PGT 202E

BASIC EDUCATIONAL MEASUREMENT AND EVALUATION

Establishment of Measurement
Objectives

Samah Mofreh
School of Educational Studies
Universiti Sains Malaysia
Review!
• Educational measurement and evaluation are essential
to sound educational decision making
• Should be based on accurate, relevant information and
that the responsibility of gathering and imparting that
information belongs to educators
• In order to select and use assessment results meaningful we must:
Make sure that learning objectives to assess
Be sure that the assessment techniques selected match the
learning objective

1
Reviewing …

Identify what are the

relationships between Test, A

Measurement, Evaluation M

and Assessment? E
T

2
 Reviewing
Dimension Test Measurement Evaluation Assessment
Definition Instrument or Systematic process of Describing, obtaining, Data-gathering
systematic procedure assigning numerals to and providing useful strategies, analyses,
for measuring a objects, organisms or information for and reporting
sample of behavior events using rule judging processes that provide
information

Function Obtained a measure Measure Evaluate either To diagnose of an

(numerical values) of characteristics qualitative or individual’s problems
a characteristic using quantitatively by quantitative data and and focused on
standard set of giving tests, make judgments about improvement and
questions observations, rating the quality or worth of performance
scales, check list or something
any other device

Length Before, after and throughout the teaching and learning process
Focus Based on a certain or more session Based on testing information, measurement and
qualitative data
3
4
The aims & objectives in action

5
6
7
What is the difference between an aim and an
objective?
No. Aim Objective
1. - A general statement of intent. - a more specific statement about what the learner
- describes the direction in which the should or will be able to do after the training
learner will go in terms of what they experience.
might learn or what the
teacher/training will deliver.

2. Example: Example:
To enable participants to write learning -To provide a list of useful verbs to use when writing
aims and objectives learning aims and objectives
To demonstrate to participants how to develop
measurable learning objectives

8
Instructional objectives

9
 Learning Objectives

• What students should be able to do, value or feel

that they were unable to do, value or feel before
you taught them

• Learning objectives specifies what student be

able to do, value or feel at the end of teaching
session

10
Writing measurable learning objectives

11
Writing Instructional Objectives cont…

12
 Learning Objectives…ctd
e.g. [Geography]

At the end of a lesson,

 students will be able to list five factors that
contribute to river pollution
.
 students will be able to understand the
urbanization process.

13
 Writing Learning Objectives cont…

e.g. [Mathematics]

 Students will be able to solve problems

involving addition, subtraction, multiplication
and division involving decimals
Solve 2.38 – 5.2(21.08 ÷ 4 + 3.12)

Specific? Measurable? Achievable? Relevant?

14
 Importance of Learning Objectives

1. Help curriculum designers (teachers etc) make their own education goals
explicit

2. LO communicate the intent of instruction to students, parents and other

stakeholders

3. LO provide the basis for teachers to analyze their teaching and to construct
learning exercises

4. LO communicate to students the performance they expected to achieve.

5. Help teachers evaluate and improve instructional practice and learning

objectives
 Taxonomy of Learning Objectives
Benjamin Bloom in 1956 developed a 3 part model known as the Taxonomy of Learning Domains.
He splits learning into 3 different categories:
1. Cognitive domain (intellectual capability, i.e., knowledge, or 'think')
2. Affective domain (feelings, emotions and behaviour, i.e., attitude, or 'feel')
3. Psychomotor domain (manual and physical skills, i.e., skills, or 'do')

• Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means
'category'
• Bloom’s taxonomy is a powerful tool to help develop learning objectives, because it explains
the process of learning.
• Bloom sees the domains as progressive; with the learner moving through the 6 stages of each
domain as their knowledge, attitude and skills increase or develop.

