OBJECTIVES AND ASSESSMENT

UNIT:2 C.C :8602 B.Ed.

 OBJECTIVES

After studying this unit, you should be able to; • describe the
role of objectives and outcomes in the assessment of student
achievement. • explain the purpose of a test. • understand
levels of Cognitive Domain. • develop achievement objectives
according to Bloom Taxonomy of Educational objectives. •
identify and describe the major components of a table of
specifications. • identify and describe the factors which
determine the appropriate numbers of items for each
component in a table of specification.
 What is a Test?

 It is a tool with organized questions to collect

information about students learning.
 Test is set of questions asked in specific order. It
is a tool to collect information about
students’ learning in quantitative form.
Subdivision of Tests
 Purposes of test

 Monitoring Students’ Progress

 Diagnosing Learning Problems
 Assigning Grades
 Classification and Selection of Students
 Evaluating Instruction
Principles of Tests
 Reliability of Test

 Reliability is the degree of consistency of a measure.

 A test will be reliable when it gives the same repeated
result under the same conditions.
 Reliability can be determined statistically by
calculating the correlation coefficient.
 If a test is reliable it should show a high positive
correlation between
 Validity of test

 Validity
is the extent to which a concept, conclusion or
measurement is well-founded and likely corresponds
accurately to the real world.

 A test measures what it is intended to measure

 Table of Specification

A test should measure what was taught. For ensuring that

there is similarity between classroom instruction and test
content is the development and application of table of
specification, which is also called a test blue print. It specifies
the content of a test. It is a two-way framework which
ensures the congruence between classroom instruction and
test content. This is one of the most popular procedures used
by test developers for defining the content-domain. One
dimension of the test reflects the content to be covered and
other dimension describes the kinds of student cognitive
behaviour to be assessed.
Preparation of Table of Specification
 How to Calculate Test Items in Cells?

For example Knowledge has 31% weightage in curriculum.

There are 11 items for Geometry in the test (i.e. 34% in
curriculum). Then items of geometry to measure knowledge
level of students can be calculated as
 (Number of test items for content strand or
Unit)x(knowledge wise weightage in %)
 = 11x(31/100)
 Difference between Learning
Outcomes and Objectives

Objectives are focused upon the instruction, what will be

given to the students and the outcomes are focused upon the
students what behaviour change they are being expected to
show as the result of the instruction.
Learning outcomes and objectives’ are often used
synonymously, although they are not the same. In simple
words, objectives are concerned with teaching and the
teacher’s intentions whereas learning outcomes are
concerned with students learning.
CONCEPT OF USE OF TAXONOMIES

The taxonomies provide help not only in writing educational

objectives but in writing assessment items also. Questions
(items) on quizzes and exams demand different levels of
thinking skills.
Bloom's taxonomy is a classification system for the cognitive
skills used in learning. Teachers use this taxonomy to plan
lessons. A taxonomy is a system that groups and orders
concepts or things
 Using SOLO Taxonomy in Test
Development

SOLO (Structure of Observed Learning Outcomes) provides a

structured framework for students to use to progress their
thinking and learning. It encourages students to think about
where they are currently with their learning and what they
need to do in order to progress.
There are five main stages:
 Cont.

 PRESTRUCTURAL STAGE
 This is the first stage –
 where students don’t really have any knowledge or
understanding of the topic being studied.
 A student who is prestructural will usually respond with ‘I
don’t understand’.
 I am not sure about it etc
 Cont.

 UNISTRUCTURAL STAGE
Moving on from pre-structural, students who are uni-
structural have a limited knowledge of the topic – they
may just know one isolated fact about the topic. So, a
typical response might be: ‘I have some understanding
of this topic’
I have one relevant idea about it
 Cont.

 MULTISTRUCTURAL STAGE
Progressing from uni-structural to multistructural simply
means that the student knows a few facts about this topic –
but is unable to link them together. So a typical response
might be ‘I know a few things about this topic’ or ‘I have
gathered some information about this topic. I have several
ideas about it etc.
 Cont.

 RELATIONAL STAGE
With relational, we are starting to move towards higher
level thinking – students are able to link together and
explain several ideas around a related topic.
So a typical student ‘relational response might be: ‘ I can
see the connections between the information I have
gathered’.
 Cont.

 EXTENDED ABSTRACT
The final and most complex level is extended abstract. With
this, not only students are able to link lots of related ideas
together, but they can also be link these to other bigger ideas
and concepts. So a student response at this level might sound
like: ‘By reflecting and evaluating on my learning, I am able to
look at the bigger picture and link lots of different ideas
together’. An example…I can link several ideas about it etc.
 Cont.

 SIGNIFICANCE OF SOLO TAXANOMY

It supports students to reflect on their own thinking . It helps
teachers to thoughtfully shape learning intentions and
learning experiences. It makes it easy to identify and use
effective success criteria. It provides feedback and feed
forward with regards to learning outcomes. It helps students
to reflect meaningfully on what the next steps in their learning
are
Taxonomy of educational objectives

 ( I ) The Cognitive (Knowledge)

 ( ii ) The Affective (Attitude, Values)

 ( iii ) The Psychomotor (Skills)

Bloom’s Revised Taxonomy (2001)
Writing Cognitive Domain Objectives
THANKS

ANY QUESTION