MODULE 1

Nature of Educational Assessment

INTRODUCTION

The area of assessment has not been given emphasis in the educational process for
many years in the past. It has been relegated to a secondary role in the educational process
(Burke, 1999). Many educators feel it has been ignored, misused and totally misunderstood by
administrators, teachers, parents and students. It was only in the near twentieth century where
assessment has emerged as one of the major components in the restructured school. We can
imagine a classroom setting where a teacher keeps on discussing the lesson without any form
of assessment at all in every session. What will happen to teaching-learning process? What can
be said about the achievement of the class and every individual? How can we improve our
teaching-learning process? What teaching methodologies and learning approaches are effective
and appropriate to the learning environment? What assessment tools and procedures are also
effective and appropriate in the learning environment so as to measure the holistic performance
or achievement of an individual? What standards must be followed? What decision-making can
be drawn as an operational for innovations and standard-based reforms? These are some of the
questions that one can entertain in the absence of assessment in the teaching-learning process.
This module will help you understand thoroughly the components of the so-called
educative process.

LEARNING OUTCOMES

After completing this module, you should be able to:

a. discuss the difference between instructional goals and learning objectives/outcomes;

b. differentiate between cognitive, affective and psychomotor domains;
c. formulate appropriate learning objectives/outcomes that are constructively aligned with
national standards;
d. explain the basic concepts and principles in educational assessment;
e. discuss the role of assessment in making instructional decisions to improve teaching and
learning; and
f. discuss the applications and implications of assessment to teaching and learning.

LEARNING CONTENT

Lesson 1: Components of the Educational Process

Learning Experiences

Before we discuss thoroughly the details of assessment of learning, let us first reflect on what is
happening in the classroom during the teaching-learning process.

What do you think are major components in the educational process?

 If you reflect on your experiences in your classes day-by-day over the years, you would
realize that there is a process that is going on and on. The educational process has three major
components which include the learning experiences, objectives and measurement &
evaluation. Measurement and evaluation is the last component wherein evaluation is the end
product of assessment process. It is in evaluation where the decision-making takes place in
terms of students’ performance. These components are dynamic in nature, it goes on and on
until such time that appropriate and relevant standard are being set and attained. The teacher
sets learning objectives or learning outcomes before the execution of any lesson where the
learning experiences are made evident. Students’ learning experiences should not end there
without assessing their performance. Learning experiences happen before the proper lesson,
during the lesson and after the lesson. Therefore, assessment should take place before the
lesson, during the and after the lesson. The evaluation drawn from the assessment will provide
opportunity for decision making in terms of performance of students which can be translated
into innovation in the teaching-learning process in which assessment is again embedded.
Specifically it may call for implementation of interventions and remediation to improve learning
and to unlock problems and difficulties encountered by students and teachers. Along this
concern, teachers are expected to assess and evaluate the learners’ performance with the
implementation of interventions to improve learning. The result of assessment and evaluation is
again an opportunity for the teacher to re-design and plan his/her lesson as to what appropriate
teaching methodologies and approaches should be utilize in the classroom.

Meanwhile, the decision made from the assessment and evaluation is significant to the
school administrators, parents, curriculum designers, book writers and other stake holders.
Thus, assessment and evaluation play a very important in the learning process.

The main focus of this course is toward measurement and evaluation. Although, the
second component will be discussed thoroughly in the initial development of the course since
this is the backbone of teaching-learning process. The diagram below shows the relationship
between the three components.

Learning
Objectives/Outcomes

Measurement &
Learning Experiences
Evaluation

Figure 1. Relationship Between the three Components of Educational Process

In the next lesson, second component will be elaborated thoroughly. In this lesson, the
learners will acquire their knowledge and skills on writing learning objectives/outcomes.
Lesson 2: Learning Objectives/Outcomes

Learning objectives/outcomes is the second component in the educational process. In

