Introduction

Data-driven instruction is important to achieve teaching objectives because it helps teachers

to make better decision about the teaching contents. The data mentioned above is the
information collected from the students. Measuring and evaluation teaching facilitates
teachers to identify the gap between what the students know and what they yet to learn thus
the teaching plan will be aimed at closing the gap. The tasks of measuring, assessing and
evaluating are performed interchangeably to understand students’ skills and needs in order to
achieve the teaching objectives (Prasad, 2021). Teaching methods incorporating
measurement and evaluation is important to avoid teaching what the students already know
and concentrate on teaching the information they needed to close the knowledge gap.
Therefore, teachers will bel able to keep the students engaged in the lesson. Repeating the
elements that student already knows divert students’ attention away from the lesson (Tabrizi
& Rideout, 2017). An important consideration to be given in measuring and evaluating is to
repeat the process in intervals because at each interval students’ performance changes.
Teachers able to capture the changes when measure and evaluation is performed at intervals
and they can re-design the subsequent learning session according to the change they observed
(Assaly & Smad, 2018). Presentation in this paper is based on the Blooms Taxonomy
application to measure and evaluate science standard five.

Teaching Objectives and Classroom Measurement Tools

Selection of classroom measurement tool needs to be suitable to achieve the various teaching
objectives involved in the lesson delivery. Teaching objectives are the in-depth aim and not
just ensuring planned lesson is delivered according to content and time. The match between
teaching objectives and classroom measurement tools must identify and fulfil students’ needs.
This will allow teachers to include the accurate content in their lesson plan. With the use of
suitable classroom measure especially in the primary level, teachers can identify special
needs or learning disability before proceeding to choose lesson delivery style. Using the right
measurement in classroom will direct the next path in student management such as allocating
different resources for different student needs (Shepard, 2019).

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Classroom measurement tools must contribute towards teaching objectives because the 21 st
century education prioritize specialization. Students’ aptitudes can be identified as early as in
primary level. In the current economic and knowledge development, students are required to
have specific skills towards the path of successful tertiary education. Prior to streaming
students into a specific skill, it is important to prepare them by creating teaching objectives
that can enhance their aptitude and ability (Sewagegn, 2020).

Monitoring student progress in significant in designing teaching objectives. Using the correct
measurement tool is important to identify if the teaching objectives can identify student
improvement from one level to the next level. When the classroom measurement tool
correctly matched with the learning objectives, teachers are able to know student progress
with the materials supplied to them. Teachers can identify the individual student’s pattern
whether they are learning, trying or not learning. Therefore, specific method can be
developed to manage the different learning pattern among the students (Chatterjee & Corral,
2017).

Lower Order Versus Higher Order Thinking Skills Teaching Objectives

One of the important teaching objectives is to help students in knowledge acquisition.

Students must be able to recall and relate concepts, formula and facts to the learning
objectives. The knowledge skill is a quick thinking and answering process. Designing
learning objectives for knowledge acquisition with LOTS will require students to remember
the concepts, formula or facts in order to answer reinforcement questions. Students are
trained to read repeatedly or memorize the learning content until they can remember it
(Teimourtash & YazdaniMoghaddam, 2017). In contrast, teaching objective for knowledge
acquisition designed according to HOTS will stimulate students to analyze. In the HOTS
design, students will be presented with questions or inquiry-based scenario. They will need to
analyze the scenario or answer the questions to discover the knowledge (Wang, Chen, &
Schweighardt, 2019). Teaching objectives of knowledge acquisition will be achieved whether
its LOTS or HOTS based. But knowledge retention is longer when teaching objective is
HOTS-based.

Teaching objectives includes ensuring students’ comprehension matches their learning level.
Such objectives measure whether or not students can reiterate the contents delivered during
the lesson by answering comprehension questions. Students achieve the teaching objectives

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when they can answer with yes or not, reflecting on the learning, answer quizzes or able to
summarize main ideas of the lesson. With the teaching objectives designed on LOTS-based,
students are required to acquire understanding of the lesson (Schuh, Biddix, & Dean, 2016).

