MODULE 3

Section Intended Learning Outcome

Critique Teacher-made test using the principles of high quality assessment.

Intended Learning Outcome

At the end of Chapter 3 students are expected to: match learning outcomes with the
appropriate assessment method.

CHAPTER 3: APPROPRIATENESS and ALIGNMENT OF ASSESSMENT METHODS TO

LEARNING OUTCOMES

Introduction:
Assessment methods and tools should be parallel to the learning targets or outcomes to
provide students with opportunities that are rich in breadth and depth and promote deep
understanding. Not all assessment methods are applicable to every type of learning outcome.
Teachers have to be skillful in the selection of assessment methods.

CONTENT:

Identifying learning outcomes:

Learning outcome pertains to a particular level of knowledge, skills and values that a
student has acquired at the end of a unit period of study as a result of his engagement in a
meaningful learning experience.
Learning outcomes are statements of expected performance: cognitive, affective and
psychomotor.

TAXONOMY of Learning Domains:

1. Cognitive (knowledge-based)- The cognitive domain involves the development of

knowledge and intellectual skills. It answers the question: What Do I want students to
Know? The first three are lower-order, while the next three levels promote higher-order
thinking skills.
 Table 1: Cognitive levels and Processes

Levels Process and action verbs describing learning

outcomes

Remembering: Retrieving relevant Processes: Recognizing, Recalling

knowledge from long term memory Verbs: define, describe, identify, label, list, match,
name outline, reproduce, select, state.

Understanding: Constructing meaning Processes: Interpreting, Exemplifying, classifying,

from instructional messages; oral, written summarizing, comparing, explaining
Verbs: Convert, describe, distinguish, give
examples, paraphrase, summarize

Applying: Carrying out or using a Processes: Executing, Implementing

procedure in a given situation Verbs: Apply, change, classify, compute
demonstrate, discover, modify, predict

Analyzing: Breaking materials into Process: Differentiating, organizing, attributing

constituent parts and determine how the Verbs: Analyze, arrange, associate, compare,
parts relate to one another contrast, infer, organize

Evaluating: making judgment based on Process: Executing, monitoring, generating

criteria Verbs: Appraise, compare, conclude contrast,
justify, support, verify

Creating: Putting elements together to Process: Planning, producing

form a functional whole; reorganize Verbs: Classify, construct, create, extend
elements into a new pattern or structure formulate, generate, synthesize

2. Psychomotor (skill-based) - The psychomotor domain focuses on physical and

mechanical skills involving coordination of the brain and muscular activity. It answers the
question: “What actions do I want students to perform?”
 Table 2:Taxonomy of Psychomotor Domain

Levels Action verbs describing learning

outcomes

Observing: Active mental attending of a Describe, detect, distinguish, differentiate,

physical event relate, select

Imitating: Attempted copying of a physical Begin, display, explain, move, proceed,

behavior react, show, state, volunteer

Practicing: Trying a physical activity over Bend, calibrate, construct, differentiate,

and over dismantle, faster, fix, grasps, grind,
handle, measure, mix, organize.

Adapting: Fine Tuning, making minor Arrange , combine, compose, construct,

adjustments in physical activity in order to create design, rearrange, reorganize
perfect it.

Affective (Values, altitude, Interests)- The affective domain emphasizes emotional knowledge. It
answers the question: “What actions do I want to think or care about?”.

Table 3: Taxonomy of Affective Domain

Levels Action verbs describing learning

outcomes

Receiving: Being aware of or attending to Asks chooses, describes, follows, gives

something in the environment holds, identifies, locates, sits, replies

Responding: showing some new behavior as Answer, assist, comply, conform, discuss
a result of experience. greet, help, label, perform, present, select.

Valuing: showing some definite involvement Complete, describe, differentiates, explain,

or commitment follow, form, initiate, invite, join, justify,
propose, read, report

Organizing: Integrating a new value into one’s Adhere, alter, arrange, combine, compare,
general set of values, giving it ranking among complete, defend, explain, generalize,
one’s general priorities identify, integrate, modify order, organize,
prepare, relate, synthesize.
Internalizing values: Characterization by a Act, discriminate, display, influence, listen,
value or value complex acting consistently modify, perform, practice, propose, quality,
with the new value question, revise, serve, solve, use, verify

TYPES OF ASSESSMENT METHODS

Assessment methods can be categorized according to the nature and characteristics of each
method.

1. Selected- response format- students select from a given set of options to answer a
question or problem. The items are easy to grade. Examples are: multiple choice,
alternate response (true/false), matching type.
2. Constructed-response format- students create or produce their own answers to a
question, problem or task. Examples are: performance tasks, essay items or oral
questioning sentence completion, labeling a diagram, answering a mathematics problem
by showing a solution. Performance assessment requires a student to perform a task
which could be product based or skills oriented. Examples are: written reports, projects,
poems, portfolio, audio-visual materials, reflection papers, journals, debate, recital, role
play
3. Teacher observation- It is a form of on-going assessment, usually done with oral
questioning. Teachers regularly observe students to check on their understanding
watching students respond to toral questions and behavior during class activities
enables the teacher to know if learning is taking place in the classroom.
4. Student self-assessment- It is a process where students are given the chance to reflect
and rate their own work and judge how well they have performed. Self-monitoring
techniques such as activity checklists, diaries, self-report inventions. Self-report
inventions are questionnaires or surveys that students fill out to reveal their attitudes and
beliefs about themselves and others. Self-assessment enhance student achievement,
improve self-efficacy, promotes mastery goal orientation and meaningful learning.
MATCHING LEARNING TARGETS with ASSESSMENT METHOD

Learning Target- is a description of performance if what learners should know and be able to do
(learning outcome)

1. Lower order thinking skills: _______Assessment method is selected response,

constructed, response oral questioning.

 Remembering
 Understanding
 Applying

2. Higher order thinking skills: ____________Essay

1. Deeps understanding and reasoning

3. Student affective traits:____________ self-assessment oral questioning.