MODULE 1

Nature of Educational Assessment

INTRODUCTION

The area of assessment has not been given emphasis in the educational process for
many years in the past. It has been relegated to a secondary role in the educational
process (Burke, 1999). Many educators feel it has been ignored, misused and totally
misunderstood by administrators, teachers, parents and students. It was only in the
near twentieth century where assessment has emerged as one of the major
components in the restructured school. We can imagine a classroom setting where a
teacher keeps on discussing the lesson without any form of assessment at all in
every session. What will happen to teaching-learning process? What can be said
about the achievement of the class and every individual? How can we improve our
teaching-learning process? What teaching methodologies and learning approaches
are effective and appropriate to the learning environment? What assessment tools
and procedures are also effective and appropriate in the learning environment so as
to measure the holistic performance or achievement of an individual? What
standards must be followed? What decision-making can be drawn as an operational
for innovations and standard-based reforms? These are some of the questions that
one can entertain in the absence of assessment in the teaching-learning process.
This module will help you understand thoroughly the components of the so-called
educative process.
LEARNING OUTCOMES

After completing this module, you should be able to:

a.

discuss the difference between instructional goals and learning

objectives/outcomes;

b.
c.

differentiate between cognitive, affective and psychomotor domains;

d.
e.

formulate appropriate learning objectives/outcomes that are constructively

aligned with national standards;

f.
g.

explain the basic concepts and principles in educational assessment;

 h.
i.

discuss the role of assessment in making instructional decisions to improve

teaching and learning; and

j.
k.

discuss the applications and implications of assessment to teaching and

learning.

l.

LEARNING CONTENT

Lesson 1: Components of the Educational Process

Learning Experiences

Before we discuss thoroughly the details of assessment of learning, let us first reflect
on what is happening in the classroom during the teaching-learning process.

What do you think are major components in the educational process?

If you reflect on your experiences in your classes day-by-day over the years, you
would realize that there is a process that is going on and on. The educational
process has three major components which include the learning experiences,
objectives and measurement & evaluation. Measurement and evaluation is the
last component wherein evaluation is the end product of assessment process. It is in
evaluation where the decision-making takes place in terms of students’ performance.
These components are dynamic in nature, it goes on and on until such time that
appropriate and relevant standard are being set and attained. The teacher sets
learning objectives or learning outcomes before the execution of any lesson where
the learning experiences are made evident. Students’ learning experiences should
not end there without assessing their performance. Learning experiences happen
before the proper lesson, during the lesson and after the lesson. Therefore,
assessment should take place before the lesson, during the and after the lesson. The
evaluation drawn from the assessment will provide opportunity for decision making
in terms of performance of students which can be translated into innovation in the
teaching-learning process in which assessment is again embedded. Specifically it
may call for implementation of interventions and remediation to improve learning
and to unlock problems and difficulties encountered by students and teachers. Along
this concern, teachers are expected to assess and evaluate the learners’ performance
with the implementation of interventions to improve learning. The result of
assessment and evaluation is again an opportunity for the teacher to re-design and
plan his/her lesson as to what appropriate teaching methodologies and approaches
should be utilize in the classroom.
 Meanwhile, the decision made from the assessment and evaluation is
significant to the school administrators, parents, curriculum designers, book writers
and other stake holders. Thus, assessment and evaluation play a very important in
the learning process.

The main focus of this course is toward measurement and evaluation. Although, the
second component will be discussed thoroughly in the initial development of the
course since this is the backbone of teaching-learning process. The diagram below
shows the relationship between the three components.

Figure 1. Relationship Between the three Components of Educational Process

In the next lesson, second component will be elaborated thoroughly. In this lesson,
the learners will acquire their knowledge and skills on writing learning
objectives/outcomes.

Lesson 2: Learning Objectives/Outcomes

Learning objectives/outcomes is the second component in the educational process.

