TOPIC 1:Appropriateness and Alignment of Assessment Methods to Learning Outcomes

appropriateness and alignment of assessment methods to learning outcomes; (2)

validity and reliability; (3) practically and efficiency; and (4) ethics

What principles govern assessment of learning? Chappuis, Chappuis/Stiggins

(2009) delineated five standards of quality assessment to inform sound instructional
decisions: (1) clear purpose; (2) clear learning targets; (3) sound assessment design;
(4) effective communication of results; and (5) student involvement in the assessment
process.

Classroom assessment begins with the questions, “Why are you assessing?”
The answer to this question gives the purpose of assessment which has discussed in
Section I.

The next question is, “What do you want to assess?” This pertains to the student
learning outcomes – what the teachers would like their students to know and be able
to do at the end of a section or unit. Once targets or outcomes are defined, “How are
you going to assess?” These refer to the assessment tools that can measures the
learning outcomes. Assessment methods and tools should be parallel to the learning
targets or outcome to provide learners with opportunities that are rich in breadth and
depth and promote deep understanding. In truth, not all assessment methods are
applicable to every type of learning outcomes and teachers have to be skilful in the
selection of assessment methods and designs. Knowledge of the different levels of
assessment is paramount. For example, if a learning outcome in an English subject
states that students should be able to communicate their ideas verbally, then in an
English subject states that students should be able to communicate their ideas
verbally, then assessing their skill through written essay will not allow learners to
demonstrate that stated outcome.

Identifying Learning Outcomes

A learning outcome pertains to a particular level of knowledge, skills and

values that a student has acquired at the end of a unit or period of study as a result of
his/her engagement in a set of appropriate and meaningful learning experiences. An
organized set of learning outcomes helps teachers plan and deliver appropriate
instruction and design valid assessment tasks and strategies.

Anderson, et al. (2005) listed four steps in a student outcomes assessment: (1)
create learning outcome statements; (2) design teaching/assessments to achieve these
outcomes statements; (3) implement teaching/assessment activities; (4) analyse data
on individual and aggregate levels; and (5) reassess the process.

TOPIC 2: Taxonomy of Learning Domains

Learning outcomes are statements of performance expectations: cognitive,

affective and psychomotor. These are the three broad domains of learning
characterized by change in a learner’s behavior. Within each domain are levels of
expertise that drives assessment. These levels are listed in order of increasing
complexity. Higher levels require more sophisticated methods of assessment but they
facilitate retention and transfer of learning (Anderson, et al., 2005). Importantly, all
learning outcomes must be capable of being assessed and measured. This may be
done using direct and indirect assessment techniques.

A. Cognitive (Knowledge-based)

Table 1. shows the levels of cognitive learning originally devised by Bloom

Engelhart, Furst, Jill &Krathwohl in 1956 and revised by Anderson, Krathwohl et al.
in 2001 to produce a two-dimensional framework of Knowlegde and Cognitive
Processes and account for 21st century needs by including metacognition. It is
designed to help teachers understand and implement a standards-based curriculum.

The cognitive domain inlvolves the development of knowledge and intellectual skills.
It answers the question, “What do I want learners to know?” The first three are
lowerorder, while learners have attained and mastered the objectives.Krathwohl
(2002) stressed that the revised Bloom’s taxonomy table is not only used to classify
instructional and learning activities used to achieve the objectives, but also for
assessments employed to determine how well learners have attained and mastered the
objectives.

Marzano& Kendall (2007) came up with their own taxonomy composed of

three systems (Self-system, Metacognitive System and Cognitive System) and the
Knowledge Domain. Their Cognitive System has four levels: Knowledge;
Comprehension; Analysis and Knowledge Utilization. The Knowledge component is
the same as the Remembering level in the revised Bloom’s Taxonomy.
‘Comprehension’ entails synthesis and representation. Relevant information are taken
and then organized into categories. Analysis involves processes of matching,
classifying, error analysis, generalizing and specifying. The last level, Knowledge
Utilization, comprises decision-making, problemsolving, experimental inquiry and
investigation – processes essential in problem-based and project-based learning
 Table 1. Cognitive Levels and Processes (Anderson, et al., 2001)

Levels Process and Action Verbs Describing Sample Learning Competencies

Learning Outcomes
Remembering Processes: Recognizing, Recalling Define the four levels of mental
Retrieving relevant Verbs: define, describe, identify, label, processes in Marzano&
knowledge from long- list, match, name, outline, reproduce,
term memory select, state Kendall’s Cognitive System.

