NAVOTAS POLYTECHNIC COLLEGE

Office of the Academic Affairs

Bangus St., Corner Apahap St., NBBS, City of Navotas

Assessment in Learning I
Module 2
Principles of Assessment

Intended Learning Outcomes:

At the end of this module, the learner should be able to:
1. The students can explain the principles of high quality assessment.
2. Differentiate educational goals from educational objectives.
3. Explain the types of learning targets.
4. Explain the different levels of the different domains of learning.
5. Identify and explain the different levels of Bloom’s and Anderson’s taxonomy and be able to
distinguish the difference between the two.
6. Formulate Cognitive, Affective, and Psychomotor learning outcomes that match appropriate
assessment method.
7. Identify and explain the significance of the different qualities of assessment tools.

Introduction
Assessment is significant both for the teachers and the learners. Because of this, it should be planned
thoroughly and carefully and should conform to certain principles to keep the quality of assessment
high. This module centers on the different principles of high quality assessment.

Discussion

Characteristics of High Quality Assessment

B. Appropriateness of C. Properties of assessment
A. Clarity of learning targets assessment methods methods
• What do you want to assess? • How are you going to assess? • What are the qualities of your
assessment tools?

A. Clarity of learning targets

Establishing Learning Goals

 Educational Goals – general statements of what students will know and be
able to do in a given year or during the duration of the program.
 Educational Objectives - more specific statements of what students will
know and be able to do at the end of an instructional unit.
Learning Targets
 Learning targets must be a clear description of what students should know and able to do.
 Learning targets should be clearly stated, specific, and focus on what is truly
important.
 Learning targets must be:
S – pecific
M – easurable
A – ttainable
R – ealistic
T – ime-bound

Five Criteria for Selecting Learning Targets (Mcmillan, 2014)

1. Establish the right number of learning targets.
2. Establish comprehensive learning targets.
3. Establish learning targets that reflect school goals and 21st Century Skills.
4. Establish learning targets that are challenging yet feasible.
5. Establish learning targets that are consistent with current principles of learning and motivation.

Categories of learning targets

1. Knowledge - the facts and concepts we want students to know
2. Reasoning - the ability of the student to use their knowledge to reason and solve problems.
3. Skills - The ability of the student to demonstrate achievement-related skills like conducting experiments,
playing basketball, and operating computers.
4. Product - The ability of the student to create achievement related products such as written reports, oral
presentations, and art products.
5. Affective - The attainment of affective traits such as attitudes, values, interest and self-efficacy.
Students’ attitudes about school and learning

Sources of Learning Targets

Domains of Learning

Cognitive Affective
Involves development of knowledge and Emphasizes emotional knowledge
intellectual skills.

Psychomotor
Focuses on physical and mechanical skills involving coordination of the
brain and muscular activity.
 Cognitive Domain

Bloom’s Taxonomy Anderson and Krathwohl‘s

Taxonomy

Affective Domain Psychomotor Domain

Characterizing
Adapting
Organizing
Practicing
Valuing

Initiating
Responding

Receiving Observing

The Cognitive Dimension with Learning Verb Examples:

https://www.unthsc.edu/center-for-innovative-learning/wp-
content/uploads/sites/35/verbs_checklist.pdf

1. Remembering – Retrieving relevant knowledge from long-term memory.

arrange label quote reproduce
cite list read select
define match recite state
describe memorize recognize tabulate
draw name record tell
duplicate point relate trace
identify order recall write
indicate outline repeat
2. Understanding – Constructing meaning from oral, written, and graphic messages.
associate differentiate generalize predict
classify discuss give report
compare distinguish example recognize
compute estimate identify restate
contrast explain indicate rewrite
convert express infer review
defend extend interpret select
describe extrapolate locate summarize
paraphrase translate
3. Applying – Using of information in a new way.
apply employ practice show
calculate examine predict sketch
change illustrate prepare solve
choose interpolate produce translate
complete interpret relate use
compute manipulate report utilize
demonstrate modify restate write
discover operate review
dramatize order schedule
4. Analyzing – Breaking materials into parts and detecting their relationship
analyze debate illustrate relate
appraise diagram infer select
breakdown differentiate inspect separate
calculate discriminate inventory subdivide
categorize distinguish model summarize
compare examine outline test
contrast experiment point out
criticize identify question
5. Evaluating – Making judgements and justify decisions.
appraise defend judge review
argue describe justify revise
assess determine interpret score
attach diagnose measure select
choose discriminate rank summarize
compare estimate relate support
conclude evaluate predict test
contrast explain rate value
critique grade recommend
6. Creating – Putting elements together to form a functional whole, create a new product or point of view.
arrange design manage reconstruct
assemble develop organize relate
categorical devise plan reorganize
collect explain prepare revise
combine formulate prescribe rewrite
comply generate produce set up
compose generalize propose specify
construct integrate rearrange summarize
create tell write synthesize
 The Affective Dimension with Learning Verb Examples:
http://www.personal.psu.edu/bxb11/Objectives/affectiveobjs.html