In this context, it is nice to relate the learning outcomes from that of the
instructional goals, vision and mission of an academic institution. The vision and
mission statement of an academic institution state “what it ought to be?” or “what to
achieve?” forever in the future. It also states the dreams and plans of an academic
institution in the future. This vision and mission are broad in nature. To achieve
such, this is cascaded to the goal of a college of an academic institution; and further
to academic program, subject course and lesson/topic objectives/outcomes. We note
that a university is composed of several colleges or institutes. A university may have
the following colleges or institutes such as College of Education, College of Arts and
Sciences, Institute of Business Management, etc. Each of the colleges of a university
offer academic programs or we simply call it courses. Part of vision and mission
statements may be “to produce globally competent professionals and leaders in the
society”. These statements are really board in nature. For instance, a university has
a unit or college called, College of Education. In order to fulfill the dreams and plans
of this university to produce globally competent professionals, it is inherent that this
college, the College of Education may set its goal “to produce globally competent
future teachers”. Thus, this instructional goal of the college is formulated specific
and definite. The college is mandated to offer teacher education program to achieve
its goal. These programs may include Bachelor of Secondary Education (BSEd),
Bachelor of Elementary Education (BEEd), etc. Meanwhile, the college sets a more
specific and definite goals appropriate for an academic program. In particular, part of
the goal of BSEd program may be stated, “at the end of four-year period, the
graduates of this program or the secondary teachers must possess wide range of
theoretical and practical skills for an effective delivery of instruction”. A vital in the
 implementation of an academic program is a curriculum which consists of subject
courses along with set of standards, concepts, knowledge and skills to be acquired
by learners. How can leaners acquire knowledge and skills? To visualize these
standards, different subject courses are designed according to its general and
specific learning objectives and anchored with teaching methodologies and
assessment procedures. The general learning objectives or intended learning
outcomes are standards to be attained in a subject course while specific learning
objectives or student learning outcomes are standards to be achieved in a
specific concept or topic. The learning outcomes are the basis of teachers in
preparing lessons. Now, you can see and trace how lessons are planned and
conceptualized in the end and view for learners’ acquisition of the knowledge and
skills.

Thus, in the process from the educational goal to general instructional

objectives/intended learning outcomes and further to specific learning
objectives/outcomes, the end product is learner performance.

What do you think are significant in designing and planning a course or lesson? Why
you think so? What can be said about the outcome of a lesson in the absence of
well-crafted learning objectives/outcomes?

We now introduce the concept of instructional goals and learning

objectives/outcomes.

Instructional Goals are statements that describe in general what learners should be able
to DO forever after experiencing a distinct unit of instruction. It is broad in nature as
an instructional intervention. It is also often as a direct solution to an instructional
need.

Examples:
The goal of teacher education
The goal of agricultural education
The goal of forestry education

Instructional Objectives are statements of what students will LEARN in a class or in a

class session. These statements are focused on student learning (What will students
learn today?) rather than instructor teaching (What am I going to teach today?).
These statements should include a verb phrase and an impact ("should be able to")
phrase -- what students will DO/be able to DO and how they will apply that skill or
knowledge. It forms the backbone of the lesson and specific in nature as intervention
to develop specific knowledge and skills.

In stating our learning objectives/outcomes for a particular lesson, we usually start with the
introductory statement,

“At the end of the lesson/topic, the students should be able to:”

Note that this statement should end with a colon (:) and the learning objectives are
enumerated thereafter. Learning outcomes should start with small letter and
comma/semi-colon is placed every after the statement except the last. A period is
placed at the end of the last learning outcome.
 Examples:

1. At the end of the lesson, the students should be able to:

a. define fractions,
b. discuss different types and kinds of fractions,
c. illustrate fractions,
c. perform addition, subtraction, multiplication and division of
fractions, and
d. solve problems involving addition of fractions.

In writing learning outcomes, it is important to note that there must be

corresponding question/s or test item/s to measure knowledge and skills,
that is, opt to be achieved.

The following are possible corresponding questions/test items to measure the

above learning outcomes:

1. What is meant by fraction?

2. What are the different types and kinds of fractions?
3. How do you differentiate different kinds and types of fractions?
4. How do you illustrate fractions?
5. What is the sum of ½ and 3/2?
6. How do you add fractions?
and others.

The introductory statement in stating the learning outcomes may also be written as,

“At the end of the lesson, at least 75% of the students should be able
to:”

In other words, the teacher can also specify or set a target as to determine how
many percent of the students are capable of acquiring the expected knowledge and
skills based on learning outcomes. However, the former pattern is the most
commonly used.

The general objectives or intended learning outcomes of a subject

course are also stated following the pattern of stating the specific learning
objectives/learning outcomes.

Classification/Taxonomy of Educational Objectives

The development of learner’s knowledge and skills must be holistic, that is, the focus
should not only be toward the mind or intellectual abilities. It must also embrace the
development of interests, attitudes, values, appreciation and acquisition of
manipulative motor skills. This supports the theory of Gardner toward developing the
multiple intelligences of an individual since learners vary in skills and interests.
Towards the end, the goal of the teacher is to integrate together the development of
the mind, the emotion and affection as well as the movement of leaners in order to
fully cultivate the skills and interests of learners. There are three classifications of
educational objectives. These are cognitive domain, affective domain and
psychomotor domain.
Cognitive Domain – refers to the development of intellectual abilities and skills.