Understanding Processes: Interpreting, Exemplifying, Explain the purpose of

Constructing meaning from Classifying, Summarizing, Inferring, Marzano& Kendall’s New
instructional messages, Comparing, Explaining Taxonomy of Educational
including oral, written, and
graphic communication Verbs: convert, describe, distinguish, Objectives.
estimate, extend, generalize, give
examples, paraphrase, rewrite,
summarize

Applying Processes: Executing, Implementing Write a learning objective for

Carrying out or using a Verbs: apply, change, classify (examples each level of the Marzano&
procedure in a given situation of concept), compute, demonstrate, Kendall’s Cognitive System.
discover, modify, operate, predict,
prepare, relate, show, solve, use

Analyzing Processes: Differentiating, Organizing, Compare and contrast the

Breaking material into its Attributing thinking levels in the revised
constituent parts and Verbs: analyse, arrange, associate,
Bloom’s Taxonomy and
determine how the parts relate compare, contrast, infer, organize, solve,
support (a thesis) Marzano& Kendall’s Cognitive
to one another and to an
System.
overall structure or purpose
Evaluating Processes: Executing, Judge the effectiveness of
Making judgements based on Monitoring, Generating writing learning outcomes using
criteria and standards
Verbs: appraise, compare, conclude, Marzano& Kendall’s
contrast, criticize, evaluate, judge,
Taxonomy
justify, support (a judgement), verify
Creating Processes: Planning, Producing Design a classification scheme
Putting elements together to Verbs: classify (infer the classification for writing learning outcomes
form a coherent or functional system), construct, create, extend, using the levels of Cognitive
whole; reorganize elements formulate, generate, synthesize system developed by Marzano&
into a new pattern or structure. Kendall.

Whatever taxonomy you choose, be it the Revised Bloom’s or Marzano&

Kendall’s classification, they should help you categorize learning outcomes which
are crucial in designing and developing assessments. As a case in point, consider this
learning outcome in science, ‘Design an experiment to determine the factors that
affect the strength of an electromagnet.” It is aimed at the highest level of cognition
in the revised Bloom’s Taxonomy. In Marzano and Kendall’s Taxonomy, it is
directed at ‘Knowledge

Utilization’. Now, consider this multiple choice item:

Which of the following factors does not affect the strength of an

electromagnet?

a. Diameter of the coil

b. Direction of the windings
c. Nature of the core material
d. Number of turns in the coil

The item does not allow learners to attain the level of performance expressed in
the learning outcome. The performance verb ‘design’ calls for a constructed response
assessment (performance/product), not a selected-response test. You will learn more
about such correspondence as you go along this chapter.

B. Psychomotor (Skills-based)
 The psychomotor domain focuses on physical and mechanical skills involving
coordination of the brain and muscular activity. It answers the question, “What
actions do I want learners to be able to perform?”

Dave (1970) identified five levels of behavior in the psychomotor domain:

Imitation, Manipulation, Precision, Articulation and Naturalization. In his taxonomy,
Simpson (1972) laid down seven progressive levels: Perception, Set, Guided
Response,

Mechanism, Complex Overt Response, Adaptation and Origination. Meanwhile,

Harrow (1972) developed her own taxonomy with six categories organized according
to degree of coordination: Reflex movements, Basic fundamental movement,
Perceptual, Physical activities, Skilled movements, and Non-discursive
communication. Table 3.2 displays the levels of psychomotor domain combining the
taxonomies built by Simpson, Dave and Harro