this context, it is nice to relate the learning outcomes from that of the instructional goals, vision
and mission of an academic institution. The vision and mission statement of an academic
institution state “what it ought to be?” or “what to achieve?” forever in the future. It also states
the dreams and plans of an academic institution in the future. This vision and mission are broad
in nature. To achieve such, this is cascaded to the goal of a college of an academic institution;
and further to academic program, subject course and lesson/topic objectives/outcomes. We
note that a university is composed of several colleges or institutes. A university may have the
following colleges or institutes such as College of Education, College of Arts and Sciences,
Institute of Business Management, etc. Each of the colleges of a university offer academic
programs or we simply call it courses. Part of vision and mission statements may be “to produce
globally competent professionals and leaders in the society”. These statements are really board
in nature. For instance, a university has a unit or college called, College of Education. In order
to fulfill the dreams and plans of this university to produce globally competent professionals, it
is inherent that this college, the College of Education may set its goal “to produce globally
competent future teachers”. Thus, this instructional goal of the college is formulated specific
and definite. The college is mandated to offer teacher education program to achieve its goal.
These programs may include Bachelor of Secondary Education (BSEd), Bachelor of Elementary
Education (BEEd), etc. Meanwhile, the college sets a more specific and definite goals
appropriate for an academic program. In particular, part of the goal of BSEd program may be
stated, “at the end of four-year period, the graduates of this program or the secondary teachers
must possess wide range of theoretical and practical skills for an effective delivery of
instruction”. A vital in the implementation of an academic program is a curriculum which
consists of subject courses along with set of standards, concepts, knowledge and skills to be
acquired by learners. How can leaners acquire knowledge and skills? To visualize these
standards, different subject courses are designed according to its general and specific learning
objectives and anchored with teaching methodologies and assessment procedures. The
general learning objectives or intended learning outcomes are standards to be attained
in a subject course while specific learning objectives or student learning outcomes are
standards to be achieved in a specific concept or topic. The learning outcomes are the basis of
teachers in preparing lessons. Now, you can see and trace how lessons are planned and
conceptualized in the end and view for learners’ acquisition of the knowledge and skills.

Thus, in the process from the educational goal to general instructional

objectives/intended learning outcomes and further to specific learning objectives/outcomes, the
end product is learner performance.

What do you think are significant in designing and planning a course or lesson? Why
you think so? What can be said about the outcome of a lesson in the absence of well-crafted
learning objectives/outcomes?

We now introduce the concept of instructional goals and learning objectives/outcomes.

Instructional Goals are statements that describe in general what learners should be able to
DO forever after experiencing a distinct unit of instruction. It is broad in nature as an
instructional intervention. It is also often as a direct solution to an instructional need.
 Examples:
The goal of teacher education
The goal of agricultural education
The goal of forestry education

Instructional Objectives are statements of what students will LEARN in a class or in a class
session. These statements are focused on student learning (What will students learn
today?) rather than instructor teaching (What am I going to teach today?). These
statements should include a verb phrase and an impact ("should be able to") phrase --
what students will DO/be able to DO and how they will apply that skill or knowledge. It
forms the backbone of the lesson and specific in nature as intervention to develop
specific knowledge and skills.

In stating our learning objectives/outcomes for a particular lesson, we usually start with
the introductory statement,

“At the end of the lesson/topic, the students should be able to:”

Note that this statement should end with a colon (:) and the learning objectives are
enumerated thereafter. Learning outcomes should start with small letter and
comma/semi-colon is placed every after the statement except the last. A period is
placed at the end of the last learning outcome.

Examples:

1. At the end of the lesson, the students should be able to:

a. define fractions,
b. discuss different types and kinds of fractions,
c. illustrate fractions,
c. perform addition, subtraction, multiplication and division of
fractions, and
d. solve problems involving addition of fractions.

In writing learning outcomes, it is important to note that there must be

corresponding question/s or test item/s to measure knowledge and skills, that is, opt
to be achieved.

The following are possible corresponding questions/test items to measure the above
learning outcomes:

1. What is meant by fraction?

2. What are the different types and kinds of fractions?
3. How do you differentiate different kinds and types of fractions?
4. How do you illustrate fractions?
5. What is the sum of ½ and 3/2?
 6. How do you add fractions?
and others.

The introductory statement in stating the learning outcomes may also be written as,

“At the end of the lesson, at least 75% of the students should be able to:”

In other words, the teacher can also specify or set a target as to determine how many
percent of the students are capable of acquiring the expected knowledge and skills based on
learning outcomes. However, the former pattern is the most commonly used.

The general objectives or intended learning outcomes of a subject course are also
stated following the pattern of stating the specific learning objectives/learning
outcomes.

Classification/Taxonomy of Educational Objectives

The development of learner’s knowledge and skills must be holistic, that is, the focus
should not only be toward the mind or intellectual abilities. It must also embrace the
development of interests, attitudes, values, appreciation and acquisition of manipulative motor
skills. This supports the theory of Gardner toward developing the multiple intelligences of an
individual since learners vary in skills and interests. Towards the end, the goal of the teacher is
to integrate together the development of the mind, the emotion and affection as well as the
movement of leaners in order to fully cultivate the skills and interests of learners. There are
three classifications of educational objectives. These are cognitive domain, affective domain and
psychomotor domain.