16
 Taxonomy of Learning Objectives cont…

According to behavioral psychologist:

Learning was conceptualized as hierarchical, with higher skills
dependent on a linear development of low level “essential
skills”
e.g.
Add 2 single digits no. with sums of less than 10 3+5
Add 2 single digits no. with sums of more than 10 6+8
Add 3 single digits no. with sums of less than 10 2+4+1
Add 3 single digits no. with sums of more than 10 5+7+9
Add 2 digits no. without carrying 23+16
Add 2 digits no. with simple carrying 56+36
Add 2 or 3 digits no. with repeated carrying 455+778
17
Taxonomy of Learning Objectives cont…

Bloom
Cognitive
(1956)
Learning Krathwohl
Affective
Domains (1964)

Simpson
Psychomotor
(1972)
18
Taxonomy of Learning Objectives cont…

Cognitive • Involves what the students learn and how they use it
within their mind.

• Covers such ideas as how the student interacts with other students, how
Affective they feel about their performance, and whether or not they are learning
sportsmanship

• Involves how they move their bodies to perform an expected outcome,

Psychomotor training their body to do the correct movement, and developing a
healthy life-style
Taxonomy of Learning Objectives cont…

20
Bloom's Taxonomy Learning Domains

Highest Level Lowest Common

Most Common
Lowest Level
 Affective Domain Taxonomy :
22 Krathwohl

complex Characterization

Organization

Valuing

Responding

simple Receiving
 Psychomotor Domain Taxonomy :
Simpson

complex Origination

Adaptation

Complex Overt Response

Mechanism

Guided Response

Set

simple Perception

23
 Cognitive Domain Taxonomy : Bloom’s Taxonomy cont…
Cognitive Level Key Words Examples
Knowledge:

 Recall of data defines, describes, identifies,  Recite a policy.

 Remembering previously knows, labels, lists, matches,  Quote prices from memory
learned materials names, outlines, recalls, to a customer.
recognizes, reproduces,  Knows the safety rules.
selects, states.

Comprehension:  Rewrites the principles of test

 Understand the meaning,
translation, interpolation, and
interpretation of instructions
and problems.
 State a problem in one's own
words.
comprehends, converts,,
distinguishes, explains, extends,
generalizes, gives examples,
infers, interprets, paraphrases,
predicts, rewrites, summarizes,
translates.
writing.
 Explain in one’s own words
the steps for performing a
complex task.
 Translates an equation into a
computer spreadsheet.
24
 Cognitive Domain Taxonomy : Bloom’s Taxonomy
Cognitive Level Key Words Examples
Application:
 Use a concept in a new applies, changes, computes,  Use a manual to calculate an
situation or unprompted use of constructs, demonstrates, employee’s vacation time.
an abstraction. discovers, manipulates, modifies,  Apply laws of statistics to
operates, predicts, prepares, evaluate the reliability of a
 Applies what was learned in produces, relates, shows, solves, written test.
the classroom into novel uses.
situations in the workplace.
Analysis: analyzes, breaks down,  Troubleshoot a piece of
compares, contrasts, equipment by using logical
 Separates material or concepts deconstructs, differentiates, deduction.
into component parts so that discriminates, distinguishes,  Recognize logical fallacies in
its organizational structure may identifies, illustrates, infers, reasoning.
be understood. outlines, relates, selects,  Gathers information from a
separates. department and selects the
 Distinguishes between facts required tasks for training.
and inferences.
25
 Cognitive Domain Taxonomy : Bloom’s Taxonomy cont…
Cognitive Level
Synthesis:
 Builds a structure or pattern
from diverse elements.
 Put parts together to form a
whole, with emphasis on
creating a new meaning or
structure.
Evaluation:
 Make judgments about the
value of ideas or materials.
Key Words
categorizes, combines,
compiles, composes, creates,
devises, designs, explains,
generates, modifies, organizes,
plans, rearranges, reconstructs,
relates, reorganizes, revises,
rewrites, summarizes, tells,
writes.
appraises, compares,
concludes, contrasts, criticizes,
critiques, defends, describes,
discriminates, evaluates,
explains, interprets, justifies,
relates, summarizes, supports.
Examples
 Write a company operations
or process manual.
 Design a machine to perform
a specific task.
 Integrates training from
several sources to solve a
problem.
 Revises and process to
improve the outcome.
 Select the most effective
solution.
 Hire the most qualified
candidate.
 Explain and justify a new
budget. 26
 Affective Domain Taxonomy:
Krathwohl
Headings Definition
Receiving Students’ willingness to attend to a particular stimuli
Concerned with getting, holding and directing students’ attention