Table 2. Taxonomy of Psychomotor Domain

Levels Action Verbs Describing Sample Learning Competencies

Learning Outcomes
Observing Describe, detect, distinguish, Relate music to a particular dance step.
Active mental differentiate, describe, relate, select
attending of a physical
event
 Imitating Begin, display, explain, move, proceed, Demonstrate a simple dance step.
Attempted copying of a react, show, state, volunteer
physical behavior

Practicing Bend, calibrate, construct, differentiate, Display several dance steps in

Trying a dismantle, fasten, fix, grasp, grind, sequence.
specific handle, measure, mix, organize, operate,
physical activity over
and over manipulate, mend
Adapting Arrange, combine, compose, construct, Perform a dance showing new
Fine tuning. Making create, design, originate, rearrange, combinations of steps.
minor adjustments in reorganize
the physical activity in
order to perfect it.

C. Affective (Values, Attitudes and Interests)

 The affective domain emphasizes emotional knowledge. It tackles the question,
“What actions do I want learners to think or care about?”

Table 3 presents the classification scheme for the effective domain developed by

Krathwohl, Bloom and Masia in1964. The affective domain includes factors such as

student motivation, attitudes, appreciations and values.

Table 3 . Taxonomy of Affective Domain (Krathwohl, et al., 1964)

Levels Actions Verbs Describing Learning Sample Learning Competencies

Outcomes

Receiving Asks, chooses, describes, follows, Listen attentively to volleyball

Being aware of or attending to gives, holds, identifies, locates, introduction.
something in the environment names, points to, selects, sit erect,
replies, uses

Responding Answer, assist, comply, conform, Assist voluntarily in setting up

Showing some new behavior as discuss, greet, help, label, perform, volleyball nets.
a result of experience practice, present, read, recite,

report, select, tell, write

Valuing Complete, describe, differentiate, Attend optional volleyball

Showing some definite explain, follow, form, initiate, matches.
invite, join, justify, propose, read,
involvement or commitment
report, select, share, study, work

Organizing Adhere, alter, arrange, combine, Arrange his/her own volleyball

Integrating a new value into compare, complete, defend, explain, practice
one’s general set of values, generalize, identify, integrate,
giving it some ranking among
modify, order, organize,
one’s general priorities.
prepare, relate, synthesize
Internalizing Values: Act, discriminate, display, Join intramurals to play volleyball
Characterization by a value or influence, listen, modify, perform, twice a week.
practice, propose, qualify, question,
value complex Acting
revise, serve, solve, use, verify
consistently with the new value

Task/Activity

ACTIVITY 4: SEQUENCING

The Taxonomies of Cognitive, Psychomotor and Affective Domains have levels

called vignette arrange the learning competencies using the hierarchy from lowest to
highest.

Domain: Cognitive
Topic A: Quadratic Equations

_______ (a) Solve quadratic equations by factoring.

_______ (b) Describe a quadratic equation.
_______ (c) Compare the four methods of solving quadratic equations.
_______ (d) Differentiate a quadratic equation from other types of equations in terms
of form and degree.

Domain: Psychomotor
Topic B: Basic Sketching

_______ (a) Watch how tools are selected and used in sketching.
_______ (b) Create a design using combination of lines, curves and shapes.
_______ (c) Draw various lines, curves and shapes.
_______ (d) Set the initial drawing position.

Domain: Affective
Topic C: Short Story
_______ (a) Writes down important details of the short story pertaining to character,
setting and events.
_______ (b) Share inferences, thoughts and feelings based on the short story.
_______ (c) Relate story events to personal experience.
_______ (d) Read carefully the short story.

TOPIC 3: DepEd Level of Assessment

The K to 12 Basic Education Curriculum has a balanced assessment program.

It utilizes both traditional and authentic assessment tools and techniques to get valid
and reliable evidence of student learning. Table 5 displays the guide for assessing
learning outcomes for Grade. Notice the tests and oral participation are utilized to
measure lowerorder thinking skills. The table can be used as a template in
constructing an assessment matrix in any learning area in any grade level. However,
you still have to match the learning competencies with the assessment tools.

