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assessment IN Learning

LESSON 3

DEVELOPMENT OF ASSESSMENT
TOOL FOR MEASURING
KNOWLEDGE AND REASONING.
PRESENTED BY:
DIVINA D. AQUINO
RIZALYN M. LIMBAUAN
FERDINAND F. LIQUIGAN
HAZELENE C. MARCOS
DIVINA D. AQUINO RIZALYN M. LIMBAUAN

THE PRESENTER
FERDINAND F. LIQUIGAN
HAZELENE C. MARCOS

THE PRESENTER
Introduction:
The IMPORTANCE
Classroom tests assess readiness or
current knowledge at the start of
instruction and guide placement or
modification.

Formative assessments during


instruction monitor progress, detect
errors, and offer feedback. They
include quizzes, practice tests, and
unit tests, ensuring representation of
high-priority learning objectives
through careful selection of
assessment types.
intended learning
outcomes
At the end of the segment, the learners
are expected to:

Define objective test;


Describe the stages in test
construction;
Point out the parts of a TOS;
State the rules in constructing the
different types of teacher-made tests;
Construct a table of tests
specifications and self-made test
items based on the TOS ang
guidelines in writing test items.
objective tests

A test which calls for single words, phrases,


numbers, letters, or other symbols as responses so
that different scorers working independently will
arrive at the same or essentially the same score for a
given performance.
Selecting the
Planning Test Format
the Test
Stages
in Test
Construction
Preparing the
Table of Construction
Specification and Tryouts
identifying
test objectives

ANY SPECIAL CONDITION


A COMPLETE UNDER WHICH THE
INSTRUCTIONAL BEHAVIOR MUST BE
OBJECTIVE INCLUDES AN DISPLAYED, AND A
OBSERVABLE BEHAVIOUR PERFORMANCE LEVEL
OR LEARNING OUTCOME CONSIDERED TO BE
INDICATIVE OF MASTERY.
objectives may be analyzed to determine
their adequacy By:
Determining whether a learning outcome or learning
activity is stated in the objective;
Rewriting the objective if a learning outcome is not
stated;
Determining whether the learning outcomes are
stated in measurable or immeasurable terms; and
Determining whether the objective states the simplest
and most direct way of mesuring the learning
outcome.
test‘ objectives are those instructional
objectives that specify a learning outcome
not a learning activity.

learning outcomes are ends (products).

learning ACTIVITIES are the means


(processes) to the ends.
learning outcome objectives
➤ The child shall have identified pictures of words that
sound alike by the end of the semester.
➤ The child shall have demonstrated an appreciation of
poetry.
➤ The student shall have subtracted one-digit numbers
with 80% accuracy.
➤ The student shall have shown knowledge of correct
punctuation.
learning activity objectives
➤ The student shall have practiced the multiplication
tables.
➤ The student shall have sung" The Cagayan Hymn".
➤ The pupil shall have recited the Alphabet.
➤ The pupil shall have read the short story.
identifying observable and directly
measurable learning outcomes

The student will show knowledge of punctuation is


immeasurable. To make it measurable, we need some
indication that would serve to demonstrate evidence of
knowledge.
For example, to indicate knowledge of punctuation, a
student would have to "insert commas where appropriate"
in sentences, "lists the rules governing the use of colons or
semicolons, and so on".
observable learning outcome
Observable learning outcomes are those that can be directly
seen or measured. Here are some examples across various
subjects and levels of education:

1. Mathematics: Solving algebraic equations correctly.


2. Language Arts: Writing a coherent paragraph with proper
grammar and punctuation.
3. Science: Conducting a successful experiment following the
scientific method.
4. History: Demonstrating knowledge of historical events and
their significance through essays or presentations.
5. Physical Education: Performing a specific exercise with
proper form and technique.
unobservable learning outcome
Unobservable learning outcomes are those that cannot be
directly measured through traditional assessments or
observations.

