PRINCIPLES OF HIGH QUALITY
ASSESSMENT:
CLARITY OF LEARNING OUTCOMES AND
APPROPRIATENESS OF ASSESSMENT
METHODS
LEARNING OUTCOMES - A STATEMENT OF
WHAT THE STUDENT EXPECTED TO LEARN AND
APPLY AT THE END OF THE TERM.
AIMS – A BROAD GENERAL STATEMENT OF
TEACHING INTENTION IN TEACHER’S POINT OF
VIEW.
OBJECTIVES – A SPECIFIC STATEMENT OF
TEACHING INTENTION WHICH INTENDS TO
COVER A SPECIFICTOPIC.
COGNITIVE DOMAIN:
TAXONOMY
BLOOM VS. ANDERSON
BLOOM VS. ANDERSON
BLOOOM ANDERSON
1956 2001
NOUN VERB
RENAMED THREE
ORIGINAL
COGNITIVE LEVELS
SYNTHESIS, EVALUATION EVALUATING, CREATING
COGNITIVE DOMAIN
CATEGORY EXPLANATION SAMPLE OBJECTIVE
REMEMBERING RECALLING INFORMATION THE STUDENTS WILL BE ABLE
TO IDENTIFY CONSONANT
AND VOWEL LETTERS USING
AN ALPHABET WITH 90%
ACCURACY.
UNDERSTANDING EXPLAINING IDEAS THE STUDENTS WILL BE ABLE
TO INTERPRET A POEM IN
FRONT OF THE CLASS WITHIN
FIFTEEN MINUTES.
APPLYING USING INFORMATION FOR USING A MEASURING METER,
DIFFERENT SITUATION THE STUDENTS WILL BE ABLE
TO CALCULATE THE AREA OF A
HOUSE ACCURATELY.
COGNITIVE DOMAIN
CATEGORY EXPLANATION SAMPLE OBJECTIVE
ANALYZING BREAKING INFORMATION BY TASTING A SAMPLE OF A
FOOD, THE STUDENTS WILL
BE ABLE TO DISTINGUISH
THE DIFFERENT
INGREDIENTS OF IT WITHIN
FIVE MINUTES.
EVALUATING JUSTIFYING A DECISION THE STUDENTS WILL BE
ABLE TO CONCLUDE THE
MORAL LESSON OF A STORY
EXPLICITLY.
CREATING GENERATING NEW IDEAS USING A SET OF A LEGO, THE
STUDENTS WILL BE ABLE TO
DESIGN THEIR DREAM
HOUSE IN THIRTY MINUTES.
AFFECTIVE DOMAIN
CATEGORY EXPLANATION EXAMPLE (CALAMANSI
RALLY)
RECEIVING AWARENESS OF RECEIVING THE
BEHAVIOR INSTRUCTION
RESPONDING EXHIBITS REACTION AS A PLANNING OF STRATEGY
RESULT OF EXPOSURE TO
BEHAVIOR
VALUING RECOGNIZING VALUE ACTING OF STRATEGY
ORGANIZING RECONCILE INTERNAL RE-PLANNING OF
CONFLICT STRATEGY
INTERNALIZING GIVING IMPORTANCE OF CONTINUE THE
THE LEARNING STRATEGY
PSYCHOMOTOR DOMAIN
CATEGORY EXPLANATION EXAMPLE
PERCEPTION USE OF SENSES TASTE
SET PREDETERMINE STAND AND WALK
RESPONSES
GUIDED RESPONSE IMITATION AND TRACING
PRACTICES
MECHANICAL RESPONSE RESPONSES ARE EATING NAILS
HABITUAL
COMPLEX OVERT QUICK AND ACCURATE SHOCK
RESPONSE PERFORMANCE
ADAPTATION SKILLS ARE WELL NEW ENVIRONMENT
DEVELOPED
ORIGINATION CREATING NEW GYMNASTICS
MOVEMENT
BENEFITS OF LEARNING OUTCOMES
BETTER LEARNING – CAN ACT AS GUIDE TO KNOW
WHAT THE STUDENTS ARE EXPECTED TO LAERN.
INCREASED MOTIVATION – STUDENTS WANTS TO BE
ENGAGED IN THE LEARNING RATHER THAN
MEMORIZING THINGS.
BETTER PERFORMANCE IN ASSIGNMENTS AND TESTS
– SINCE STUDENTS ARE INFORMED ON WHAT THEY
SHOULD LEARN, STUDENTS SPEND LESS TIME ON
TRYING TO GUESS WHICH LEADS TO BETTER LEARNING.
BENEFITS OF LEARNING OUTCOMES
FOCUSED AND STARTEGIC TEACHING – GENERATE
QUESTIONS TO GUIDE YOUR TEAACHING SUCH AS ASKING
YOURSELF ON HOW THE TOPIC WILL HELP THE STUDENTS
TO ACHIEVE THEIR LEARNING OUTCOMES?
STRATEGIC ASSESSMENT – EASY TO CREATE
STRATEGICALLY – TARGETED LESSONS THEREFORE IT IS
EASY TO ALSO COME UP WITH STRATEGICALLY – TARGETED
ASSESSMENT METHODS.
ATTENTION TO OUTPUTS – FOCUS ON OUTPUTS RATHER
THAN INPUTS.
SINISTER SIXTEEN
Understand Know Be aware of Value
Appreciate See Be conscious of Get
Comprehend Accept Learn Apprehend
Grasp Have a knowledge of Perceive Be familiar with
THE ABOVE LISTED WORDS ARE INTERNAL WHICH CANNOT BE
PUBLIC AND OBSERVED.
PERSPECTIVE REGARDING
ASSESSMENT
CONSTRUCTIVE ALIGNMENT
CONSTRUCTIVE ALIGNMENT
LEARNING OUTOMES – SPECIFY WHAT STUDENT
SHOULD ACHIEVE.
TEACHING METHODS – METHODS THAT CAN
HELP THE STUDENT TO ACHIEVE THE OUTCOMES.
ASSESSMENT TASKS – TASKS THAT CAN
DETERMINE HOW WELL THE STUDENTS ACHIVED
THE OUTCOMES.
METHODS OF COLLECTING
ASSESSMENT INFORMATION
1. OBJECTIVE ASSESSMENT – HAS ONE AND ONLY CORRECT
ANSWER.
2. NON– OBJECTIVE ASSESSMENT – ALSO CALLED SUBJECTIVE
ASSESSMENT. EXPRESSES THE OPINION OF A PERSON.
3. PERFORMANCED – BASED ASSESSMENT – THE STUDENT IS
REQUIRED TO PERFORM A SKILL OR COME UP WITH AN OUTPUT.
4. AFFECTIVE ASSESSMENT – EMPHASIZE A FEELING OR
EMOTION.
5. AUTHENTIC ASSESSMENT – STUDENTS ARE REQUIRED TO
PERFORM A REAL – WORLD TASKS.
6. PORTFOLIO ASSESSMENT – COLLECTION OF STUDENT’S
WORKS.
END OF LESSON 2