Table 5. Guide for Assessing Learning Outcomes for Grade 1

What to Assess How to Assess (Suggested How to Score/Rate How to Utilize Results
Assessment Tool/Strategies) Learning
 • Content of the 1. Quizzes To identify individual
curriculum • Multiple choice learner with specific needs
Raw scores
for academic interventions
Facts and information • True or false and individual instruction.
• that learners acquire
• Matching type
• Constructed response
2. Oral participation
Periodical test Rubrics
3.
Raw scores
 Cognitive 1. Quizzes To identify learners with
operations that • Outlining, organizing, Raw scores similar needs for academic
learners perform
analyzing, interpreting, interventions and
on facts and
information for translating, converting small group
constructing or expressing the instruction.
meanings
information in another
format.
To assess effectiveness of
• Constructing graphs, teaching and learning
flowcharts, maps or strategies.

graphic organizers.

• Transforming a textual
presentation into a
diagram.

• Drawing or
painting pictures

2. • Other output
Oral participation

Rubrics
• Explanation 1. Quizzes To evaluate instructional
Interpretation • Explain/justify Raw scores material used.
• Application
something based on
• facts/data, phenomena
or evidence.

• Tell/retell stories
To design
• Make connections of
instructional
what was learned in materials

real life situation

 Oral
discourse/recitation
2. Oral discourse/recitation
 3. Open-ended test Rubrics
Rubrics

• Learners authentic Participation To assess and improve

tasks as evidence of Projects classroom instruction.
Rubrics
understandings
Homework
Multiple intelligences
Experiments
• To design in-service
Portfolio training program of
Others teachers in the core
subjects of the curriculum.

As for the tertiary level, CHED underscores the importance of preparing a

learning plan as a tool to check the match between the learning outcomes, content
and methodology. Table 6 is an excerpt from a sample learning plan in Mathematics.

Table 6. Sample Elements of a Learning Plan

Learning Topics Activities Resources Assessment

Outcomes

Perform algebraic • Constants • Lecture • LCD projector • Boardwork

operations and Demonstration • Paper and pen activities
using variables • Peer teaching • Worksheet Problem
•
algebraic • Cooperative solving
• Order of
expressions learning: Spin exercises
operations
with and Think
Performance
grouping symbols • Integral •
tasks
and/or Exponents

exponential • Fundamental
expressions, Operations of
and Algebraic
explain solutions Expressions
through
board

work

Teachers should realize that a “cookie cutter approach” in assessment will

simply not do. No single assessment method or tool will go well with all types of
learning. It would be difficult to assess learning outcomes utilizing just one method. A
combination of direct and indirect assessments is advisable.

When choosing an assessment method, determine first the purpose (role) of

the assessment. Is it for placement, feedback, diagnosis and intervention or grading?
The selection should also rests on the (1) nature of the task (2) level of cognitive
processing, and (3) context of the assesment (Garavalia, Marken&Sommi, 2003).
What evidences of learning should be gathered? What mental format? How long will
be assessment take? Are there systems in place and resources available for this
assessment? How will the assessment results be interpreted?

Task/Activity

Activity 5: TAXONOMIC CLASSIFICATION

Determine which domain and level of learning are targeted by the following learning
competencies taken from the Basic Education curriculum guides. For your
information, the term ‘competency’ has various meanings. Its descriptions range
from that of a broad overarching attribute to that of a very specific task (Kennedy,
Hyland & Ryan, 2009). This activity is important because your choice of assessment
method is contingent on the learning domains and levels of the learning outcomes
and competencies.

Learning Competencies Domain Level

1. Identify parts of a microscope and their functions.

2. Employ analytical listening to make predictions.

3. Exhibit correct body posture.

4. Recognize the benefit of patterns in special

products and factoring.
 5. Infer that body structures help animals adapt and
survive in their particular habitat.

6. Differentiate linear inequalities in two variables

from linear equations in two variables.