Cognitive Domain – refers to the development of intellectual abilities and skills.

Affective Domain – refers to the development of interest, attitudes, values and appreciation.

Psychomotor Domain – refers to acquisition of manipulative motor skills.

The cognitive taxonomy was described in 1956, and the affective in 1964, the
psychomotor domain was not fully described until the 1970s.

Each of these domains is subdivided into categories. These categories begin with the
relatively simple knowledge outcomes and progress through increasing complex levels of
intellectual ability. The taxonomy is vital in identifying the types of learning outcomes that
should be considered when developing a comprehensive list of learning objectives/outcomes for
classroom instruction. You will notice that learner’s knowledge and skills progresses from one
level to another level.

What happens to the teaching-learning process if the teacher comes to class without
setting his/her lesson objectives?
 Let us now discuss the different categories of each domain.

Cognitive Domain

The cognitive domain is classified into six (6) hierarchical of knowledge and skills. These
are remembering, understanding, applying, analyzing, creating and evaluating . These are in the
new version stated in verb form while the old version was stated in the noun form ( knowledge,
comprehension, application, analysis, synthesis and evaluation in hierarchical order). This is
called the taxonomy of educational objectives which was developed by Bloom in 1956 and was
revised by his former students, Anderson and Krathwohl in 2001. The other revision focuses on
interchange of the 5th and 6th in the old version, that is, in the new version the creating or
synthesis became the highest level while evaluating is the 5 th. The diagram below shows the old
and new versions of educational objectives in the cognitive level.

Figure 2. The Old and New Versions of Taxonomy of the Cognitive Domain
Source: Wilson O. Leslie, 2001

The following views and notions about the three domains and categories were based
from Bloom, 1956, Krathwohl, 1964 and Simpson, 1972 as cited by Gronlund (1990).

Remembering/Knowledge Level

The remembering or knowledge is the first level of thinking skill which emphasizes the
recall of previously learned material. This may involve the recall of wide range of material, from
specific facts to complete theories, but primarily to bring to mind the appropriate information. It
includes learning outcomes related to (a) knowledge of specifics, such as terminology and facts;
(b) knowledge of ways and means of dealing with specifics, such as conventions, trends and
sequences, classifications and categories, criteria and methodology; and (c) knowledge of
universals and abstractions, such as principles, generalizations, theories, and structures. It
represents the lowest level of learning outcomes in the cognitive domain.
 Examples:
1. to identify the first president of a country
2. to state the properties of real numbers
3. to enumerate the kinds of triangles
4. to state the different parts of speech
5. to enumerate the different automotive tools
6. to state the vision and mission of a university

Certainly, knowledge does not end in this level! We now proceed to the next level of the
cognitive domain.

Understanding/Comprehension Level

This second level of thinking skill provides the ability to grasp or understand the
meaning of materials. This may be shown by translating materials from one form to another
(words or numbers), by interpreting materials (explaining or summarizing) and by predicting
future trends, consequences or effects. Thus, learning outcomes of this level relate to (a)
translation, (b) interpretation, and (c) prediction of materials. These learning outcomes go one
step beyond the simple remembering of material and represent the lowest level of
understanding.

Examples:
1. to interpret a graph showing the population density of the world
2. to discuss different kinds of triangles according to shapes
3. to estimate an outcome after a period of time based on existing data

Applying/Application Level

This is the third level of thinking skill. It refers to the ability to use learned material in
new and concrete situations. This may include the application of such things as rules, methods,
concepts, principles, laws, and theories. The learning outcomes at this level relate to the use of
abstraction in particular situations.

Examples:
1. to construct charts and graphs
2. to apply the steps in baking cake
3. to perform the fundamental steps in automotive

Analyzing/Analysis Level

Analyzing is the fourth level of thinking skill. It refers to the ability to break down
material into its component parts so that its organizational structure may be understood. This
may include the identification of the parts, analysis of relationships between parts, and
recognition of the organizational principles involved. Learning outcomes here represent higher
intellectual level than comprehension/understanding and application because they require an
understanding of both content and the structural form of material. Learning objectives therefore
in this level, relate to breaking a whole into parts and distinguishing (a) elements, (b)
relationships, and (c) organizational principles.
 Examples:
1. to deduce facts from a hypothesis.
2. to solve problems involving addition of like and dislike fractions
3. to distinguish between facts and inferences

Do you see how knowledge progresses? Let us now learn what you can do after having
been exposed to learning experiences in the first four levels.

