REVIEW OF PRINCIPLES OF

HIGH QUALITY
ASSESSMENT
Rose Anne Poblete
 Clarity of Learning Targets
Assessment can be made precise, accurate and
dependable only if what are to be achieved are
clearly stated and feasible. Learning targets
need to be stated in behavioral terms which
denote something which can be observed
through the behavior of the students.
 Cognitive Targets
This involves factual knowledge ideas and
intellectual abilities.
Bloom (1956) classified the taxonomy of
cognitive domain in hierarchical order,
namely, knowledge, comprehension,
application, analysis, synthesis, and
evaluation.
Knowledge. This refers to the acquisition of
facts, and emphasizes the processes of
remembering.

Comprehension. This refers to the same

concept as understanding.

Application. This refers to the transfer of

knowledge from one field of study to another
or from one concept to another concept in the
same discipline.
Analysis. This refers to the breaking down of
a concept or idea into its components and
explaining the concept as a composition of
these concepts.
Synthesis. This refers to the opposite of
analysis and entails putting together the
components in order to summarize the
concept.
Evaluation and reasoning. This refers to the
valuing and judgment or putting the worth of
a concept or principle.
Skills refer to specific activities or tasks that a
student can proficiently do and can be
clustered together to form specific
competencies. Related competencies
characterize a student’s ability. It is important
to recognize a student’s ability in order that
the program of study can be so designed as to
optimize his innate abilities. Abilities can be
categorized into cognitive, psychomotor and
affective abilities.
Products, outputs and projects are tangible
and concrete evidence of a student’s ability. A
clear target for products and projects need to
clearly specify the level of workmanship of
such project, as expert level, skilled level or
novice level.
 Goodhart F., Verdi P., Kennedy S. Assuring
COGNITIVE Quality in Health Education. Presented at
DOMAIN the Mid-Atlantic College Health Association,
October 25, 1991. MD,: Baltimore.
m plex
Reprinted with permission from Dr. Susan Co
Kennedy

o m ain.
g n iti ve d EVALUATION
o
the c
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Simp ra rc hica ANALYSIS assess
e
he hi
arrange
T assemble
choose
APPLICATION analyze
compare
appraise collect
COMPREHENSION apply criticize
calculate compose
calculate estimate
KNOWLEDGE compute construct
dramatize categorize
describe evaluate
cite compare create
employ judge
count discuss design
examine contrast
explain measure
define debate formulate
illustrate rank
draw express integrate
interpret diagram
identify rate
list differentiate manage
operate revise
name locate organize
practice examine
report score
record inventory plan
schedule select
relate restate prescribe
sketch question
repeat review propose
solve test
underline tell
use
translate
 AFFECTIVE
DOMAIN
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defend organize
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RECEIVING comply weigh
cooperate prefer
accept pursue
discuss
attend seek
examine
develop value
obey
realize
observe
receive
respond
recognize
reply

Goodhart, F. Verdi P. Kennedy S. Assuring Quality in Health Education.

Presented at the Mid-Atlantic College Health Association,
October 25, 1991, Baltimore.
Reprinted with permission from Dr. Susan Kennedy
 PSYCHOMOTOR
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m ORGANIZATION
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supply

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copy
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SET mix
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PERCEPTION inject
locate
repeat
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distinguish
position
hear
prepare
see
smell
taste
touch
Goodhart, F. Verdi P. Kennedy S. Assuring Quality in Health Education.
Presented at the Mid-Atlantic College Health Association,
October 25, 1991, Baltimore.
Reprinted with permission from Dr. Susan Kennedy
 Bloom’s Taxonomy
In 1956, Benjamin Bloom headed a group of educational
psychologists who developed a classification of levels of
intellectual behavior important in learning. During the
1990's a new group of cognitive psychologist, lead by
Lorin Anderson (a former student of Bloom's), updated
the taxonomy reflecting relevance to 21st century work.
The graphic is a representation of the NEW verbage
associated with the long familiar Bloom's Taxonomy.
Note the change from Nouns to Verbs to describe the
different levels of the taxonomy
Old Version
New Version