1. Receiving – Being aware of or attending to something in the environment.

Accept Choose Develop Acknowledge
Ask Describe Follow Recognize
Attend
2. Responding – Showing some new behaviors as a result of experience.
Assist Answer Comply Examine
Complete Respond Conform Obey
Discuss Select Cooperate Perform
3. Valuing – Showing some definite involvement or commitment.
Accept Devote Follow Seek
Defend Differentiate Initiate Select
Describe Explain Justify
4. Organizing – Integrating a new value into one’s general set of values, giving it some ranking among
one’s general priorities.
Codify Systematize Weigh Compare
Discriminate Order Integrate Generalize
Display Organize
5. Characterizing – Acting consistently with the new value.
Internalize Perform Display Practice
Verify Use Act

The Psychomotor Dimension with Learning Verb Examples:

http://users.rowan.edu/~cone/curriculum/psychomotor.htm

1. Observing - Active mental attending of a physical event.

Describe Differentiate Relate Select
Detect
2. Initiating – Attempted copying of a physical behavior.
Display Proceed Show Explain
Begin React
3. Practicing – Trying a physical skill over and over.
Operate Manipulate Differentiate Construct
4. Adapting – Fine tuning
Arrange Combine Compost Create
Design Reorganize
B. Appropriateness of assessment methods
Types of Assessment Methods
1. Selected-Response Format 2. Constructed-Response Format
 Students select from a given set of options to  Demands that students create or produce their
answer a question or problem. own answers in response to a question, problem
 There is only one correct or best answer. or task
 Example: Objective Test  Example:
a. Multiple choice a. Brief-constructed response items- requires
b. Alternate response short responses from students.
c. Matching Type b. Performance assessments - Requires
students to perform a task rather than select
from given set of options. It is also called as
authentic or alternative assessment.
c. Essay assessments - Involve answering a
question or proposition in written form.
d. Oral questioning - This method is used to
collect assessment data by asking oral
questions.
3. Teacher Observation 4. Student Self-Assessment
 Form of on-going assessment, usually done in  Students track and evaluate their own
combination with oral questioning. performance.
 This method can also be used to assess the  Examples:
effectiveness of teaching strategies and a. Diaries
academic interventions. b. Self-report

Objective Objective Essay Performance Oral Observation Self-Report

Supply Selection Based Question

Short Multiple Choice Restricted Presentation Oral Exam Formal Attitude

Answer Matching Type Response Papers Conference Informal Survey
Completion True/False Projects Interview Sociometric
Test Extended Demonstrations Inventories
Response Exhibitions Questionnaires
Portfolios

Targets Assessment Methods

Objective Essay Performance- Based Oral Question Observation Self-Report

Knowledge 5 4 3 4 3 2
Reasoning 2 5 4 4 2 2
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
* Higher numbers indicate better matches: 5 = high, 1 = low
Modes of Assessment
 Mode Description Examples Advantages Disadvantages
Traditional The paper-and-pen test Standardized  Scoring is objective Preparation of the
used in assessing and teacher-  Administration is instrument is time
knowledge and thinking made tests easy consuming.
skills  Prone to guessing
and cheating
Performance A mode of assessment  Practical test  Preparation of the  Scoring tends to be
that requires actual  Oral test instrument is subjective without
demonstration of skills or  Projects relatively easy. rubrics.
creation of products of  Measures behavior  Administration is time
learning that cannot be consuming
deceived

Portfolio A process of gathering  Working  Measures students  Development is time

multiple indicators of Portfolios growth and consuming
student progress to development  Rating tends to be
support course goals in subjective without
dynamic, ongoing and rubrics.
collaborative process.

C. Properties of assessment methods

1. Fairness – test items should not have any biases.
2. Practicality and Efficiency
a. Familiarity with the Method - teachers must be familiar with the method of assessment.
b. Time Required – assessment must be short yet able to provide valid and reliable results.
c. Ease in Administration – assessments should be easy to administer.
d. Ease in Scoring -
e. Ease of Interpretation – the scores must be easy to interpret
f. Cost - economical assessment
3. Validity – an assessment is considered valid if it measures what it intends to measure.
4. Reliability – refers to the consistency of the measurement.
5. Ethics

Ethical Standards in Testing

1. Students’ Knowledge of Learning Targets and Assessments – Students must know the learning outcomes
that will be assessed and evaluated, the assessment methods that will be used, the time allocated, and
the grading criteria.

Transparency – disclosure of information to students about assessments.