Affective Domain – refers to the development of interest, attitudes, values and

appreciation.

Psychomotor Domain – refers to acquisition of manipulative motor skills.

The cognitive taxonomy was described in 1956, and the affective in 1964,
the psychomotor domain was not fully described until the 1970s.

Each of these domains is subdivided into categories. These categories begin

with the relatively simple knowledge outcomes and progress through increasing
complex levels of intellectual ability. The taxonomy is vital in identifying the types of
learning outcomes that should be considered when developing a comprehensive list
of learning objectives/outcomes for classroom instruction. You will notice that
learner’s knowledge and skills progresses from one level to another level.

What happens to the teaching-learning process if the teacher comes to class

without setting his/her lesson objectives?

Let us now discuss the different categories of each domain.

Cognitive Domain

The cognitive domain is classified into six (6) hierarchical of knowledge and
skills. These are remembering, understanding, applying, analyzing, creating and
evaluating. These are in the new version stated in verb form while the old version
was stated in the noun form ( knowledge, comprehension, application, analysis,
synthesis and evaluation in hierarchical order). This is called the taxonomy of
educational objectives which was developed by Bloom in 1956 and was revised by
his former students, Anderson and Krathwohl in 2001. The other revision focuses on
interchange of the 5 and 6 in the old version, that is, in the new version the
th th

creating or synthesis became the highest level while evaluating is the 5 . The th

diagram below shows the old and new versions of educational objectives in the
cognitive level.
 Figure 2. The Old and New Versions of Taxonomy of the Cognitive Domain
Source: Wilson O. Leslie, 2001

The following views and notions about the three domains and categories were based
from Bloom, 1956, Krathwohl, 1964 and Simpson, 1972 as cited by Gronlund (1990).

Remembering/Knowledge Level

The remembering or knowledge is the first level of thinking skill which

emphasizes the recall of previously learned material. This may involve the recall of
wide range of material, from specific facts to complete theories, but primarily to
bring to mind the appropriate information. It includes learning outcomes related to
(a) knowledge of specifics, such as terminology and facts; (b) knowledge of ways
and means of dealing with specifics, such as conventions, trends and sequences,
classifications and categories, criteria and methodology; and (c) knowledge of
universals and abstractions, such as principles, generalizations, theories, and
structures. It represents the lowest level of learning outcomes in the cognitive
domain.
 Examples:
1. to identify the first president of a country
2. to state the properties of real numbers
3. to enumerate the kinds of triangles
4. to state the different parts of speech
5. to enumerate the different automotive tools
6. to state the vision and mission of a university

Certainly, knowledge does not end in this level! We now proceed to the next level of
the cognitive domain.
Understanding/Comprehension Level

This second level of thinking skill provides the ability to grasp or understand
the meaning of materials. This may be shown by translating materials from one form
to another (words or numbers), by interpreting materials (explaining or
summarizing) and by predicting future trends, consequences or effects. Thus,
learning outcomes of this level relate to (a) translation, (b) interpretation, and (c)
prediction of materials. These learning outcomes go one step beyond the simple
remembering of material and represent the lowest level of understanding.

Examples:
1. to interpret a graph showing the population density of the world
2. to discuss different kinds of triangles according to shapes
3. to estimate an outcome after a period of time based on existing data

Applying/Application Level

This is the third level of thinking skill. It refers to the ability to use learned
material in new and concrete situations. This may include the application of such
things as rules, methods, concepts, principles, laws, and theories. The learning
outcomes at this level relate to the use of abstraction in particular situations.

Examples:
1. to construct charts and graphs
2. to apply the steps in baking cake
3. to perform the fundamental steps in automotive

Analyzing/Analysis Level

Analyzing is the fourth level of thinking skill. It refers to the ability to break
down material into its component parts so that its organizational structure may be
understood. This may include the identification of the parts, analysis of relationships
between parts, and recognition of the organizational principles involved. Learning
outcomes here represent higher intellectual level than comprehension/understanding
and application because they require an understanding of both content and the
structural form of material. Learning objectives therefore in this level, relate to
breaking a whole into parts and distinguishing (a) elements, (b) relationships, and
(c) organizational principles.

Examples:
1. to deduce facts from a hypothesis.
2. to solve problems involving addition of like and dislike fractions
3. to distinguish between facts and inferences
Do you see how knowledge progresses? Let us now learn what you can do after having
been exposed to learning experiences in the first four levels.