7. Follow written and verbal directions.

8. Perform jumping over a stationary object several

times in succession, using forward-and-back and
side-to-side movement patterns.

9. Compose musical pieces using a particular style

of the 20th century.

10. Describe movement skills in response to sound.

TOPIC 4: Types of Assessment Methods

Assessment methods can be categorized according to the nature and

characteristics of each method. McMillan (20017) identified four major categories:
selected-response, constructed-response, and teacher observation and student self-
assessment. These are similar to carpenter tools and you need to choose which is apt
for a given task. It is not wise to stick to one method of assessment. As the saying
goes. “If the only tool you have is a hammer, you tend to see every problem as a
nail.”

1. Selected-Response Format

In a selected-response format, students select from a given set of options to

answer a question or a problem. Because there is only one correct or best answer,
selectedresponse items are objective and efficient. The items are easy to grade. The
teacher can assess and score a great deal of content quickly. The licensure
examination for teachers is a selected-response assessment. Scantron sheets and
optical mark readers make it easy to score a large number of items efficiently.

Teachers commonly assess students using questions and items that are
multiplechoice; alternate response (true/false); matching type and interpretive.
Multiple choice questions consist of a stem (question or statement form) with four or
five answer choices (distracters). Matching type items consist of a set or column of
descriptions and words, phrase or images. Students review each stem and match each
with a word, phrase, or image from the list of responses. Alternate response
(true/false) questions are a binary choice type. The reliability of true/false items is not
generally high because of the possibility of guessing.

2. Constructed-Response Format

In a selected-response type, students need only to recognize and select the

correct answer. Although selected-response items can be composed to address
higher-order thinking skills, most require only identification and recognition. The
constructed response type is more useful in targeting higher levels of cognition.

A constructed-response format (subjective) demands that students create or

produce their own answers in response to a question, problem or task. In this type,
items may fall under any of the following categories: Brief-constructed response
items; performance tasks, essay items; or oral questioning.

Brief-constructed response items require only short responses from students.

Example include sentence completion where students fill in a blank at the end of a
statement; short answer to open-ended questions; labelling a diagram; or answering a
Mathematics problem by showing their solutions.
 Performance assessments require students to a perform a task rather than
select from given set of options. Unlike brief-constructed response items, students
have to come up with a more extensive and elaborate answer or response.
Performance tasks are called authentic or alternative assessments because students
are required to demonstrate what they can do through activities, problems and
exercises. As such, they can be a more valid indicator students’ knowledge and skills
than other assessment methods. A scoring rubric containing the performance criteria
is needed when grading performance tasks. It may be an analytic scoring rubric
where different dimensions and characteristics of performance are identified and
marked separately or a holistic rubric where the overall process or product is rated.

Performance tasks provide opportunities for students to apply their

knowledge and skills in real-world contexts. Performance tasks may be product-
based or skills-oriented. This means that students have to create or produce evidence
of their learning or do something and exhibit their skills. Examples of products are
written reports, projects, journal, tables, graphs and illustrations/models. Performance
or skills-based activities include speech, teaching demonstration, dramatic reading,
debate, recital, role play, athletics, among others.

Crehan (1991) explained that performance assessments can result to better

integration of assessment with instruction, greater focus on higher order thinking
skills, increased motivation level in the learning process, and improved instructional
and content validity.

Essay assessments involve answering a question or proposition in written

form. It is powerful in the sense that it allows students to express themselves and
demonstrate their reasoning. An essay item that requires a few sentences is called
restricted-response. There are constraints to the content and nature of the responses.
Questions are more focused. Extended responses allow for more flexibility on the
part of the student. Responses are longer and more complex. While essay
assessments may be easy to construct, they require much thought on the part of the
teacher. Essay questions have to be clear so that students can organize their thoughts
quickly and directly and directly answer the questions. A rubric is used to score
essays.

Oral questioning is a common assessment method during instruction to check

on student understanding. When done formally, oral questioning may take the form
of an interview or conference. By mastering the art of questioning, the teacher can
keep students and at the same time strengthen their confidence. The teacher can
probe deeper and find out for himself/herself if the student knows what he/she is
talking about. Responses to oral questions are assessed using a scoring system or
rating scale.

