M4S3: Tools for planning student assessment.

At the end of this session, you will be able to –

• Categorise assessment tools based on Miller’s Pyramid, and
• Explain the role of Rubrics as authentic tools for teaching and assessment.
Assessment tools are selected for their precision, validity, and relevance on multiple factors. The simplest
benchmark for the selection is the Miller’s Pyramid. Using the Miller’s model, all the three levels of
Guilbert in Cognitive domain can be tested on a written medium of assessment. The intermediate, and
higher cognitive levels of Guilbert can also be tested on the oral medium. The psychomotor domain can be
assessed through the medium of learner performance and demonstration. Affective domain can be tested on
oral and performance medium, with the examiners observing on-site.
For the recall level in cognitive domain, which is at the ‘Knows’ level, the most appropriate testing
methods would be Theory exam, and Viva. For the intermediate cognitive level, and also for the control
level of psychomotor domain, which is at the ‘knows how’ level, the germane methods include
Assignments, Portfolio, and Viva.
For the higher cognitive level and the higher psychomotor level, along with shades of affective domain, it
would be ‘shows how’ level on the Miller’s pyramid, and the assessment methods would include
Checklists, Direct Observation of Procedural Skills, and Viva.
For the highest level of real and authentic performance, which is the summit of Miller’s Pyramid, the
performance is ‘Does’ and the assessment methods include Real situations, Checklists, Direct Observation
of Procedural Skills, and Viva.
Ideally, teaching and assessment must be complementary to one another. This would be possible if there
were to be a single and transparent template that is appropriate for both teaching and assessment. Rubric is
one such facility that can be an explicit and obvious benchmark to guide teaching, and the conduct of
assessment.
Rubrics are more refined forms of rating scale. In fact, rubrics are multi-dimensional rating scales, which
provide more than a single grade or mark, and are useful for grading more objectively. The usage of rubrics
is gaining more awareness and acceptance in the competency-based education models.
At the end of this session, are you able to –
• Categorise assessment tools based on Miller’s Pyramid, and
• Explain the role of Rubrics as authentic tools for teaching and assessment.