Creating/Synthesis Level

This level is the fifth in the taxonomy of educational objectives. This thinking skill
refers to the ability to put parts together to form a new whole. This may involve the
production of a unique communication (theme or speech), a plan of operations
(research proposal), or set of abstract relations (scheme for classifying information).
Learning outcomes in this area stress creative behaviors, with major emphasis on the
formulation of new patterns or structures. Learning objectives/outcomes relate to
putting parts together in a new form such as (a) a unique communication, (b) a plan
of operation, and (c) a set of abstract relations.

Examples:
1. to produce an original piece of art.
2. to write a poem
3. to write a short story
4. to construct a miniature of a particular building
5. to design my future wedding gown
6. to create unique basket out of indigenous materials

Evaluating/Evaluation

Evaluating is the highest level of thinking skill which provides the ability to
judge the value of material (statement, novel, poem, research report) for a given
purpose. The judgments are to be based on definite criteria. These may be internal
criteria (organization) or external criteria (relevance to the purpose) and the learner
may determine the criteria or to be given them. Learning outcomes in this area are
highest in the cognitive hierarchy because they contain the elements of all other
categories plus value judgments based on clearly defined criteria. This so because
once this objective is attained it is understood that the student applied all five (5)
categories from remembering to creating. This is indeed the highest level of
complexity and includes objectives/outcomes related to judging in terms of (a)
internal evidence or logical consistency and (b) external evidence or consistency with
facts developed elsewhere.

Examples:
1. to recognize fallacies in an argument.
2. to assess the project-outputs of students using rubrics or criteria

AFFECTIVE DOMAIN

Affective domain is concerned with feelings or emotions and can also be divided into five
(5) levels of objectives. Also, the taxonomy or classification is arranged from simpler
feelings to those that are more complex. This domain was first described in 1964 and
is attributed to David Krathwohl as the primary author. The five (5) categories are
receiving, responding, valuing, organization and characterization

Receiving
 Receiving as a level of refers to the learner’s willingness to attend to
particular phenomena or stimuli such as classroom activities, textbook, sounds,
prevailing situations, etc. From a teaching viewpoint, it is concerned with getting,
holding, and directing the student’s attention. Learning outcomes in this area range
from the simple awareness that a thing exists to selective attention on the part of
the learner. Receiving represents the lowest level of learning outcomes in the
affective domain and therefore are indicative of the learner’s sensitivity to the
existence of stimuli and include (a) awareness, (b) willingness to receive, and (c)
selective attention.

Examples:
1. to identify musical instruments by their sound
2. to identify animals according to their sound
3. to show a proper gesture in a situation

Responding

Responding as a second category of affective domain refers to active

participation on the part of the learner. At this level he/she not only attends to a
particular phenomenon but also reacts to it in some way. Learning outcomes in this
area may emphasize acceptance in responding (reads assigned material), willingness
to respond (voluntary reads beyond assignment), or satisfaction responding (reads
for pleasure enjoyment). The higher level of this category includes those
instructional objectives that are commonly classified under interest; that is, those
that stress the seeking out and enjoyment of particular activities. In summary, it
includes learning objectives/outcomes active attention to stimuli such as (a)
acceptance (b) willing to respond, and (c) feeling of satisfaction.

Examples:
1. to contribute to group discussions by asking questions
2. to answer a question being raised
3. to report to proper authorities an incident that had happened

Valuing

Valuing as a third category of affective domain is concerned with the worth or

value a learner attaches to a particular object, phenomenon, or behavior. This
ranges in degree from the more simple acceptance of a value (desires to improve
group skills) to the more complex level of commitment (assumes responsibility for
the effective functioning of the group). Valuing is based on the internalization of a
set of specified values, but clues to these values are expressed in the student’s overt
behavior. Learning outcomes in this area are concerned with behavior that is
consistent and stable enough to make the value clearly identifiable. Instructional
objectives that are commonly classified under attitudes and appreciation would fall
into this category. This includes learning objectives/outcomes regarding beliefs and
evaluations in the form of (a) acceptance, (b) preference, and (c) commitment.

Examples:
 1. to argue over an issue on anti-terrorism bill
2. to complete the assigned task

Organization

Organization as the fourth category is concerned with bringing together

different values, resolving conflicts between them, and beginning the building of an
internally consistent value system. Thus, the emphasis is on comparing, relating and
synthesizing values. Learning outcomes may be concerned with the conceptualization
of value (recognizes the responsibility of each individual for improving human
relations) or with the organization of a value system (develops a vocational plan that
satisfies his need for both economic security and social service). Instructional
objectives relating to the development of a philosophy of life would fall into this
category. This level involves (a) conceptualization of values and (b) organization of a
value system.