3. Teacher Observations

Teacher observations are a form of on-going assessment, usually done in

combination with oral questioning. Teachers regularly observe students to check on
their understanding. By watching how students respond to oral questions and behave
during individual and collaborative activities, the teacher can get information if
learning is taking place in the classroom. Non-verbal sues communicate how learners
are doing. Teachers have to be watchful if students are losing attention, misbehaving
or appear nonparticipative in classroom activities. It would be beneficial if teachers
make observational or anecdotal notes to describe how students learn in terms of
concept building, problem solving, communication skills, etc.

This assessment method can also be used to assess the effectiveness of teaching
strategies and academic interventions. Information gathered from observations reveal
the strengths and weaknesses of individual students and the class as a whole. This
can serve as basis for planning and implementing new supports for learning.

4. Student Self-Assessment

Self-assessment is one of the standards of quality assessment identified by

Chappuis, Chappuis & Stiggins (2009). It is a process where the students are given a
chance to reflect and rate their own work and judge how well they have performed in
relation to a set of assessment criteria. Students track and evaluate their own progress
or performance. There are self-monitoring techniques like activity checklists, diaries
and self-report inventories. The latter are questionnaires or surveys that students fill
out to reveal their attitudes and beliefs about themselves and others.

Studies show that self-assessment exercises provide students with an opportunity

to reflect on their performance monitor their learning progress, motivate them to do
well and give feedback to the teacher which the latter can use to improve the
subject/course (Walser, 2009). Self-assessment enhances student achievement,
improves self-efficacy and promotes a mastery goal orientation and more meaningful
learning (McMillan & Hearn, 2008). It is an essential component of formative
assessment (Black &Wiliam, 1998).

MATCHING LEARNING TARGETS WITH ASSESSMENT METHODS

In an outcome-based approach, teaching methods and resources that are used to

support learning as well as assessment tasks and rubrics are explicitly linked to the
program and course learning outcomes. Biggs and Tang (2007) call this constructive
alignment. Constructive alignment provides the “how-to” by verifying that the
teachinglearning activities (TLAs) and the assessment tasks (ATs) activate the same
verbs as in the ILOs. Therefore, it is vital that the teacher considers the domain of
learning and the level of thinking he/she would like to measure. The performance
verbs in the ILOs are indicators of the methods of assessment suitable to measure and
evaluate student learning. The taxonomy table devised by Anderson, Krathwohl, et
al. (2001) can increase the alignment of learning outcomes and instruction. Aside
from its use in classroom instruction and assessment, it can be utilized to analyse the
results and evaluate the impact of national assessments on curriculum and instruction
(Airasian & Miranda, 2002).

A learning target is defined as a description of performance that includes what

learners should know and be able to do. It contains the criteria used to judge student
performance. It is derived from national and local standards. This definition is similar
to that of a learning outcome.
 McMillan (2007) prepared a scorecard as a guide on how well a particular
assessment method measures each level of learning. Table 7 depicts the relative
strength of each assessment method in measuring different learning targets. Four of
the five types

of learning targets were identified as categories of learning by Chappuis & Stiggins

(2009)

Table 7. Learning Targets and Assessment Methods (McMillan, 2007)

ASSESSMENT METHODS
Selected-response Essay Performance Oral Observation Student self
and Brief- Tasks Questioning assessment
constructed
response

Targets

Knowledge 5 4 3 4 3 3
and

Simple

Understanding
Deep
Understanding 2 5 4 4 2 3
and Reasoning

Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5

Note: Higher numbers indicate better matches (e.g. 5= excellent, 1 = poor).

