate because issues in the conduct of research.
of instruction.
https://www.learnalberta.ca/content/mewa/html/assessment/types.html
https://www.theedadvocate.org/real-purpose-assessments-education/
https://www.sciencedirect.com/topics/social-sciences/classroom-assessment
TOPICS: BLOOMS TAXONOMY
BY: BENJAMIN BLOOM
WHO IS BENJAMIN BLOOM
 JEWISH-AMERICAN EDUCATIONAL PSYCHOLOGIST
CONTRIBUTIONS:
• Classification of Educational Objectives
• Theory of Mastery Learning
WHAT IS TAXONOMY??
 COMES FROM TWO GREEK WORDS:
 TAXIS: ARRANGEMENT
 NOMOS: SCIENCE
 =ARRANGEMENT OF SCIENCE
 ARRANGEMENT OF CLASIFICATION, PRINCIPLES OR STRUCTURE AND DOMAIN
SIMPLY MEANS CATEGORY.
BACKGROUND
 In year 1956, Benjamin Bloom with collaborators Max Englehart. Edward Furst, Walter Hill
and David Krathwohl
 Published a framework categorizing educational goals:
 Taxonomy of Educational Objectives
 This framework has been applied by generations of teacher and college instructors in their
teaching
DEFINITION:
Bloom's taxonomy is a classification system used to define and distinguish different levels of
human cognition; THINKING, LEARNING AND UNDERSTANDING
PURPOSE:
Bloom's taxonomy was developed to provide a common language for teachers to discuss and
exchange learning and assessment methods.
Specific learning outcomes can be derived from the taxonomy, though it is most commonly
used to assess learning on a variety of cognitive levels.
THE ORIGINAL TAXONOMY???
The 3 domains of learning
 Cognitive: Mental Skill (knowledge)
 Affective: growth in feelings or emotional areas (attitude or self)
 Psychomotor: manual of physical skills (Skills)
 Instructional designers, trainers and educators often use these categories as their objectives.
COGNITIVE DOMAIN
 The cognitive domain involves knowledge and development of intellectual skills.
 This includes recall or recognition of specific facts, procedural patterns, and concept that serve
in the development of intellectual abilities or skill.
 There are six major categories of cognitive processes, starting from the simplest to most
complex.

KNOWLEDGE
 Involves the recall of specific and universals, the recall methods and processes, or the recall of
pattern structures and students
 Student can;
 Write, list and define his knowledge if he have
COMPREHENSION
 Refers to a type of understanding and apprehension such as the individual knows what is being
communicated
 Students translates, comprehends interprets based on prior learning like;
 Explain, Summarize, paraphrase and describe
APPLICATION
 Refers to the use of abstractions in particular and concrete situation.
 Students selects, transfers and uses data and principles to complete a problem with a minimum
of direction
 How student can use compute and apply his knowledge
 Ex: 100-15 = 85
ANALYSIS
Breakdown of communication into its constituent elements or parts
  students classify, distinguishes and relates the evidence or structure of a statement or a
question
 Student can analyze, compare and categorize and separate
 Ex: Old Capital of Pakistan? New Capital? Why? analysis

SYNTHESIS
 Involves the putting together of elements and part so as to form a whole.
 Students originates, integrates and combine ideas into a product, a plan or proposal that is new
to him
 He can create, design, invent and develop
 He can combine different types of information to find alternative solution.
Ex: Some examples of synthesis questions include … “How would you assemble these items to create a
windmill?” “How would your life be different if you could breathe under water?” “Construct a tower
one foot tall using only four blocks.
EVALUATION
 Student can judge what he learned weather its right or wrong. If wrong the he can start the
process again.
 Student can judge, recommend, critique and justify
AFFECTIVE DOMAIN
 Skills in the affective domain describe the way people react emotionally and their ability to feel
other living things pain or joy. Affective objectives typically target the awareness and growth
in attitudes, emotions or feelings
 There are 5 levels in the affective domain moving through the lowest –order processes to the
highest
 Receiving
 Responding
 Valuing
 Organizing and
 Characterizing
PSYCHOMOTOR DOMAIN
 Skills in this domain describe the ability to physically manipulate a tool or student like a hand
hammer.
 Its objectives usually focus on change or in the development in behavior and on skill.
 Blooms and his colleagues never create subcategories for skill in the psychomotor
TOPICS: REVISED BLOOMS TAXONOMY
After 45 years since the publication of Bloom's taxonomy, a group led by LORIN ANDERSON (Bloom's
former student) and DAVID KRATHWOHL led a new group of experts to work together. The result was
what is now called the revised taxonomy.
1. Levels or categories of thinking in the old taxonomy were nouns, while in the revised taxonomy they
are verbs. The use of action words instead of nouns was done to highlight that thinking is an active
process. For example, evaluate instead of evaluation, or analyze instead of analysis.
2. While the revised taxonomy remains to be in hierarchical levels of increasing complexity, it is
intended to be more flexible, in that it allows the categories to overlap. For example, some action
words in understand level, like explain, may appear to be more complex than the action word, show in
the apply level. However, when we look into the six levels from remember to create, we will still find
that. Over-all the taxonomy proceeds in a hierarchical order
3. The knowledge level was changed to remember. The change was made because, knowledge does
not refer to a cognitive or thinking level. Knowledge is the object of the thinking. Remember is more
appropriate word for the first thinking level which involves recalling and retrieving knowledge.
4. The comprehension level was changed to understand. Teachers a likely to use the word understand
when referring to their work rather than comprehension.
5. Synthesis was changed to create and was placed as the highest level.
6.The cognitive domain now includes two dimensions, the cognitive dimension and the knowledge
dimension. The knowledge dimension of the revised taxonomy was based on the subcategories of
knowledge in the old taxonomy.
The revised taxonomy highlights two dimensions, the cognitive and the knowledge dimensions. The
cognitive dimension includes the hierarchical or ordered levels of thinking. The thinking levels move from
the simplest to the most complex.
The levels are, remember, understand, apply, analyze, evaluate and create. The knowledge dimension
includes the four knowledge categories factual, conceptual, procedural, metacognitive. The knowledge that
teachers aim to teach and students aim to learn can be about facts, concepts, procedures and metacognitive
knowledge.
When you formulate learning objectives, you consider what level of thinking (cognitive) you want your
students to achieve, and also what type of knowledge it is you want to teach.
When we write a learning objective, the level of thinking is represented by the verb, while the knowledge
dimensions' is represented by the noun. In the example, At the end of the lesson, the learner will be able to: •
explain the photosynthesis process,
• explain is the action word which will fall under the second cognitive dimension level, understand, and
photosynthesis is the noun that will fall under procedural knowledge.
Uses of the Revised Taxonomy
The revised taxonomy provides a framework that helps educators in the following ways:
1. It provides educators with a common set of terms and levels about learning objectives that help in
planning across subject matter and grade levels.
2. It helps in the drafting of learning standards across levels.
3. It serves as a guide in evaluating the school’s curriculum objectives, activities and assessment.
4. It guides the teacher in formulating learning objectives that tap higher-order thinking skills.

