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Testing and Measurement Using Taxonomy of Learning

Bloom Taxonomy ppt

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randy alvaro
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23 views

Testing and Measurement Using Taxonomy of Learning

Bloom Taxonomy ppt

Uploaded by

randy alvaro
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TE S T Q U E S T IO N S

ENHANCI N G
N IT IV E P R O C ES S
USING TH E CO G
CARLOS TIAN
C HOW
DI
C
M
. CEON S
RREOSIO N S
NEAP - Caraga
Describe the different concepts
and principles of teaching and
learning though the use of
assessments and tests

Discuss the different levels of


cognitive domains prescribed by
Objectives: standardized testing and
assessment.

Apply uniform understanding on


the levels of cognitive domains
used in designing test items
Concepts of Testing and Measurement

• The measurement and evaluation of


student achievement is one of the
least understood responsibilities of a
teacher (Konka, 2015).
• It is very common to observe teachers
administering hastily constructed tests
that cover only small parts of the whole
learning process.
Common observation of students on
test questions

• Hindi kasama sa lessons. Masyadong


mahaba ang question at mga
pagpipilian.
• Hindi maayos ang layout ng test, putol-
putol ang mga sentence.
• Nakakalito ang mga tanong.
• Minsan wala sa pagpipiliaan ang sagot.
Possible reasons for faulty test
questions:
• Questions are copied verbatim from
the book or other resources.
• Not consulting the course outline.
• Much consideration is given to
reduce printing cost.
• No TOS or TOS was made after
making the test.
REVISED BLOOM’S TAXONOMY or THE COGNITIVE PROCESS DIMENSIONS OF ANDERSON AND
KRATHWOHL 2001
“
USE OF MULTIPLE MEASURES

”
KNOWLEDGE PROCESS UNDERSTANDING PRODUCT/PERFORMANCE
How do we want them to express or
provide evidence of what they know?
KNOWLEDGE (REMEMBERING AND UNDERSTANDING)

The item is considered KNOWLEDGE when it refers to the following:


• Identify/recall/name/list persons, places, things, situations, etc.
• Interpret a statement or situation
• Summarize a selection or story
• Paraphrase a sentence to make it correct
• Translate something from one form to another
• Represent something to give ones own impressions and judgement of
• Illustrate/draw a given event or situation
• Describe a person, thing, place or situation
REMEMBERING
• Who? •What does it mean?
• Where? •What happened after?
• Which one? •What is the best one?
• What? •Can you name all the …?
• How? •Who spoke to …?
• Why? •Which is true or false?
• How much?
• How many?
• When?
UNDERSTANDING
•What does this mean?
•Which are the facts?
•Is this the same as …?
•Select the best definition.
•What expectations are there?
•Read the graph (table). Which of the following is the
best interpretation?
•Which of the following represents what they are saying?
UNDERSTANDING

•Which of the following is the valid reason?


•Which of the following graphs explain the given data?
•Which statements support …?
•What restrictions would you add?
•Which of the following clarifies the situation?
•Which of the factors present why people are thinking
in the same way?
What do we want students to do
with what they know?

How do we want them to provide


evidence of what they can do with what
they know?
PROCESS (APPLYING AND ANALYZING)

The item is considered PROCESS when it refers to the following:


• Use something to make it functional
• Solve a problem
• Draw an idea based on how the students learned to do it
• Use table/graph to explain something
• Compare and contrast statements or situations
• Identifying errors
• Predict for a possible outcome
• Identify the cause and effect
• Use a concept map to explain
• Analyze a given set of
• Make an argument with a given situation
• Generalize the given situation
APPLYING

•Predict what would happen if ...


•Choose the best statements that apply.
•Judge the effects of …
•What would result to …?
•What would happen if …
•How, when, where, why.
•How much change there would be if …
APPLYING

•Identify the results of …


•Write in your own words …
•How would you explain …?
•What do you think could have happened
next?
ANALYZING
•What is the function of • What motive is there?
…?
•What’s fact? Opinion? • What conclusions?
•What assumptions …? • What does the author
believe?
•What statement is
relevant? • What does the author
assume?
• State the point of view
of …
• WHAT LITERARY FORM
IS USED?
ANALYZING • WHAT PERSUASIVE
•What ideas apply? TECHNIQUE IS

•What ideas justify the USED?

conclusion? • DETERMINE THE POINT


•What’s the relationship OF VIEW, BIAS, VALUES,
between? OR INTENT

•Which is the least UNDERLYING

essential PRESENTED MATERIAL.


statement? • WHICH EVENTS
•What’s the main idea? COULD NOT HAVE
HAPPENED?
ANALYZING

• If … happened, what might the • What were some of the


ending have been?
motives behind …?
• How is … similar to …?
• What do you see as other • What was the turning
point?
possible
outcomes? • What are some of the
problems of
• Why did … changes occur?
• Can you explain what must …?
have • What is the difference
happened when …? between …?
What do we want students to
understand?

How do we want them to provide


evidence of their understanding?
UNDERSTANDING (EVALUATING AND CREATING)

The item is considered PROCESS when it refers to the following:


• Give the pros and cons of a situation
• Give your judgement based on the given situation
• Detect the possible problem from arising issues
• Weigh two situations before coming up to a solution
• Critique an idea
• Recommend for a possible solution
• Write a persuasive essay
• Write a critical essay
• Design something as a product
• Devise a plan for next action
EVALUATIN
G
• What fallacies, consistencies, • What do you think about …?
inconsistencies appear?
• Which is more important, moral, • Can you defend your position about
better, logical, valid, appropriate? …?
• Find the errors. Is there a better
• Do you think … is a good or bad
solution to …?
• Judge the value of … thing?
• How would you have handled
…?
• What changes to … would you
recommend?
EVALUATIN
G
• Do you believe …? • What are the pros and cons of …?
• How would you feel if …? • Why is … of value?
• How effective are …? • What are the alternatives?
• What are the consequences of …? • Who will gain and who will lose?

• What influence will … have on


our lives?
CREATIN
G

• Can you design a … to …?


• Can you see a possible solution to …?
• If you had access to all resources, how would you deal with …?
• Why don’t you devise your own way to …?
• How many ways can you …?
CREATIN
G
• Can you create new and unusual uses for …?
•Can you develop a proposal which would …?
•How would you test …?
•Propose an alternative.
•How else would you …?
•State a rule.
POINTS TO PONDER…
A good lesson makes a good question
A good question makes a good content
A good content makes a good test
A good test makes a good grade
A good grade makes a good student
A good student makes a good
COMMUNITY
Jesus Ochave Ph.D.
VP Research Planning &
Development Philippine Normal
University
“
THANK YOU VERY MUCH!!!

”
CARLOS TIAN CHOW C. CORREOS.
Email Add: [email protected]
Fb Account: Carl Correos

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