Knowledge and simple understanding pertains to mastery of substantive
subject matter and procedures. In the revised Bloom’s taxonomy, this covers the
lower order thinking skills of remembering, understanding and applying. Selected-
response and constructed-response items are best vast amount of knowledge can be
assessed even in a limited time and such test formats are easy to correct. Facts,
concepts, principles and procedures delegate to pencil-and-paper tests quite well.
Essays elicit original responses and response patterns. They are effective especially if
students are required to organize, connect or integrate ideas. They can also be used to
assess writing skills of students. Oral questioning can be used to assess knowledge
and simple understanding but it is not as efficient as selected-response items. Oral
questions are often used during instruction, albeit informally, to check for mastery
and understanding of a limited amount of factual information and provide immediate
progress feedback.

Reasoning is the mental manipulation and use of knowledge in critical and

creative ways. Deep understanding and reasoning involve higher order thinking
skills of analysing, evaluating and synthesizing. In checking for deep understanding
and reasoning, essays are best. They can be used to assess complex learning
outcomes because students are required to demonstrate their reasoning and thinking
skills. For instance, students may be asked to compare and contrast two topics or
ideas, or explain the pros and cons of an argument. Through essays, teachers can
detect errors in factual content, writing and reasoning. Oral questioning can tasks are
effective as well. For example, in preparing an action research on motivation or
mastery, the teacher can infer about a student’s choice of sampling, data collection
method and descriptive statistics, and his/her ability to interpret data and make
conclusion. For selected-response and brief-constructed response items, they demand
more thought and time in crafting in order to target understanding, an interpretive
exercise may be considered. It consists of a series of objective items based on given
verbal, tabular or graphic information like a passage from a story, a statistical table or
a pie chart.

To assess skills, performance assessment is obviously the superior assessment

method. When used in real-life and meaningful context, it becomes an “authentic
assessment”. Performance assessments are suited for applications with less-structured
problems where problem identification; collection, organization, integration and
evaluation of information; and originality are emphasized. Additionally, they are
used when students are tasked to conduct an oral presentation or physical
performance, or create a product.

As mentioned, products are most adequately assessed through performance tasks.

A product is a substantial and tangible output that showcases a student’s
understanding of concepts and skills and their ability to apply, analyse, evaluate and
integrate those concepts and skills. As you can see, it subsumes all levels of the
cognitive domain. Examples of products include musical compositions, stories,
poems, research studies, drawings, model constructions and multimedia materials. At
the knowledge level, test can be used to check if students know the components or
elements of the product. Extendedwritten essays provide a strong match only when
the product is written (Chappuis, Chappuis & Stiggins, 2009). However, performance
assessment is the obvious choice because this method can assess the attributes of the
product using an analytic rubric. Observation can be employed to watch and inspect
how students bring the elements of the product together. Self-assessment and peer
evaluation in a formative assessment allow students to reflect and make judgements
about the quality of their work and that of their peers based on a set of learning
criteria.

Student affect cannot be assessed simply by selected-response or brief-

constructed response tests. Affect pertains to attitudes, interests and values students
and manifest. The best method for this learning target is self- assessment. Most
commonly, this is in the form of students’ responses to self-report affective
inventories using rating scales. In a study conducted by Stiggins&Phopham (2009),
there are two affective variables influenced by teachers who employ assessment
formatively in their classes: academic efficacy

(perceived ability to succeed and sense of control over one’s academic well-being)
and eagerness to learn. These are strengthened through self-assessment. Students’
behavior and reactions to instructional activities are certainly perceptible. Hence,
observation is also a good tool to assess affective qualities like wellness,
honesty/integrity, personal discipline, etc.
 Oral questioning may also work in assessing affective traits. Telling and
enlightening results can be obtained when the student is honest in revealing his/her
feelings. As for performance assessment, this method can be used to asses a student’s
affect when the teacher conducts observations during execution of the task. However,
as McMillan (2007) asserted, observations done in a performance assessment are
usually non-systematic, and the teacher has to make an unbiased interpretation and
inference about a student’s affect.

Task/Activity

Activity 6: Types of Assessment Method

Construct a 5-item test in line of your interest, the following type of test to be
developed:

1. Simple Recall Type

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2. Completion Type
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3. True – False Test
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4. Multiple Choice
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5. Matching Type
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