This implies students understand the material shared during the lesson as well as the
instructions provided by the teachers. They will be tested whether or not they can categorize
information and identify answers (Song, Ahmad, Khambari, & Yap, 2020). HOTS-based
teaching objectives stimulate students to synthesize the given information during the lesson.

Students will achieve lesson objectives by inferring relationship between few piecewise
resources and identifying answers. For example, students can integrate their prior knowledge
into the present lesson by synthesizing and relating. They can quickly relate any external
source learnt outside the classroom in order to achieve the lesson objectives (Xie, Zang, &
M.Ponzoa, 2020).

Teaching objectives prepared based on LOTS will require students to answer question based
on the facts they remembered. They can successfully answer the question if it is a
straightforward question. However, questions requiring students’ interpretation and analysis
can only be answered if teaching objectives are HOTS-based. This is because HOTS-based
objectives involve students using own judgment to analyze given questions based on the
knowledge. Therefore, regardless the question is direct or indirect students will understand
the underlying structure of the question and able to apply the knowledge they learned. For
examples, students are able to represent a fact learned in the form of opinion if the question
requires students’ opinion. By using the analyzing capability, students can integrate facts
learned and provide supporting or contrasting opinion (Krumrei-Mancuso, Megan C.
Haggard, & Rowatt, 2020).

LOTS-based skill is applying the knowledge students remembered and understood.

Therefore, teaching objectives designed based on LOTS will help students to apply the
knowledge they perceive as most suitable for a given problem. However, HOTS-based
teaching objectives stimulate students to evaluate before applying the knowledge. Their
evaluation is based on the analysis of the given problem. Teaching objectives delivered
according to HOTS encourage students to analyze and evaluate before answering. By
evaluating, students will only include the necessary steps in problem-solving and omit
unnecessary steps or information in the solution. Besides this, teaching objectives based on

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HOTS enable students to choose the most feasible solution when there are more than one
solution method available for the same problem. In contrast, LOTS limit the students to apply
only the contents that they remembered (C T).

Measurement Item (Blooms Taxonomy of Cognitive Domain Objectives)

Year 5 Science

Level 1: Remembering

Objective

Which of these is not basic need of human?

A. Water B. Air C. Telephone

[C]

Subjective

The basic needs of animals are water, air, food and _________________.

[shelter]

Level 2: Understanding

Objective

River pollution can cause _______________________.

A. Polluted air B. Stomach ache C. Healthy life

[B]

Subjective

Cereals and milk are suitable __________________ time.

[breakfast]

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Level 3: Apply

Objective

The food shown in pictures below is important for

A. Health B. energy C. growth

[C]

Subjective

Sate the group of nutrition that provides energy for us: ______________

[carbohydrate]

Level 4: Analyze

Objective

Maria is eight years old. Which of the following changes she could have experienced?

A. weight B. Number of fingers C. Hair color

[A]

Subjective

Group the following animals according to their food.

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 Eats animals only Eats plants only Eats plants and animals
[Lion, tiger] [Giraffe, horse] [Bear, chicken]

Level 5: Evaluate

Objective

Microorganisms can be seen through

A. Mirror B. Telescope C. Microscope D. Periscope

[C]

Subjective

Name one animal that ensure the survival of their species in the same way as chicken:
________

[bird]

Level 6: Create

Objective

Mangoes and rambutans are dispersed by animals. Their characteristics are

I. juicy and fleshy

II. brightly colored

III. sweet taste

IV. easy to peel

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A. I, II and III

B. I, III and IV

C. II, III and IV

D. I, II, III and IV

[A]

Subjective

The diagram shows height of four students.

What is the difference in the height of Danial and Sarah?