Creating/Synthesis Level

This level is the fifth in the taxonomy of educational objectives. This thinking skill refers
to the ability to put parts together to form a new whole. This may involve the production of a
unique communication (theme or speech), a plan of operations (research proposal), or set of
abstract relations (scheme for classifying information). Learning outcomes in this area stress
creative behaviors, with major emphasis on the formulation of new patterns or structures.
Learning objectives/outcomes relate to putting parts together in a new form such as (a) a
unique communication, (b) a plan of operation, and (c) a set of abstract relations.

Examples:
1. to produce an original piece of art.
2. to write a poem
3. to write a short story
4. to construct a miniature of a particular building
5. to design my future wedding gown
6. to create unique basket out of indigenous materials

Evaluating/Evaluation

Evaluating is the highest level of thinking skill which provides the ability to judge the
value of material (statement, novel, poem, research report) for a given purpose. The judgments
are to be based on definite criteria. These may be internal criteria (organization) or external
criteria (relevance to the purpose) and the learner may determine the criteria or to be given
them. Learning outcomes in this area are highest in the cognitive hierarchy because they
contain the elements of all other categories plus value judgments based on clearly defined
criteria. This so because once this objective is attained it is understood that the student applied
all five (5) categories from remembering to creating. This is indeed the highest level of
complexity and includes objectives/outcomes related to judging in terms of (a) internal
evidence or logical consistency and (b) external evidence or consistency with facts developed
elsewhere.

Examples:
1. to recognize fallacies in an argument.
2. to assess the project-outputs of students using rubrics or criteria
AFFECTIVE DOMAIN

Affective domain is concerned with feelings or emotions and can also be divided into
five (5) levels of objectives. Also, the taxonomy or classification is arranged from simpler
feelings to those that are more complex. This domain was first described in 1964 and is
attributed to David Krathwohl as the primary author. The five (5) categories are receiving,
responding, valuing, organization and characterization

Receiving

Receiving as a level of refers to the learner’s willingness to attend to particular

phenomena or stimuli such as classroom activities, textbook, sounds, prevailing situations, etc.
From a teaching viewpoint, it is concerned with getting, holding, and directing the student’s
attention. Learning outcomes in this area range from the simple awareness that a thing exists
to selective attention on the part of the learner. Receiving represents the lowest level of
learning outcomes in the affective domain and therefore are indicative of the learner’s
sensitivity to the existence of stimuli and include (a) awareness, (b) willingness to receive, and
(c) selective attention.

Examples:
1. to identify musical instruments by their sound
2. to identify animals according to their sound
3. to show a proper gesture in a situation

Responding

Responding as a second category of affective domain refers to active participation on

the part of the learner. At this level he/she not only attends to a particular phenomenon but
also reacts to it in some way. Learning outcomes in this area may emphasize acceptance in
responding (reads assigned material), willingness to respond (voluntary reads beyond
assignment), or satisfaction responding (reads for pleasure enjoyment). The higher level of this
category includes those instructional objectives that are commonly classified under interest;
that is, those that stress the seeking out and enjoyment of particular activities. In summary, it
includes learning objectives/outcomes active attention to stimuli such as (a) acceptance (b)
willing to respond, and (c) feeling of satisfaction.

Examples:
1. to contribute to group discussions by asking questions
2. to answer a question being raised
3. to report to proper authorities an incident that had happened
Valuing

Valuing as a third category of affective domain is concerned with the worth or value a
learner attaches to a particular object, phenomenon, or behavior. This ranges in degree from
the more simple acceptance of a value (desires to improve group skills) to the more complex
level of commitment (assumes responsibility for the effective functioning of the group). Valuing
is based on the internalization of a set of specified values, but clues to these values are
expressed in the student’s overt behavior. Learning outcomes in this area are concerned with
behavior that is consistent and stable enough to make the value clearly identifiable.
Instructional objectives that are commonly classified under attitudes and appreciation would fall
into this category. This includes learning objectives/outcomes regarding beliefs and evaluations
in the form of (a) acceptance, (b) preference, and (c) commitment.

Examples:
1. to argue over an issue on anti-terrorism bill
2. to complete the assigned task

Organization

Organization as the fourth category is concerned with bringing together different values,
resolving conflicts between them, and beginning the building of an internally consistent value
system. Thus, the emphasis is on comparing, relating and synthesizing values. Learning
outcomes may be concerned with the conceptualization of value (recognizes the responsibility
of each individual for improving human relations) or with the organization of a value system
(develops a vocational plan that satisfies his need for both economic security and social
service). Instructional objectives relating to the development of a philosophy of life would fall
into this category. This level involves (a) conceptualization of values and (b) organization of a
value system.

