Assessment of Learning

Outcomes
Assessment of Learning 1
College of Education
Eulogio ‘Amang’ Rodriguez Institute of Science and Technology
Topic Outline

• Instructional Goals and Objectives: Definitions

and Purposes
• Types of Educational Objectives
• Types of Learning Outcomes
• Criteria for Selecting Appropriate Objectives
• Matching Test and Instructional Objectives
• Bloom’s Taxonomy
Instructional Goals and Objectives

• Well-written goals and objectives inform all on

what is to be learned, and how assessment will
occur.
• GOALS are broad, generalized statements of what
is to needed to learn by the students. Also
describe as the targets to be reached or hit.
• OBJECTIVES specific, measurable, short-term,
observable student behaviors. These are tools to
ensure your students reach your goals.
Instructional Goals and Objectives

• Objectives are the foundation upon which you

can build lessons and assessments that you can
prove meet your overall course or lesson goals.
• Objectives lead to related activities and good
assessment.
Instructional Goals and Objectives

• The purpose of objectives is not to restrict

spontaneity or constrain the vision of education
in the discipline; but to ensure that learning is
focused clearly enough that both students and
teacher know what is going on, and so learning
can be objectively measured.
Instructional Goals and Objectives
• Stating clear course objectives is important because:
•They provide you with a solid foundation for
designing relevant activities and assessment.
Activities, assessment and grading should be based
on the objectives.
•As you develop a learning object, course, a lesson or
a learning activity, you have to determine what you
want the students to learn and how you will know
that they learned. Instructional objectives, also called
behavioral objectives or learning objectives, are a
requirements for high-quality development of
instruction.
Instructional Goals and Objectives

•They help you identify critical and non-critical

instructional elements.
•They help remove your subjectivity from the
instruction.
•They help you design a series of interrelated
instructional topics.
•Students will better understand expectations and
the link between expectations, teaching and
grading.
Instructional Goals and Objectives

• Objectives can be categorized into general

objective and specific objective.
General Objective Specific Objective
Very broad and philosophical in nature Narrow, very specific

Source is social philosophy Source is psychological basis

Not very clear, to the point and definite Clear, well structured and to the point

Long term and difficult to achieve Immediate and can be achieved completely
within a period of classroom teaching

Formal by nature Behavioral by nature

Instructional Goals and Objectives

• Three types of objectives

•Cognitive (mental skills)
•Affective (beliefs and attitudes)
•Psychomotor (physical skills)
Instructional Goals and Objectives

• Let’s try this: Identify what type of objective.

•Assemble and use the baking mixer.
•Calculate the dimensions of the cloth in making
pants.
•Demonstrate teamwork and cooperation in rating the
cookies.
•Calibrate a multitester before measuring the
resistance of different colored-resistors.
•Cite examples on how to improve the shelf life of
different jams.
Instructional Goals and Objectives
• Cognitive Objectives
•designed to increase an individual's knowledge.
•originated by Benjamin Bloom (1950s).
Instructional Goals and Objectives
• Cognitive Objectives

Check, judge, and critique materials

Put materials together to create
something new
Break information into parts to
understand it better
Use information
Obtain meaning from information
Remembering or recalling
information.
Instructional Goals and Objectives
• Cognitive Objectives (Revised)
•Lorin Anderson along with David Krathwohl, one
of Boom's original partners, worked to revise the
original taxonomy.
Instructional Goals and Objectives
• Cognitive Objectives (Revised)
Instructional Goals and Objectives
• Cognitive Objectives (Revised)
 Instructional Goals and Objectives
• Key Verbs for Cognitive Objectives
Remember Understand Apply

Cite examples of; Demonstrate use

of; Describe; Determine; Apply; Demonstrate;
Differentiate between; Discriminate; Dramatize; Employ;
Define; Identify; List;
Discuss; Explain; Express; Give in Generalize; Illustrate;
Name; Recall; Recognize;
own words; Identify; Interpret; Interpret; Operate;
Record; Relate; Repeat;
Locate; Pick; Report; Restate; Operationalize; Practice;
Underline/Circle
Review; Recognize; Select; Tell; Relate; Schedule; Shop;
Translate; Respond; Practice; Use; Utilize; Initiate
Simulates
 Instructional Goals and Objectives
• Sample questions for each level
Remember
Who? What? Where? When? How?
Describe:_______.
What is _______?
Understand
Re-tell ________ in your own words.
What is the main idea of ________?
What differences exist between _____ and _____?
Write a brief outline.
Instructional Goals and Objectives
• Sample questions for each level
Apply
How is _____ an example of _____?
How is _____ related to _____?
Why is _____ significant?
Describe an example of when ____ happens.
Analyze
What are the parts of ________?
Classify this according to ________.
Create an outline/concept map of ________.
Provide evidence that _____ is correct.
 Instructional Goals and Objectives
• Sample questions for each level
Evaluate
Compare and contrast _____ to _____.
Select the best product.
Critique the play.
Judge the following in these merits: ___________.
Create
Organize the following: ________.
Predict what will happen next.
What solutions would you suggest for ________?
How would you design a new ________?
Instructional Goals and Objectives
• HOTS and LOTS Model by Bloom
Instructional Goals and Objectives
• Affective Objectives
•designed to change an individual's attitude,
choices, and relationships.
•concerned with attitudes and feelings which are
brought about as a result of some educational or
training process.
Instructional Goals and Objectives
• Affective Objectives

Krathwohl and Bloom Hierarchy of Affective Model

 Instructional Goals and Objectives
• Affective Objectives (Krathwohl and Bloom Model)
Level Definition Example

Being aware of or attending to

Receiving Individual reads a book passage about civil rights.
something in the environment.

Showing some new behaviors as a result Individual answers questions about the book, reads another
Responding
of experience. book by the same author, another book about civil rights, etc.