_________________________________________________________________

[120 cm – 110 cm = 10 cm]

Measurement and Evaluation During Teaching and Learning at Home

One of the methods for measurement and evaluation is using google forms. This tool allows
teachers to either create a new form or edit an existing form to suit their lesson objectives.
Google forms has the function to self-mark submitted answers when answer key is provided.
The “quizzes” feature in google form has two options, whether to release the grade or release
after manual review. Therefore, teachers can use the function release the score immediately
for multiple choice questions or release later for short answer responses so that teachers can

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read through the responses before releasing students’ marks. It supports the feature of adding
images in the question or answer choice area. It is an interactive tool whereby test creators
can customize answer selection mode. The options are choosing, checkbox or dropdown list.
Regardless the questions are multiple choice or short answer, teachers can create answer key
for self-grading (Casey, Goodyear, & Armour, 2016).

Students will receive immediate feedback for their answer selection. The automatic feedback
option is available when teachers build feedback segment while the answer key is prepared.
This feature allows teachers to give feedback to both the correct and incorrect answers.
Teachers can embed external links such as YouTube in the feedback segment to guide
students in finding the correct answer. Besides this, google form has a feature to change
according to students’ responses which makes it suitable as a self-administer assessment tool
(Valenzano, 2021).

Kahoot! is another suitable measurement tool to be used in the students’ evaluation. It is a

gaming platform but can also provide educational reinforcement activities. Kahoot! is an
interactive platform that can make assessment to be competitive. Teachers can use this
measurement tool for students in any level and across various subjects. The uniqueness of
Kahoot! is that it can be paired with any digital device along with a browser. Teachers and
students can interact even without registration from the students. Students are highly
motivated when engaged in Kahoot! assessment with the time limit feature. This feature is
also suitable to use Kahoot! as an online assessment tool (Kalleny, 2020). Since the score is
displayed as soon as the session ends, teachers are able to keep digital record of the students’
score. Kahoot! program’s advantage in using as formative assessment is the feature of high-
quality graphical resolution, embedded video and audio. This had motivated students to take
part in online assessments during the PDPR sessions. Kahoot! able deliver individual
students’ performance feedback in the form of point comparison. Therefore, students are
motivated to explore the lesson to earn competitive points as their classmates. Using Kahoot!
will allow teachers to conduct measurement and evaluation accurately because this tool can
be used via video-conferencing that has screen-sharing function (Licorish, Owen, & Daniel,
2018).

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Another measurement and evaluation tool suitable during the PDPR is Quizizz, a game-based
platform that is highly-engaging. Quizizz provides numerous features for fun and interactive
virtual classroom experience. This is a suitable tool for classroom evaluation for all the
school levels. The Quizizz has options of instructor- or student-paced whereby it can be set
with teacher controlling the pace of the evaluation progression. It can also be set with a
leaderboard for the students to view live results as subsequent question is displayed.
Regardless of the type of device students are using, whether it is a personal computer, tablet
or smartphone, Quizizz is user-friendly to access and use. The advantage of Quizizz for
teachers is they can import pubic quiz and edit in a way to fit their current students (Tatnall &
Mavengere, 2019).

Quizizz is suitable for measurement and evaluation because it offers five variations of
question types with image, audio or video embedding in the question. The tool is highly data-
centric whereby class- and student-level reports are immediately available to be shared with
students or parents. The report shows comparison with class average and individual student
progress for long-term monitoring. Quizizz can be applied as a measurement for distant
learning regardless the type of learners. The sessions designed in Quizizz can be customized
to competition and speed for different levels. Teachers for a particular subject can add other
teachers and school heads as the collaborators to easily communicate student achievement
(Brinda, Passey, & Keane, 2020).

Quizizz portal is quit straightforward making it easy to use. However, teachers may refer to
tutorials to easily access to the process. Research bar is available for teachers to select
questions related to the topic delivered in the class. The live chat feature provides teachers
immediate guidance if the information is not available via tutorial. Blog section in the
platform offers new features and techniques for teachers who wish to upgrade the quality of
assessments they deliver. Besides this, the Teacher Resource Section in the platform consists
of starter guide, training presentation as well as help center. Once launched, each individual
student can access the question without the need of projection. It replicates a live classroom
measurement and evaluation because students’ report showing correct and incorrect answers
can be viewed by the subject teachers. Teachers can export Quizizz to the google classroom
with single step (Fisher, Frey, & Bustamante, 2020).