Examples include:

1. Critical thinking skills 6. Collaboration and teamwork


2. Creativity and innovation 7. Ethical reasoning
3. Problem-solving abilities 8. Global citizenship
4. Emotional intelligence 9. Cultural competency
5. Resilience and perseverance 10. Self-awareness and
self-regulation
category/level:
remembering
Remember is defined as the
remembering previously learned
material. This may involv’e the
recall of a wide range of material,
from specific facts to complete
theories, ‘but all that is required is
the bringing of mind of the
appropriate information.
Knowledge represents the lowest
level of learning outcomes in the
cognitive domain.
examples:

1. List the five main parts of a 35mm camera.

2. Identify the subject and the verb in a given sentence.


verbs:
Match
Define Memorize
Label
Duplicate Name
List Outline
Reproduce Relate
Recognize
Recall Repeat

Describe Select State


category/level:
UNDERSTANDing
Understanding is defined as the
ability to grasp the meaning of
material. This may be shown by
translating material from one form
to another, but interpreting
material, and by estimating future
trends.
The learning outcomes go one
step beyond the simple
remembering of material, and
represent the lowest level of
understanding.
examples:

1. Describe the sequence of six steps for loading film


into a 35mm camera.

2. Determine the appropriate form of a verb to b’e used


given the subject of the sentence.
verbs:
Paraphrase Rewrite
Tell Understand Infer
Translate
Clarify Summarize Discuss Defend
Convert Describe Estimate Predict
Locate
Explain Indicate
Express Recognize
Distinguish
Generalize
Extend
Select Report
Give examples
Identify Review
Restate
category/level:
APPLYing
Apply 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.
Learning outcomes in this area
require a higher level of
understanding then those under
compensation.
examples:

1. Choose the three camera exposure setting for various


picture-taking situations.

2. Writes sentences observing rules on subject-verb


agreement.
Use verbs: Produce
Apply
Show Change
Sketch
Practice
Discover Employ
Manipulate Prepare
Operate Choose
Demonstrate Relate
Solve Predict
Interpret Schedule
Illustrate
Compute Modify Dramatize
category/level:
ANALYZing
Analyze refers to the ability to break
down material into its component parts
so that its organizational structure may
be understood. This may be include the
identification of the parts, analysis of
the relationship between parts, and
recognition of the organizational
principles involved. Learning outcomes
here represent a higher intellectual
level than comprehension and
application because they require an
understanding of both the content and
the structural form of the material.
examples:

1. Compare the way each camera setting is made on


two different models of 35 mm camera.

2. Point out the sentences with errors.


point out
question verbs: illustrate
analyze analyze
appraise
breakdown
differentiate relate
subdivide select
calculate/compute
distinguish categorize
examine
diagram discriminate
compare
separate
test experiment criticize
infer
inventory identify
contrast
category/level:
EVALUATing
Evaluate is concerned with the ability to
judge the value of material for a given
purpose. The judgments are to be based
on definite criteria. These may be
internal criteria or external criteria and
the student may determine the criteria
or be given them. Learning outcomes in
this are highest in the cognitive
hierarchy because they contain elements
of all of the other categories, plus
conscious value judgments based on
clearly defined criteria.
examples:

1. Evaluate the quality of slides prepared by members


of the class on a four-point rating scale.

2. Appraise the sentences using the rules in the


subject-verb agreement.
support defend
verbs:
interpret
Evaluate
appraise contrast
judge score
justify support
argue relate
value summarize
predict criticize compare
assess conclude
estimate rate choose

Describe attach explain


category/level:
creating
Create refers to the ability to put parts
together to form new whole. This may
involve -kill the production of a unique
communication (theme) or speech), a
plan of operations (research proposal),
or a set of abstract relations (scheme
for classifying information). Learning
outcomes in this area stress behaviors,
with major emphasis on the
formulation of new patterns or
structures.
examples:

1. Plan a series of six subjects for a photographic slide


sequence.

2. Compose a paragraph on how to prevent COVID-19


observing the rules in the subject- verb agreement.
Create
arrange verbs: compile
combines formulate
organize
manage
devise compose
relate
plan collect
revise set up reorganize
construct categorize
design
generate write
rearrange reconstruct writes
modify
summarize tell
rewrite
Conclusions
In conclusion, our discussion
highlighted the importance of
thoughtful assessment
development, emphasizing
Bloom's Taxonomy as a guiding
framework. We explored stages
in test construction, from
defining objectives to aligning
with cognitive levels.
Understanding these principles
enhances the effectiveness of
assessments, fostering critical
thinking and meaningful
learning outcomes.
Thank you
very much!

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