Example:
1. to organize a meeting concerning a neighborhood’s housing
integration plan
2. to adhere to regulations that is being set
Characterization by a Value or Value Complex

Characterization by a Value or Value Complex is the highest level of the

affective domain. In this level, the individual or the learner has a value system that
has controlled his behavior for a sufficiently long time for him/her to have developed
a characteristic life style. Thus the behavior is pervasive, consistent, and predictable.
Learning outcomes at this level cover a broad range of activities, but the major
emphasis is on the fact that the behavior is typical or characteristic of student.
Instructional objectives that are concerned with the student’s general pattern of
adjustment (personal, social, emotional) would be appropriate here. Thus, this level
of greatest complexity and includes behavior related to (a) a generalized set of
values and (b) a characterization of philosophy of life.

Example:
1. to demonstrate in front of a government building in behalf of a cause
or idea
2. to practice one’s belief or view toward an undertaking

PSYCHOMOTOR DOMAIN

Psychomotor objectives are those specific to discreet physical functions,

reflex actions and interpretive movements. These types of objectives are
concerned with the physically encoding of information, with movement and/or
with activities where the gross and fine muscles are used for expressing or
interpreting information or concepts. This area also refers to natural, autonomic
(involuntary or unconscious) responses or reflexes. There were actually three (3)
versions of this domain which include the work of Anita Harrow, E. J. Simpson
(1972) and R. H. Dave(1970). In this module, the work of Anita Harrow will be
adopted.

We now introduce the categories of psychomotor domain.

Reflex movements

Objectives at this level include reflexes that involve one segmental or

reflexes of the spine and movements that may involve more than one segmented
portion of the spine as inter-segmental reflexes (e.g., involuntary muscle
contraction). These movements are involuntary being either present at birth or
emerging through maturation. In other words, objectives at this level relate to (a)
segmental reflexes (involving more than one spinal segment).

Example: to contract a muscle.

Fundamental movements

Objectives in this level refer to skills or movements or behaviors relate to (a)

walking, (b) running, (c) jumping, (d) pushing, (e) pulling, and (f) manipulating.
They are often components for more complex actions.

Example: to run a 100-yard dash.

Perceptual abilities

Objectives in this level should address skills relate to (a) kinesthetic (bodily
movements), (b) visual, (c) auditory, (d) tactile (touch), and (e) coordination
abilities. These objectives are related to the ability of learners to take information
from the environment and react on it.

Example: to distinguish distant and close sounds.

Physical abilities

Objectives in this area should be relate to (a) endurance, (b) strength, (c)
flexibility, (d) agility, (e) reaction-response time, and (f) dexterity.

Example: to do five sit-ups

to play a guitar

Skilled movements

Objectives in this area relate to skills and movements that must be learned
from (a) games, (b) sports, (c) dances; and (d) the arts.

Example:
1. to play a sport game using its rules
2. to dance the basic steps of the waltz

Non discursive communication

Objectives in this area relate to expressive movements through (1)

posture, (2) gestures, (3) facial (4) expressions, and/or (5) creative movements
like those in mime or ballet. These movements refer to interpretative movements
that communicate meaning without the aid of verbal commands or help.
 Example: to act a part in a play

How to Write Learning Objectives?