Responding Active participation by students

interest
Valuing Concerned with the value attach to a particular object/
phenomenon/ behavior
Acceptance of value – assume responsibility
Attitude, appreciation
Organization Bringing together different values, resolving conflicts between them
and building an internally consistent value system

Characterization At this level, an individual has a value system that has controlled over
him/her
The behavior is pervasive, consistent and predictable
27
 Psychomotor Domain Taxonomy:
Simpson
Headings Description
Perception Concerned with the use of the sense organs to obtain cues that guide
motor activity

Set Readiness to take a particular type of action

Know certain sequence in dancing
Guided response Concern with early stage in learning complex skill
Imitation (repeating an act demonstrated by the instructor)
Trial and error
Perform certain steps of dancing as demonstrated

Mechanism The learned response have become habitual and the movements can be
performed by a certain degree of confidence and proficiency
Set up lab equipment

28
 Psychomotor Domain Taxonomy:
Simpson…ctd
Headings Description
Complex Overt Response Skillful performance that involve complex patterns
Quick, smooth, accurate movement
Demonstrate right way to swim
Perform the violin skillfully
Repair electronic equipment quickly and accurately
Adaptation Skill that so well developed that the individual can modify
movement to fit special requirement or to meet a problem situation
Adjust football strategy to counter opponent’s style

Origination Creating new movement to fit a particular situation or specific

problems
Emphasize creativity based on highly developed skills
Design a new t-shirt style
Creates a music composition

29
Choosing appropriate teaching techniques to
deliver your aims and objectives
• EXAMPLE:
• It is important to consider how best to achieve your learning outcomes. If you wish for the learner
to be able to perform a task such as taking blood pressure; a lecture on the correct way to do this
will have limited impact, more effective to demonstrate and allow the learner to practice the
technique for themselves.

• Below are some suggestions for teaching techniques that can be used to increase the chance of
learning outcomes being achieved.

30
Choosing appropriate teaching techniques to
deliver your aims and objectives cont…

31
 Steps towards writing effective learning
objectives:
Make sure there is one measurable verb in each objective.

Each objective needs one verb. Either a student can master the objective, or they fail
to master it. If an objective has two verbs (say, define and apply), what happens if a
student can define, but not apply? Are they demonstrating mastery?

Ensure that the verbs in the course level objective are at least at the highest Bloom’s
Taxonomy as the highest lesson level objectives that support it.

Strive to keep all your learning objectives measurable, clear and concise.

32
EXERCISE 1
Can you correctly classify the objectives below in terms of knowledge (K), Skills (S) and
Attitudes (A)?
The learner will be able to:
1. evaluate the likely causes of groin swelling in a patient
2. state the important questions to ask when taking a patient history from a patient with…
3. institute appropriate investigations for the condition of…
4.include the child in discussions and decisions when taking a history from a child’s
parent
5.apply the principles of management for the common conditions of…
6.describe the monitoring required for patients receiving nutritional support
7.carry out prompt emergency care
8.predict likelihood of outcome.
33
Key answer!

34
EXERCISE 2
• Set objectives at an appropriate level of generality. Words like
principles of ‘understand the ...’ may be suitable for a one-year
training plan. More specific objectives, eg ‘correctly apply, carry out
units of training. ’ may be required for.
State objectives in terms of trainee performance.
Begin each objective with an active word
The objectives should be achievable and measurable.

35
REFFRENCES
Kubiszyn & Borich (2007). Educational Testing and Measurement:
Classroom Application and Practice.
Hesketh, EA, Laidlaw, JM, Bell, LE, Gunn, MC and McManus, NK.
(2011) Aims and Objectives, Education Development Unit, Scottish
Council for Postgraduate Medical and Dental Education
Chapman, A (2006) Bloom's Taxonomy of Learning Domains.
Jshabatu (2013). Using Bloom’s Taxonomy to Write Effective Learning
Objectives. https://tips.uark.edu/using-blooms-taxonomy/

36
 Thank you,

Any questions?