Psychological Assessment Bloom’s Taxonomy

Gathering & integration of psychology-related data for 1. Remembering: Retrieving, recognizing, and
the purpose of making a psychological evaluation with recalling relevant knowledge from long‐term memory.
accompaniment of tools
2. Understanding: Constructing meaning from oral,
To answer a referral question, solve problem or arrive written, and graphic messages through interpreting,
at a decision thru the use of tools of evaluation exemplifying, classifying, summarizing, inferring,
comparing, and explaining.
Typically individualized
3. Applying: Carrying out or using a procedure for
Includes process of choosing tests, highly depends on
executing, or implementing.
the skill of the evaluator, and the results of which
ends in solution formulation to the problem (referral 4. Analyzing: Breaking material into constituent parts,
question) determining how the parts relate to one another and
to an overall structure or purpose through
differentiating, organizing, and attributing.
Educational Assessment
5. Evaluating: Making judgments based on criteria
Educational assessment is the process of collecting and standards through checking and critiquing.
and analyzing evidence of learning in different
6. Creating: Putting elements together to form a
settings and contexts. It helps teachers, students,
coherent or functional whole; reorganizing elements
parents, and other stakeholders understand what
into a new pattern or structure through generating,
learners know and can do, as well as identify their
planning, or producing.
strengths and areas for improvement.
1. Diagnostic Assessment
2. Standardized Assessments
3. Performance-Based Assessments
4. Norm & Criterion-Referenced Assessments
Summative
The goal of summative assessment is to evaluate
student learning at the end of an instructional unit by
comparing it against some standard or benchmark.
Formative Assessment
The goal of formative assessment is to monitor
student learning to provide ongoing feedback that can
be used by instructors to improve their teaching and
by students to improve their learning. More
specifically, formative assessments:
help students identify their strengths and
weaknesses and target areas that need work
help faculty recognize where students are
struggling and address problems immediately
Norm-referenced assessments
Norm-referenced assessments compare students’
performance with the performance of a large group of
similar students, whose score is referred to as the
norm.
Criterion-referenced assessments
Criterion-referenced assessments are tests that
measure students’ performance against a set of
standards or criteria, which are based on the
curriculum and learning objectives.
Ipsative Assessments
a type of assessment that compares a student’s
performance with their previous performance rather
than with the performance of others or with a set of
criteria.