Showing some definite involvement or The individual demonstrates this by voluntarily attending a
Valuing
commitment. lecture on civil rights.

Integrating a new value into one's

Organization general set of values, giving it some The individual arranges a civil rights rally.
ranking among one's general priorities.

Characterization by The individual is firmly committed to the value, perhaps

Acting consistently with the new value.
Value becoming a civil rights leader.
 Instructional Goals and Objectives
• Key Verbs for the Affective Domain
Receiving Responding Valuing Organization Characterization
 complete  codify
 comply  accept  discriminate
 accept
 cooperate  defend  display
 attend  internalize
 discuss  devote  order
 develop  verify
 examine  pursue  organize
 recognize
 obey  seek  systematize
 respond  weigh
Instructional Goals and Objectives
• Psychomotor Objectives
•characterized by progressive levels of behaviors
from observation to mastery of a physical skill.
•contains learning outcomes that deal with the
development of manipulative or physical skills -
things like measuring, setting up and using
equipment, using tools, drawing graphs, and so
on.
Instructional Goals and Objectives

• Taxonomies of Psychomotor Objectives

(Simpson, 1972)
•Perception - Sensory cues guide motor activity.
•Set - Mental, physical, and emotional
dispositions that make one respond in a certain
way to a situation.
•Guided Response - First attempts at a physical
skill. Trial and error coupled with practice lead to
better performance.
 Instructional Goals and Objectives
• Taxonomies of Psychomotor Objectives (Simpson,
1972)
•Mechanism - The intermediate stage in learning a
physical skill. Responses are habitual with a medium
level of assurance and proficiency.
•Complex Overt Response - Complex movements are
possible with a minimum of wasted effort and a high
level of assurance they will be successful.
•Adaptation - Movements can be modified for special
situations.
•Origination - New movements can be created for special
situations.
 Instructional Goals and Objectives
• Taxonomies of Psychomotor Objectives (Dave, 1970)
•Imitation - Observing and copying someone else.
•Manipulation - Guided via instruction to perform a skill.
•Precision - Accuracy, proportion and exactness exist in the
skill performance without the presence of the original
source.
•Articulation - Two or more skills combined, sequenced, and
performed consistently.
•Naturalization - Two or more skills combined, sequenced,
and performed consistently and with ease. The performance
is automatic with little physical or mental exertion.
 Instructional Goals and Objectives
• Taxonomies of Psychomotor Objectives
(Harrow, 1972)
•Reflex movements - Automatic reactions.
•Basic fundamental movement - Simple movements that
can build to more complex sets of movements.
•Perceptual - Environmental cues that allow one to adjust
movements.
•Physical activities - Things requiring endurance, strength,
vigor, and agility.
•Skilled movements - Activities where a level of efficiency
is achieved.
 Instructional Goals and Objectives

• Psychomotor Domain Hierarchy

Level Definition Example

Active mental attending of a The learner watches a more experienced person. Other mental
Observing
physical event. activity, such as reading may be a pert of the observation process.

The first steps in learning a skill. The learner is observed and given
Attempted copying of a
Imitating direction and feedback on performance. Movement is not
physical behavior.
automatic or smooth.
The skill is repeated over and over. The entire sequence is
Trying a specific physical
Practicing performed repeatedly. Movement is moving towards becoming
activity over and over.
automatic and smooth.

Fine tuning. Making minor The skill is perfected. A mentor or a coach is often needed to
Adapting adjustments in the physical provide an outside perspective on how to improve or adjust as
activity in order to perfect it. needed for the situation.
 Instructional Goals and Objectives

• Key Verbs for Psychomotor Domain

bend; calibrates; grinds; handle; heats; organizes; perform
constructs; differentiate manipulates; measures; (skillfully); reach; relax;
(by touch); dismantles; mends; mixes; operate shorten; sketches; stretch;
displays; fastens; fixes; write
grasp
 Instructional Goals and Objectives

• Writing Instructional Objectives (ABCD approach)

Audience - Who? Who is this aimed at?
Behavior - What? What do you expect them to be able to do? This should
be an overt, observable behavior, even if the actual behavior is covert or
mental in nature. If you can't see it, hear it, touch it, taste it, or smell it,
you can't be sure your audience really learned it.
Condition - How? Under what circumstances will the learning occur? What
will the student be given or already be expected to know to accomplish
the learning?
Degree - How much? Must a specific set of criteria be met? Do you want
total mastery (100%), do you want them to respond correctly 80% of the
time, etc. A common (and totally non-scientific) setting is 80% of the time.
 Instructional Goals and Objectives

• SMART Instructional Objectives

Specific - Use the ABCDs to create a clear and concise objective.
Measurable - Write the objective so that anyone can observe the learner
perform desired action and objectively assess the performance.
Achievable - Make sure the learner can do what is required. Don't, for
example, ask the learner to perform complex actions if they are a
beginner in an area.
Relevant - Demonstrate value to the learner. Don't teach material that
won't be used or on which you will not assess.
Timely and Time Bound - Ensure the performance will be used soon, not a
year from now. Also, include any necessary time constraints, such as
completing a task in "10 minutes or less."
 Instructional Goals and Objectives

• Example:
Given the necessary materials, 75% of the students should
be able to:
1. name the parts of a sewing machine;
2. develop the essence of organizing the parts into
major components;
3. operate an electronic sewing machine correctly.
 Instructional Goals and Objectives

• Matching Objectives with Activities

Level of Learning Student Activities
Facts Self-check quizzes, trivia games, etc.

Have students show examples/non-

Concepts
examples, student generated flowchart, etc.

Design projects and prototypes, simulations,

Rules/Principles
etc.
Case study, small group discussion, critical
Problem Solving
thinking, teamwork, etc.