A list of objectives for a course or unit of study should be detailed enough to convey
the intent of the instruction and general enough to serve as an effective overall
guide in planning for teaching and testing. This can be done easily by defining your
objectives in two ways as follows:
1. State the general objectives as intended learning outcomes.
2. List under each objective a sample of specific types of performance that learners
should be able to demonstrate when they have achieved the objective.
This procedure should result in statements of general objectives and specific learning
outcomes. For example,
I. General Objective: Discuss fractions, it’s properties and application
Specific Learning Outcome:
1.1 define fractions,
1.2 illustrate fractions,
1.3 differentiate different kinds and types of fractions,
1.4 perform addition of fractions,
1.5 perform subtraction of fractions,
1.6 perform multiplication of fractions,
1.7 perform division of fractions,
1.8 solve real-life problems involving fractions.
Steps for Stating Learning Outcomes
Gronlund (1990) summarizes the steps for stating instructional objectives as follows:
A. Stating General Instructional/Learning Objectives
1. State each general objective as an intended learning outcome (i. e., pupils’ terminal
performance)
2. Begin each general objective with a verb (e.g. applies, interprets, etc.).
3. State each general objective to include only one general learning outcome (e.g. not
applies and interprets).
4. State each general objective at the proper level of generality (i.e., it should
encompass a readily definable domain of responses). From eight to twelve general
objectives will usually suffice.
5. Keep each general objective sufficiently free of course content so that it can be used
with various units of study.
6. Minimize overlap with other objectives.
B. Stating Specific Learning Outcomes
1. List each general learning objective/outcome a representative sample of specific
learning outcomes that describe the terminal performance learners are expected to
demonstrate.
2. Begin each specific learning outcome with a verb that specifies observable
performance (e.g. identifies, describes).
3. Make sure that each learning outcome is relevant to the general objective it
describes.
4. Include enough specific learning outcomes to describe adequately the performance
of learners who have attained the objective.
5. Keep the specific learning outcomes sufficiently free of course content so that the list
can be used with various units of the study.
6. Consult reference materials for the specific components of those complex outcomes
that are difficult to define (e. g. critical thinking, scientific attitude, creativity).
7. Add a third level of specificity to the list of outcomes, if needed.
 In step #2 we use the Bloom's Taxonomy of Educational Objectives
(published in 1956 and revised in 2001) to express learning outcomes in a way that
reflects cognitive skills. The table below is list of behavioral terms (verbs) in each
category.
Table 1. List of Illustrative Verbs for Stating Specific Objectives/Learning
Outcome
for Cognitive Domain
Rememberi Understandi Applying Analyzing Evaluatin Creating
ng ng g
Define Estimate Demonstrat Distinguish Evaluate Diagnose
e
List Describe Illustrate Analyze Compare Propose
Recall Explain Operate Differentiat Assess Design
e
Name Identify Perform Compare Justify Manage
Describe Translate Interpret Contrast Judge Hypothesiz
e
State Restate Apply Appraise Appraise Summarize
Repeat Express Use Classify Rate Plan
Record Convert Practice Outline Choose Formulate
Label Locate Predict Categorize Decide Arrange
Match Characterize Implement Break down Rank Organize
Reproduce Sort Relate Diagram Critique Construct
Label Distinguish Discover Infer Conclude Compile
Select Give example Manipulate Illustrate Contrasts Organize
State Produce Separate Discriminat Synthesize
e
Identify Solve Point out Interpret Compose
List Prepare Subdivide Criticize Reconstruc
t

Table 2. List of Illustrative Verbs for Stating Specific Objectives/Learning

Outcome
for Affective Domain
Receivi Respondi Valuing Organizati Characterizati
ng ng on on
ask Answer complete adhere act
choose Assist describe alter discriminate
describe compile differentiate arrange display
Follow conform explain combine influence
give discuss follow compare listen
hold greet initiate complete modify
identify help Invite defend perform
locate label Join explain practice
name perform justify generalize propose
point to practice propose identifies qualifies
Select present Read integrate question
Sit read report modifiers revise
Reply recite select orders serve
use report Share organize solve
select Study prepare use
 tell Work relate verifies
Write synthesis
Table 3. List of Illustrative Verbs for Stating Specific Objectives/Learning Outcome
for Psychomotor Domain.

Observing Imitatin Practicing Adapting

g
Watch Begin Bend Organize
Detect Explain Calibrate Relax
Distinguish Move Construct Shorten
Differentiat Display Differentiat Sketch
e e
Describe Proceed Dismantle Write
Relate React Display Re-arrange
Select Show Fasten Compose
State Fix Create
Voluntee Grasp Design
r
Grind Originate
Handle
Measure
Mix
Operate
Manipulate

Do you think any verb can be used to state learning objective/outcome?

You should take note that there are some verbs to be avoided particularly
when writing learning outcomes. These verbs are vague and often not observable or
measurable. For example, how would you measure whether someone has "become
familiar with" a particular tool? Use a more specific verb. If you want students to
"understand" something, think more closely about what you want them to be able to
do or produce as a result of their "understanding."
Verbs to be avoided:

Understand




Appreciate




Know about




Become familiar with

 


Learn about




Become aware of




Approach




Expand horizon




Grasp the significance of




Improve




Thinks critically

What learning objectives/outcomes would appropriate and relevant in

planning and executing lesson?
We now introduce the characteristics of a good learning objective/outcome.
Learning outcomes are fundamental in assessing what students can
demonstrate on what they have learned from the lesson. In write learning outcomes,
you should keep in mind that it addresses and defines the scope (breadth and depth)
of what the learner “will know” and “be able to do” upon completion of a lesson or
course. It should also be explicit, and learner-centered. Hence, a teacher must take
on formulating learning objectives geared toward outcomes-based.
What are the Characteristics of a Good Learning Outcomes?
1. Specific – it should be easily be understood by the learner and addresses what they
will know and able to do after the lesson or upon completion of the course.
2. Measurable - learning outcomes must indicate how learning will be assessed. There
must be a corresponding specific questions and test items to measure knowledge
and skills of learner toward the lesson.
 3. Attainable - learning outcomes should emphasize ways in which the learner is likely to use the
knowledge or skills gained.
4. Realistic: all learners who complete the activity or course satisfactorily should be able to
demonstrate the knowledge or skills addressed in the outcome
5. Time-bound - learning outcome should set a deadline by which the knowledge or skills should be
acquired.