Example:
1. to organize a meeting concerning a neighborhood’s housing
integration plan
2. to adhere to regulations that is being set

Characterization by a Value or Value Complex

Characterization by a Value or Value Complex is the highest level of the affective

domain. In this level, the individual or the learner has a value system that has controlled his
behavior for a sufficiently long time for him/her to have developed a characteristic life style .
Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this level
cover a broad range of activities, but the major emphasis is on the fact that the behavior is
typical or characteristic of student. Instructional objectives that are concerned with the
student’s general pattern of adjustment (personal, social, emotional) would be appropriate
here. Thus, this level of greatest complexity and includes behavior related to (a) a generalized
set of values and (b) a characterization of philosophy of life.

Example:
1. to demonstrate in front of a government building in behalf of a cause or idea
2. to practice one’s belief or view toward an undertaking

PSYCHOMOTOR DOMAIN

Psychomotor objectives are those specific to discreet physical functions, reflex

actions and interpretive movements. These types of objectives are concerned with the
physically encoding of information, with movement and/or with activities where the gross
and fine muscles are used for expressing or interpreting information or concepts. This area
also refers to natural, autonomic (involuntary or unconscious) responses or reflexes. There
were actually three (3) versions of this domain which include the work of Anita Harrow, E. J.
Simpson (1972) and R. H. Dave(1970). In this module, the work of Anita Harrow will be
adopted.

We now introduce the categories of psychomotor domain.

Reflex movements

Objectives at this level include reflexes that involve one segmental or reflexes of the
spine and movements that may involve more than one segmented portion of the spine as
inter-segmental reflexes (e.g., involuntary muscle contraction). These movements are
involuntary being either present at birth or emerging through maturation. In other words,
objectives at this level relate to (a) segmental reflexes (involving more than one spinal
segment).

Example: to contract a muscle.

Fundamental movements

Objectives in this level refer to skills or movements or behaviors relate to (a) walking,
(b) running, (c) jumping, (d) pushing, (e) pulling, and (f) manipulating. They are often
components for more complex actions.

Example: to run a 100-yard dash.

Perceptual abilities

Objectives in this level should address skills relate to (a) kinesthetic (bodily movements),
(b) visual, (c) auditory, (d) tactile (touch), and (e) coordination abilities. These objectives are
related to the ability of learners to take information from the environment and react on it.

Example: to distinguish distant and close sounds.

Physical abilities

Objectives in this area should be relate to (a) endurance, (b) strength, (c) flexibility, (d)
agility, (e) reaction-response time, and (f) dexterity.

Example: to do five sit-ups

to play a guitar

Skilled movements

Objectives in this area relate to skills and movements that must be learned from (a)
games, (b) sports, (c) dances; and (d) the arts.

Example:
1. to play a sport game using its rules
2. to dance the basic steps of the waltz

Non discursive communication

Objectives in this area relate to expressive movements through (1) posture, (2)
gestures, (3) facial (4) expressions, and/or (5) creative movements like those in mime or
ballet.  These movements refer to interpretative movements that communicate meaning
without the aid of verbal commands or help.

Example: to act a part in a play

How to Write Learning Objectives?

A list of objectives for a course or unit of study should be detailed enough to convey the
intent of the instruction and general enough to serve as an effective overall guide in planning
for teaching and testing. This can be done easily by defining your objectives in two ways as
follows:

1. State the general objectives as intended learning outcomes.

2. List under each objective a sample of specific types of performance that learners
should be able to demonstrate when they have achieved the objective.

This procedure should result in statements of general objectives and specific learning
outcomes. For example,

I. General Objective: Discuss fractions, it’s properties and application

Specific Learning Outcome:

1.1 define fractions,

1.2 illustrate fractions,

 1.3 differentiate different kinds and types of fractions,

1.4 perform addition of fractions,

1.5 perform subtraction of fractions,

1.6 perform multiplication of fractions,

1.7 perform division of fractions,

1.8 solve real-life problems involving fractions.

Steps for Stating Learning Outcomes

Gronlund (1990) summarizes the steps for stating instructional objectives as follows:

A. Stating General Instructional/Learning Objectives

1. State each general objective as an intended learning outcome (i. e., pupils’ terminal
performance)

2. Begin each general objective with a verb (e.g. applies, interprets, etc.).

3. State each general objective to include only one general learning outcome (e.g. not applies
and interprets).

4. State each general objective at the proper level of generality (i.e., it should encompass a
readily definable domain of responses). From eight to twelve general objectives will usually
suffice.