Reporter: Reigene Madrid

Erica M. Reyes
TOPICS: TYPES OF LEARNING TARGET
WHAT IS LEARNING TARGET
• are basically the goals that state what you expect your student to know by the end of the
lesson/course and you successfully deliver it. It is noticed that, when students clearly understands
classroom expectations, they are able to learn better and improve their performance.
• The term target is used intentionally as it conveys to students that they are aiming for something
specific.
Refers to any statement of what students are to know and be able to do as a result of instruction.
TYPES OF LEARNING TARGET
KNOWLEDGE –LEVEL TARGET
• Factual knowledge (knowing from memory)
• Procedural knowledge (knowing how to execute a series of steps)
• Conceptual understanding (being able to explain a concept
Example:
• Know that plants and animals need certain resources for energy and growth
Comprehend vocabulary
SKILLED–LEVEL TARGET
Real-time demonstration or physical performance. It’s involving about something that a student must
demonstrate in a way other than questioning.
Example:
• Compare and contrast points of view from an historical event.
REASONING – LEVEL TARGET
Define thought processes students are to learn to execute, such as predict, infer, compare, hypothesize,
critique, draw conclusions, justify, and evaluate.
Example:
• Use kinesthetic awareness, concentration, and focus in performing movement skills.
• Use simple equipment and tools to gather data.
PRODUCT - LEVEL TARGET
The content standard as written calls for the creation of a product, and the evaluation of learning will be of
the qualities of the product through the use of reasoning and skill of the students.
Example:
 • Construct physical models of familiar objects.
Create a scripted scene based on improvised work.

REPORTER: LAIKA MABUTE

TOPICS: APPROPRIATE METHOD OF ASSESSMENT
Assessment method have to be appropriate all the time. This is not a choice but a must in order to make
assessment valid. You cannot have a pen-and –paper test on competency that goes: the learners express
orally their stance on the West Philippine Sea row.
1. Written-Response Instrument
This method may require short answers or answers which express the thoughts of the students
through written format while delivery of question may occur as written or orally. It also has two
type: objective and non-objective.

Examples:
Objective test- appropriate for the various levels of the hierarchy of educational objectives.
This include test (multiple-choice, true or false, matching type or short answer test), essays,
examinations, and checklists.

Essay-when properly planned, can test the students grasp of high-level cognitive skills particularly in
areas of application, analysis, synthesis and evaluation.

2. Product – rating scale

These scales measure products that are frequently rated in education such as book reports, maps,
charts diagram, notebook, essay and creative endeavor of all sorts.

Type of rating scale

Ordinal Scale-is a variable measurement scale that presents the answers in an ordered manner. The scale is
presented in the nature order, but the intervals between the scales are not fixed.
Example:
Interval scale- has similarities to an ordinal scale. The question’s answer also follow an innate order, but
they contain an equal and meaningful value between the intervals.
Example:
POPULAR TYPES OF RATING SCALES
*Graphic rating scale
*Numerical rating scale
*Descriptive rating scale
*Comparative rating scale
3. PERFORMANCE TEST
One of these is the performance checklist which consists of the list of behaviors that makes up a
certain type of performance. It is used to determine whether or not an individual behaves in a certain
way when asked to complete a particular task.
Example: checklist

4. ORAL QUESTIONING
 Commonly called “oral recitation”, it is through oral communication and interaction with them
determines how much students have learned. It assesses student’s stock knowledge and \ or assesses
the ability to communicate ideas in organized manner.

5. Observation and self-reports

As defined, is the act of careful watching and listening then presents observations either verbally or
written using tally sheets. This aids in assessing oneself regarding his attitudes towards particular
situation.
Example: tally sheets
Record frequency of student behaviors, activities or remarks
Answers “HOW”

IMPORTANCE OF APPROPRIATE METHOD OF ASSESSMENT

Given the importance of assessment for student learning, it is important to consider how to best measure the
learning that you want your students to achieve. Assessment should integrate grading, learning, and
motivation for your students. Well-designed assessment methods provide valuable information about student
learning. They tell us what students learned, how well they learned it, and where they struggled. Good
assessments allow you to answer the question,

REPORTER: ANA MARIE MIRADOR