Summary of criteria for selecting the final list of objectives/outcomes:

(Gronlund, 1990)

1. Prepare tentative list of instructionally relevant learning objectives/outcomes

2. Review the list for
1.1 Completeness: Are all important outcomes included?
1.2 Appropriateness: Are all outcomes related to school/college/national goals?
1.3 Soundness: Are outcomes in harmony with sound principles of learning?
1.4 Feasibility: Are outcomes realistic in terms of student abilities, time available, and
facilities?

Activity 1 will determine the extent of the knowledge you acquired in the
lesson presented above. Please work on it before advancing to the next
lesson. See Teaching and Learning Activities section of this module.

Lesson 3: Assessment, Measurement and Evaluation

Assessment is the third component in the educational process and play very
important role in the instructional program of school. It is broad in nature. It
embodies both measurement and evaluation in the process. Measurement and
evaluation are distinct with one another in terms of process but evaluation is based
on measurement. In other words, measurement is essential for evaluation of
students’ performance. Measurement takes place before evaluation.

Basically, assessment, measurement and evaluation provide information that

can be used in a variety of educational decisions. The main emphasis in classroom
assessment is on decisions concerning student learning and development. Through
assessment, the strengths and weaknesses of students are obtained. Assessment
results can also be utilized to re-design teaching methodologies, activities, and
assessment tools. It can be a basis for development interventions for remediation. It
can also be utilized to sustain and further develop the knowledge skills of fast
learners.

We shall now describe and define assessment, measurement and evaluation

in order to draw the line between them.
Classroom Assessment

is an ongoing process of gathering and analyzing evidence of what the

student can do. (Kay Burke, 1999)


 

is a formal attempt to determine student’s status with respect to educational

variables of interest. (W. James Popham, )

is concerned with obtaining of information about the skills and potentials of

individuals with dual goals of providing useful feedback to the individuals and
helpful l to the surrounding community. (Gardner)

is a word that embraces diverse kinds of tests and measurements.(W. James

Popham, )

Examples of variables of interest

Performance of students about a subject.




Skills of students in performing long division of real numbers.




Attitude of students toward a subject.




Math anxiety of students




Written communication skills of students.


Measurement
is the assigning of marks, numbers or rating to certain characteristics of an
individual. This process takes before evaluation.

Evaluation
is the process of interpreting the evidence and making judgments and
decisions based on the evidence.

Based on the definitions of these three concepts, assessment involves measurement

and evaluation. It is understood that measurement and evaluation is being
undertaken in the assessment process. If assessment is not sound, then evaluation
will not be sound. Why is this so? If the assessment is flawed, the final evaluation
will be based upon invalid and unreliable data. (Burke, 1999) emphasized “ that the
quality of the final evaluation is only as valid as the on-going assessment data upon
which it is based”. A fallacy would be evident in the decision-making if the invalid
results are used, especially in policy generation.

If you reflect on the first definition of assessment “… is an on-going process

of gathering and analyzing evidence of what students can do”. What could be more
fitting along this concern? Conduct of test may be considered. After which, the
teacher use criteria to score the output of students based from the test. Further, the
teacher evaluates the scores and makes decision whether the students obtained a
passing mark. The decision made may be utilized by the teacher in designing or re-
designing and planning for future lessons or planning for remediation as the case
may be. Both situations would require the teacher to conduct tests and assign marks
on the results and evaluate thereafter. Again the result is an opportunity for
designing or re-designing and planning. Hence, assessment goes on and on in the
teaching-learning process where changes can be made immediately to help student
achieves the desired outcome. It is dynamic in nature.

Activity 2 will determine the extent of the knowledge you acquired in the
lesson presented above. Please work on it before taking the Assessment
Task section of this module.

TEACHING AND LEARNING ACTIVTIES

Activity 1: Writing Instructional Objectives

1.

Gather instructional goals of at least two different settings (i.e.,

college/institute or organization).
 2.