5. Keep each general objective sufficiently free of course content so that it can be used with
various units of study.

6. Minimize overlap with other objectives.

B. Stating Specific Learning Outcomes

1. List each general learning objective/outcome a representative sample of specific learning

outcomes that describe the terminal performance learners are expected to demonstrate.

2. Begin each specific learning outcome with a verb that specifies observable performance (e.g.
identifies, describes).

3. Make sure that each learning outcome is relevant to the general objective it describes.

4. Include enough specific learning outcomes to describe adequately the performance of

learners who have attained the objective.

5. Keep the specific learning outcomes sufficiently free of course content so that the list can be
used with various units of the study.

6. Consult reference materials for the specific components of those complex outcomes that are
difficult to define (e. g. critical thinking, scientific attitude, creativity).
7. Add a third level of specificity to the list of outcomes, if needed.

In step #2 we use the Bloom's Taxonomy of Educational Objectives (published in 1956

and revised in 2001) to express learning outcomes in a way that reflects cognitive skills. The
table below is list of behavioral terms (verbs) in each category.

Table 1. List of Illustrative Verbs for Stating Specific Objectives/Learning Outcome

for Cognitive Domain
Remembering Understanding Applying Analyzing Evaluating Creating
Define Estimate Demonstrate Distinguish Evaluate Diagnose
List Describe Illustrate Analyze Compare Propose
Recall Explain Operate Differentiate Assess Design
Name Identify Perform Compare Justify Manage
Describe Translate Interpret Contrast Judge Hypothesize
State Restate Apply Appraise Appraise Summarize
Repeat Express Use Classify Rate Plan
Record Convert Practice Outline Choose Formulate
Label Locate Predict Categorize Decide Arrange
Match Characterize Implement Break down Rank Organize
Reproduce Sort Relate Diagram Critique Construct
Label Distinguish Discover Infer Conclude Compile
Select Give example Manipulate Illustrate Contrasts Organize
State Produce Separate Discriminate Synthesize
Identify Solve Point out Interpret Compose
List Prepare Subdivide Criticize Reconstruct

Table 2. List of Illustrative Verbs for Stating Specific Objectives/Learning Outcome

for Affective Domain
Receiving Responding Valuing Organization Characterization
ask Answer complete adhere act
choose Assist describe alter discriminate
describe compile differentiate arrange display
Follow conform explain combine influence
give discuss follow compare listen
hold greet initiate complete modify
identify help Invite defend perform
locate label Join explain practice
name perform justify generalize propose
point to practice propose identifies qualifies
Select present Read integrate question
Sit read report modifiers revise
Reply recite select orders serve
use report Share organize solve
select Study prepare use
tell Work relate verifies
Write synthesis
Table 3. List of Illustrative Verbs for Stating Specific Objectives/Learning Outcome
for Psychomotor Domain.

Observing Imitating Practicing Adapting

Watch Begin Bend Organize
Detect Explain Calibrate Relax
Distinguish Move Construct Shorten
Differentiate Display Differentiate Sketch
Describe Proceed Dismantle Write
Relate React Display Re-arrange
Select Show Fasten Compose
State Fix Create
Volunteer Grasp Design
Grind Originate
Handle
Measure
Mix
Operate
Manipulate

Do you think any verb can be used to state learning objective/outcome?

You should take note that there are some verbs to be avoided particularly when writing
learning outcomes. These verbs are vague and often not observable or measurable. For
example, how would you measure whether someone has "become familiar with" a particular
tool? Use a more specific verb. If you want students to "understand" something, think more
closely about what you want them to be able to do or produce as a result of their
"understanding."

Verbs to be avoided:

 Understand
 Appreciate
 Know about
 Become familiar with
 Learn about
 Become aware of
 Approach
 Expand horizon
 Grasp the significance of
 Improve
 Thinks critically

What learning objectives/outcomes would appropriate and relevant in planning and

executing lesson?
 We now introduce the characteristics of a good learning objective/outcome.

Learning outcomes are fundamental in assessing what students can demonstrate on

what they have learned from the lesson. In write learning outcomes, you should keep in mind
that it addresses and defines the scope (breadth and depth) of what the learner “will know” and
“be able to do” upon completion of a lesson or course. It should also be explicit, and learner-
centered. Hence, a teacher must take on formulating learning objectives geared toward
outcomes-based.

What are the Characteristics of a Good Learning Outcomes?