Wordwall is another tool that teachers can use when conducting measurement and evaluation
from home. It is useful to create either printable or interactive activities. However, the

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interactive version is more suitable for PDPR evaluation. It can be played on web-enabled
device either individually or teacher-student interaction. The evaluations are created with a
template system such as quiz, crossword, filling in the blank, maze chase and airplane. Since
various templates are available, assessments are created in a very short period of time.
Teachers have the advantage of changing in between different templates in just a couple of
minutes while offering differentiated learning experience for their students. For example,
matching activity for the topic shapes can be instantly switch to crossword activity by using
the same content. Teachers can collaborate among each other by sharing the activities they
created because Wordwall has the editing feature to allow teachers edit a pre-made activity.
Wordwall is interactive to be used during PDPR because it has various themes for different
graphic, font and sound (Alina, Phyllis, & Kathryn, 2021).

Reflection

Teaching Objectives and Measurement Tool

Performing this task showed the interrelation between teaching objectives and measurement
tools. This is because I become aware of the term expectation and reaching the expectation.
The teaching objectives described expected outcome and classroom measurement tool created
opportunity to achieve the expectation. I realized that instructional design begins by defining
both the objectives and measurement tools for a successful lesson delivery. For example, if
the objective of my lesson was to ensure students can communicate their understanding, then
I create measurement tool that requires students’ communication capability such as
explaining how to classify animals according to the food they consume or according to the
survival method. Therefore, the instructional phase of the lesson is ensured to include student
presentation session on presenting their findings to the entire class. The follow up was
important to ensure students can answer the questions during evaluation.

BEFORE and AFTER Preparing Measurement Items using Bloom’s Taxonomy

The measurement items I prepare before was not differentiated whereby it is either lower
order or higher order. High performing students find the before items too easy even though
the entire class able to complete it with lower order thinking skill questions. In contrast,
lower performing students struggled to complete items of higher order thinking skills while
high performing students did not face any issue in the work. But measurement items prepared
with Bloom’s Taxonomy provided fair opportunity for the diverse learners in my class. The
measurement items were streamed from not difficult to the most difficult questions.

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Therefore, even the high performing students given a challenging time. At the same time, the
lower performing students received opportunity to achieve learning objectives by
successfully answering the lower order thinking skill questions.

Contribution Preparing the Assignment

Preparing this assignment provided opportunity to create more meaningful instructional

design. Prior to this, I only considered the learning session contents during the instructional
design phase. But work in this assignment made me aware of the significant relationship
between teaching objectives. I discovered measurement and evaluation designed using
Bloom’s Taxonomy allowed me to reflect the teaching objectives that I communicated in the
beginning of the lesson. Preparing this assignment made me realize that the measurement and
evaluations used can motivate my students. Low performers might not be able to answer
higher order thinking skill questions but it provides them motivation to increase their
capability to increase achievement in the subsequent assessments. I could create students with
competitive mindset when by integrating teaching objectives into measurement and
evaluation tools.

Conclusion

Designing measurement and evaluation tool that can relate to the teaching objectives provide
meaningful experience for the students. This is because students can reflect on their learning
when faced with evaluations. Discussion in this paper shows application on Bloom’s
Taxonomy in preparing objective and subjective measurement tool for year five science.
Bloom’s Taxonomy is an example approach to relate teaching objectives with measurement
and evaluation tool. Differentiation in the tools to accommodate for PDPR learning was also
discussed in this paper. Bloom’s Taxonomy application is identified as an effective method
because teachers are able to create questions requiring both the lower order and higher order

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thinking skills questions whereby difficulty and complexity level of the questions increased
gradually. Problems addressing diverse learners is rectified by using Bloom’s Taxonomy in
creating measurement items because no student is left to fail.

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