1.

Gather lesson plans in your field of specialization and classify the learning
objectives according to domain and level. (For BEEd any field/area)

2.

1.

Write at least 10 learning objectives.

2.

1.

Identify a specific topic/lesson in one of major subjects you are currently

enrolled in this semester and write the general instructional
objectives/outcomes and learning outcomes/objectives. Classify according to
domain and category/level.

2.

Activity 2. Deep Thinking

Make a list of all possible importance/significance of assessment in the educational

process.

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FLEXIBLE TEACHING AND LEARNING MODALITY (FTLM) ADAPTED

Goggle Meet, Facebook Messenger, SEDI, Gmail
ASSESSMENT TASK

Directions: Write the letter of the correct answer on the space provided before the
item number.

____1. Ms. Cov is comparing measurement from evaluation. Which statement gives
their
correct difference?
A. Measurement is assigning a numerical value to a given trait while evaluation is
giving
meaning to the numerical value of the trait.
B. Measurement is the process of gathering data while evaluation is the process of
quantifying the data gathered.
C. Measurement is the process of quantifying data while evaluation is the process
of
organizing data.
D. Measurement is a pre-requisite of assessment while evaluation is a pre-requisite
of
testing.

____2. Prof. Tess is judging the worth of the project of the students in her Science
class based
on a set of criteria. What process describes Prof. Tess is doing?
A. Assessing C. Measuring
B. Evaluating D. Testing

____3. Ms. Ra notes that Sheila obtained a score of 40 points out of a possible 50 in
the unit
test. Which concept is exemplified by the statement?
A. Assessment C. Formative
B. Evaluation D. Measurement

____4. Ms. Park declared that Dara’s score in the summative test indicates that she
has
learned the content exceedingly well and is ready to progress to the next unit of
instruction. What concept is illustrated?
A. Assessment C. Measurement
B. Evaluation D. Testing

____5. Assessment is important to teachers because of the decisions they will make
about
their students when teaching them. For teachers, which of the following is NOT
among
the functions of assessment?
A. Identify the learner’s needs and abilities.
B. Monitor and improve the teaching-learning process.
C. Make decisions about how to implement learning activities.
D. Make policy decisions regarding what is and is not appropriate for learners.

____6. What skills are being used in the following situations? First the students will
make a
 prediction of what will happen in the story. Then the students must make a list of
the
main events in the story. Lastly, they will write a review of the story.
A. Application, Synthesis and Evaluation
B. Evaluation, Comprehension and Synthesis
C. Comprehension, Knowledge and Synthesis
D. Evaluation, Knowledge and Synthesis

____7. Composing a poem is an example of what level of cognitive domain?

A. Analysis C. Application
B. Comprehension D. Synthesis

____8. Participates in class discussion actively is an example of what level of

affective domain?
A. Receiving C. Responding
B. Organizing D. Valuing

____9. Which level is important for breaking down information into component
parts?
A. Comprehension C. Evaluation
B. Application D. Synthesis

____10. Which of the following is an example of evaluation?

A. Do you agree with the actions of Sam? Justify your answer.
B. What are the steps in constructing a test?
C. Enumerate the parts of the computer.
D. Compare and contrast traditional assessment and authentic assessment

REFERENCES:

Gronlund, Norman E. (1990). Measurement and evaluation in teaching, 6 Edition. Macmillan

th

Publishing Company, New York.

Burke, Kay (1999). How to assess authentic learning . Skylight Professional Development,
United States of America

Hopkins, ()

Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2000) A taxonomy for learning,

teaching, and assessing: A Revision of bloom’s taxonomy of educational objectives
(complete edition) . Allyn & Bacon. Boston, MA (Pearson Education Group)
Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2001) A taxonomy for learning,
teaching, and assessing: A revision of bloom’s taxonomy of educational objectives
(abridged edition). Allyn & Bacon. Boston, MA (Pearson Education Group)
Bloom, B.S. and Krathwohl, D. R., et al. (1956) Taxonomy of educational objectives:
The classification of educational goals, by a committee of college and university
examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green (This is the
original work. It is unavailable for purchase, however there are later editions
available.)
Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral
Objectives, pp.20- 21. R.J. Armstrong, ed. Tucson, Arizona: Educational Innovators
Press. (Unavailable for purchase)
Harrow, A. (1972) A taxonomy of psychomotor domain: A guide for developing
behavioral objectives. New York: David McKay.
Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1964 ). Taxonomy of educational
objectives, the classification of educational goals. Handbook II: Affective
Domain. New York: David McKay Co., Inc.