1. Specific – it should be easily be understood by the learner and addresses what they will know
and able to do after the lesson or upon completion of the course.
2. Measurable - learning outcomes must indicate how learning will be assessed. There must be
a corresponding specific questions and test items to measure knowledge and skills of learner
toward the lesson.
3. Attainable - learning outcomes should emphasize ways in which the learner is likely to use
the knowledge or skills gained.
4. Realistic: all learners who complete the activity or course satisfactorily should be able to
demonstrate the knowledge or skills addressed in the outcome
5. Time-bound - learning outcome should set a deadline by which the knowledge or skills
should be acquired.
Summary of criteria for selecting the final list of objectives/outcomes:
(Gronlund, 1990)

1. Prepare tentative list of instructionally relevant learning objectives/outcomes

2. Review the list for
1.1 Completeness: Are all important outcomes included?
1.2 Appropriateness: Are all outcomes related to school/college/national goals?
1.3 Soundness: Are outcomes in harmony with sound principles of learning?
1.4 Feasibility: Are outcomes realistic in terms of student abilities, time available, and
facilities?

Activity 1 will determine the extent of the knowledge you acquired in the lesson
presented above. Please work on it before advancing to the next lesson. See
Teaching and Learning Activities section of this module.
Lesson 3: Assessment, Measurement and Evaluation

Assessment is the third component in the educational process and play very important
role in the instructional program of school. It is broad in nature. It embodies both measurement
and evaluation in the process. Measurement and evaluation are distinct with one another in
terms of process but evaluation is based on measurement. In other words, measurement is
essential for evaluation of students’ performance. Measurement takes place before evaluation.

Basically, assessment, measurement and evaluation provide information that can be

used in a variety of educational decisions. The main emphasis in classroom assessment is on
decisions concerning student learning and development. Through assessment, the strengths
and weaknesses of students are obtained. Assessment results can also be utilized to re-design
teaching methodologies, activities, and assessment tools. It can be a basis for development
interventions for remediation. It can also be utilized to sustain and further develop the
knowledge skills of fast learners.

We shall now describe and define assessment, measurement and evaluation in order to
draw the line between them.

Classroom Assessment

 is an ongoing process of gathering and analyzing evidence of what the student can do.
(Kay Burke, 1999)
 is a formal attempt to determine student’s status with respect to educational variables
of interest. (W. James Popham, )
 is concerned with obtaining of information about the skills and potentials of individuals
with dual goals of providing useful feedback to the individuals and helpful l to the
surrounding community. (Gardner)
 is a word that embraces diverse kinds of tests and measurements.(W. James Popham, )

Examples of variables of interest

 Performance of students about a subject.

 Skills of students in performing long division of real numbers.
 Attitude of students toward a subject.
 Math anxiety of students
 Written communication skills of students.

Measurement
is the assigning of marks, numbers or rating to certain characteristics of an individual.
This process takes before evaluation.

Evaluation
is the process of interpreting the evidence and making judgments and decisions based
on the evidence.

Based on the definitions of these three concepts, assessment involves measurement and
evaluation. It is understood that measurement and evaluation is being undertaken in the
assessment process. If assessment is not sound, then evaluation will not be sound. Why is this
so? If the assessment is flawed, the final evaluation will be based upon invalid and unreliable
data. (Burke, 1999) emphasized “ that the quality of the final evaluation is only as valid as the
on-going assessment data upon which it is based ”. A fallacy would be evident in the decision-
making if the invalid results are used, especially in policy generation.

If you reflect on the first definition of assessment “… is an on-going process of gathering

and analyzing evidence of what students can do”. What could be more fitting along this
concern? Conduct of test may be considered. After which, the teacher use criteria to score the
output of students based from the test. Further, the teacher evaluates the scores and makes
decision whether the students obtained a passing mark. The decision made may be utilized by
the teacher in designing or re-designing and planning for future lessons or planning for
remediation as the case may be. Both situations would require the teacher to conduct tests and
assign marks on the results and evaluate thereafter. Again the result is an opportunity for
designing or re-designing and planning. Hence, assessment goes on and on in the teaching-
learning process where changes can be made immediately to help student achieves the desired
outcome. It is dynamic in nature.

Activity 2 will determine the extent of the knowledge you acquired in the lesson
presented above. Please work on it before taking the Assessment Task section of
this module.
TEACHING AND LEARNING ACTIVTIES

Activity 1: Writing Instructional Objectives

1. Gather instructional goals of at least two different settings (i.e., college/institute or

organization).

