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Understanding Student Assessment Types

The document discusses different types of educational objectives including cognitive, psychomotor, and affective objectives. It provides examples of each, such as a cognitive objective focusing on understanding the environment, a psychomotor objective targeting investigation skills, and an affective objective aiming to develop appreciation of local plant and animal groups. The objectives are meant to guide instructional planning and assessment of student learning.

Uploaded by

Minda Ayano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

Topics covered

  • Assessment Types,
  • Learning Assessment Tools,
  • Deep Understanding,
  • Learning Evaluation,
  • Teaching Effectiveness,
  • Subjective,
  • Faculty-Driven Education,
  • Teaching Strategies,
  • Affective Objectives,
  • Instructional Design
50 views21 pages

Understanding Student Assessment Types

The document discusses different types of educational objectives including cognitive, psychomotor, and affective objectives. It provides examples of each, such as a cognitive objective focusing on understanding the environment, a psychomotor objective targeting investigation skills, and an affective objective aiming to develop appreciation of local plant and animal groups. The objectives are meant to guide instructional planning and assessment of student learning.

Uploaded by

Minda Ayano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

Topics covered

  • Assessment Types,
  • Learning Assessment Tools,
  • Deep Understanding,
  • Learning Evaluation,
  • Teaching Effectiveness,
  • Subjective,
  • Faculty-Driven Education,
  • Teaching Strategies,
  • Affective Objectives,
  • Instructional Design

N T

DE
U
ST
F
O NG
T I
E N RN
SM EA
S ES L
A S
TEST
Define the following without the use of any references:
1. Assessment
2. Evaluation
3. Measurement
4. Test
5. Objective
6. Subjective
7. Formative
8. Summative
 process of gathering and discussing
information
 from multiple and diverse sources
 in order to have a deep understanding of
what students know, understand & can do
with their knowledge as a result of their
educational experiences;

ASSESSMENT
this process culminates when
assessment results are used to
improve learning and the
learning experience.
Education –
originated from the
terms”educare” or
“educere” which
meant to
draw out. 

(For centuries education has


been “pouring in”)
 change in perspective

 ceased the mind set that the teacher is


the sole source of knowledge and
information

With the ADVANCEMENT IN technology


 opened various and numerous sources
and resources of facts which is at the
same time accessible.

With the ADVANCEMENT IN technology


The role of a teacher now shifted

a sole source of knowledge

a facilitator of knowledge
Assists in the
 Organization
 Interpretation
 Validation
of acquired facts and information
The change in educational
perspective is called Outcomes–
Based Education
CHARACTERISTICS (OBE)
1. student centered
2. faculty driven
3. meaningful
PROCEDURES TO IMPLEMENT OBE ON
THE SUBJECT OR LEVEL

[Link] of the educational


objectives of the subject/course.
2. Listing of learning outcomes
specified for each subject/course
objective.
3. Drafting outcomes assessment
procedure.
OBE focuses
 on classroom instruction
 on the skills and competencies
that
students must demonstrate when
they exit.
2 TYPES OF OUTCOME

1. Immediate outcome - right after

2. Deferred outcome – many years


after
INSTITUTIONAL, PROGRAM, COURSE AND
LEARNING OUTCOMES

Different levels of outcomes:


[Link] – what the graduates of
an educational institution are
supposed to do beyond graduation.

2. Program – outcomes specific to


degree programs (BEEd, BSEd etc.)
3. Course - outcomes formulated
from the point of view of the
teacher

4. Learning Outcomes – are what


students are supposed to
demonstrate after instruction
SAMPLE
EO: Provide a clear and concise
description of the different levels of
outcomes in Outcomes –Based
Education.

LO: The students will be able to


differentiate the different levels of
outcomes in Outcomes-Based Education
by explaining the meaning of each and
giving examples for further clarification.
1. To provide instruction that will
enable the pupils to understand
their immediate physical
environment by using their senses,
questioning, sharing ideas and
identifying simple cause-and effect
relationships. (cognitive objective)

EXERCISE – COGNITIVE OBJECTIVE


2. To equip the pupils with the
skill to conduct guided
investigation by following a
series of steps that includes
making and testing predictions,
collecting and recording data,
discovering patterns and
suggesting possible explanations.
PSYCHOMOTOR OBJECTIVE
3. To encourage among the pupils
a deep understanding and
appreciation of the differences of
the plant and animal groups
found in the locality.

AFFECTIVE OBJECTIVE

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