2. Opportunity to learn – Fair assessment are aligned with instruction that provides adequate time and
opportunities for all students to learn.
3. Prerequisite Knowledge and Skills – Students must possess background knowledge and skills.
4. Avoiding Stereotyping
5. Avoiding Bias
2 Forms of Assessment Bias
1. Offensiveness
2. Unfair Penalization
 6. Accommodating Special Needs
Six Categories of Accommodations
• Presentation
• Response
• Setting
• Timing
• Scheduling
• Others

3 Important Elements of Accommodation

1. Nature and Extent of the learner’s disability
2. Type and Format of assessment
3. Competency and content being assessed

7. Relevance
 Assessment should reflect the knowledge and skills that are most important for students to learn.
 Assessment should support every student’s opportunity to learn things that are important.

8. Ethical Issues

Activities

Activity 1 Check your Understanding.

Answer the following questions and discuss briefly.
1. Explain the principles of high quality assessment.
2. How can quality assessment be achieved?
3. Compare and contrast educational goals from educational objectives.
4. Explain the five learning targets in two to three sentences each.
5. Differentiate Bloom’s Cognitive Taxonomy from Anderson and Krathwohl‘s Cognitive Taxonomy.
Explain the main changes in Anderson and Krathwohl‘s Cognitive Taxonomy.
6. Identify the different levels of the following domains of learning: Cognitive, Affective, and Psychomotor
domain. Explain each level in two to three sentences.
7. Why is it important that learning targets and assessment methods are matched?
8. What are the properties of assessment? Explain the significance of each in two to three sentences.

Activity 2. Determine if the following assessment methods and learning outcomes match. Explain your answers in
one or two sentences.

1. Outcome: Evaluate the major historical issues during 1970-1980.

Assessment Method: Essay

2. Outcome: Identify appropriate methods for evaluating learner’s achievement

Assessment Method: Oral question

3. Outcome: Formulate learning outcomes for each domains of learning

Assessment Method: Performance assessment

4. Outcome: Enumerate the principles of high quality assessment.

Assessment Method: Selected-response
5. Outcome: Develop time management strategies
Assessment Method: Teacher observation

Activity 3
Select a specific topic for a subject area. Formulate your learning objectives based on the given level of domains
of learning and propose an assessment method to measure the identified learning objectives.
Cognitive Domain
Level Lesson/Topic Learning Objectives Assessment Method
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating

Affective Domain
Level Lesson/Topic Learning Objectives Assessment Method
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Characterizing

Affective Domain
Level Lesson/Topic Learning Objectives Assessment Method
1. Observing
2. Initiating
3. Practicing
4. Adapting

Group Activity (Be ready for the presentation of your output)

Activity 4
Choose a specific lesson for a subject area and grade/year level. Formulate specific learning targets for the lesson
using the table below. You can add additional rows whenever applicable. (e.g. more than one type of learning
target is identified; more than one learning target is identified. You can use the example as your reference.
Learning Outcome Lesson/Topic Type of Learning Targets Sample Learning Targets
Related to the Lesson
Content
At the end of the lesson, A. Steps in Planning Knowledge Explain the steps in
the students should be a Test planning a test
able to prepare a table of
specification for a B. Types of TOS Reasoning Justify the use of a three-
classroom written test way TOS than the other
formats.

Product Develop a three-way TOS.

Activity 5.

Interview 5 teachers, 5 Education Students, and 5 non-Education Students. Ask them about their
concept of fair assessment. Write down their responses in bullet form and highlight key words. Create
your own word cloud. You can generate your own or you can use any online word cloud generators.

As future educators, what are your reactions and reflections on their answers?

Readings and Other References

 Ubiña-Balagtas, M., David, A., Golla, E., Magno, Carlo P. and Valladolid, V. (2020) Assessment in Learning
I. Rex Bookstore, Inc., Manila.
 De Guzman, E. and Adamos, J. (2015) Assessment of Learning I. Adriana Publishing Company, Quezon
City.
 Gabuyo, Y. (2012) Assessment of Learning I: A Textbook and Reviewer. Rex Bookstore, Inc., Manila.
 De Guzman-Santos, R. & Navarro, R. (2013). Assessment of Learning 1. Quezon City: Lorimar Publishing,
Inc.
 Buendicho, F. (2010) Assessment of Student Learning 1. Rex Bookstore, Inc., Manila.
 https://www.unthsc.edu/center-for-innovative-learning/wp
content/uploads/sites/35/verbs_checklist.pdf
 http://www.personal.psu.edu/bxb11/Objectives/affectiveobjs.html
 https://thepeakperformancecenter.com/educational-learning/learning/process/domains-of-
learning/affective-domain/
 http://www.personal.psu.edu/bxb11/Objectives/affectiveobjs.html
 http://users.rowan.edu/~cone/curriculum/psychomotor.htm

Format for the file name of your activity:

BSED 3A-Senrose Zaspa- Module 2 Assessment of Student Learning 1
(Course Yr & Sec.-Name- Module No Subject)

Deadline of Submission of Activities:

October 18, 2022 – Activity 1

October 25, 2022– Activity 2 & 3
October 28, 2022 – Activity 4 & 5

Individual Google Drive Folder