2. Gather lesson plans in your field of specialization and classify the learning objectives
according to domain and level. (For BEEd any field/area)

3. Write at least 10 learning objectives.

4. Identify a specific topic/lesson in one of major subjects you are currently enrolled in this
semester and write the general instructional objectives/outcomes and learning
outcomes/objectives. Classify according to domain and category/level.

Activity 2. Deep Thinking

Make a list of all possible importance/significance of assessment in the educational process.

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FLEXIBLE TEACHING AND LEARNING MODALITY (FTLM) ADAPTED

Goggle Meet, Facebook Messenger, SEDI, Gmail

ASSESSMENT TASK

Directions: Write the letter of the correct answer on the space provided before the item
number.

____1. Ms. Cov is comparing measurement from evaluation. Which statement gives their
correct difference?
A. Measurement is assigning a numerical value to a given trait while evaluation is giving
meaning to the numerical value of the trait.
B. Measurement is the process of gathering data while evaluation is the process of
quantifying the data gathered.
C. Measurement is the process of quantifying data while evaluation is the process of
organizing data.
D. Measurement is a pre-requisite of assessment while evaluation is a pre-requisite of
testing.

____2. Prof. Tess is judging the worth of the project of the students in her Science class based
on a set of criteria. What process describes Prof. Tess is doing?
A. Assessing C. Measuring
B. Evaluating D. Testing

____3. Ms. Ra notes that Sheila obtained a score of 40 points out of a possible 50 in the unit
test. Which concept is exemplified by the statement?
A. Assessment C. Formative
B. Evaluation D. Measurement

____4. Ms. Park declared that Dara’s score in the summative test indicates that she has
learned the content exceedingly well and is ready to progress to the next unit of
instruction. What concept is illustrated?
A. Assessment C. Measurement
B. Evaluation D. Testing

____5. Assessment is important to teachers because of the decisions they will make about
their students when teaching them. For teachers, which of the following is NOT among
the functions of assessment?
A. Identify the learner’s needs and abilities.
B. Monitor and improve the teaching-learning process.
C. Make decisions about how to implement learning activities.
D. Make policy decisions regarding what is and is not appropriate for learners.

____6. What skills are being used in the following situations? First the students will make a
prediction of what will happen in the story. Then the students must make a list of the
main events in the story. Lastly, they will write a review of the story.
A. Application, Synthesis and Evaluation
B. Evaluation, Comprehension and Synthesis
C. Comprehension, Knowledge and Synthesis
D. Evaluation, Knowledge and Synthesis
____7. Composing a poem is an example of what level of cognitive domain?
A. Analysis C. Application
B. Comprehension D. Synthesis

____8. Participates in class discussion actively is an example of what level of affective domain?
A. Receiving C. Responding
B. Organizing D. Valuing

____9. Which level is important for breaking down information into component parts?
A. Comprehension C. Evaluation
B. Application D. Synthesis

____10. Which of the following is an example of evaluation?

A. Do you agree with the actions of Sam? Justify your answer.
B. What are the steps in constructing a test?
C. Enumerate the parts of the computer.
D. Compare and contrast traditional assessment and authentic assessment.
REFERENCES:

Gronlund, Norman E. (1990). Measurement and evaluation in teaching, 6th Edition. Macmillan
Publishing Company, New York.

Burke, Kay (1999). How to assess authentic learning . Skylight Professional Development, United
States of America

Hopkins, ()

Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2000) A taxonomy for learning,

teaching, and assessing: A Revision of bloom’s taxonomy of educational objectives
(complete edition)  . Allyn & Bacon. Boston, MA (Pearson Education Group)

Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2001) A taxonomy for learning,

teaching, and assessing: A revision of bloom’s taxonomy of educational objectives
(abridged edition). Allyn & Bacon. Boston, MA (Pearson Education Group)

Bloom, B.S. and Krathwohl, D. R., et al. (1956) Taxonomy of educational objectives: The
classification of educational goals,  by a committee of college and university
examiners. Handbook I: Cognitive Domain.  NY, NY: Longmans, Green (This is the
original work. It is unavailable for purchase, however there are later editions available.)

Dave, R.H. (1970). Psychomotor levels in Developing and Writing Behavioral Objectives, pp.20-
21. R.J. Armstrong, ed. Tucson, Arizona: Educational Innovators Press. (Unavailable for
purchase)

Harrow, A. (1972) A taxonomy of psychomotor domain: A guide for developing behavioral

objectives. New York: David McKay.

Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1964 ). Taxonomy of educational objectives, the
classification of educational goals. Handbook II: Affective Domain. New York: David
McKay Co., Inc.