LESSON 2-ASSESSMENT

PURPOSES, LEARNING TARGETS,

AND APPROPRIATE METHODS
WHAT IS THE PURPOSE OF ASSESSMENT?
 WHAT IS THE PURPOSE OF ASSESSMENT?

• Assessment of Learning - this refers to the use of assessment

to determine learners' acquired knowledge and skills from
instruction and whether they were able to achieve the
curriculum outcomes. It is generally summative in nature.
• Assessment for Learning - this refers to the use of
assessment to the needs of learners in order to modify
instruction or learning activities in the classroom. It is
formative in nature and it is meant to identify gaps in the
learning experiences of leaners so that they can be assisted
in achieving the curriculum outcomes.
• Assessment as Learning - this refers to the use of
assessment to help learners become self- regulated. It is
formative in nature and meant to use assessment tasks,
 THE ROLE OF CLASSROOM ASSESSMENT
IN THE TEACHING-LEARNING PROCESS
• Formative - teachers conduct assessment because they want
to acquire information on the current status and level of
learners' knowledge and skills or competencies.
• Diagnostic - teachers use assessment to identify specific
learners' weakness or difficulties that may affect their
achievement of the learning outcomes.
• Evaluate - teachers conduct assessment to measure learner's
performance or achievement for the purposes of making
judgement or grading in particular.
• Facilitative - classroom assessment may affect student
learning. On the part of the teachers, assessment for
learning provides information on students' learning and
achievement that teachers can use to improve instruction
and the learning experiences of learners. On the part of
learners, assessment as the learning allows them to
monitor, evaluate, and improve their own learning
strategies.
• Motivation - classroom assessment can serve as a
mechanism for learners to be motivated and engaged in
learning and achievement in the classroom.
 WHAT ARE LEARNING TARGETS?

• Goals - are general statements about desired learner

outcomes in a given year or during the duration of a
program.
• Standards - are specific statements about what learners
should know and are capable of doing at a particular
grade level, subject, or course.
• Educational Objectives - are specific statements of
learner performance at the end of an instructional units.
 Table 2.1 Bloom’s Taxonomy Objectives in the Cognitive
Domain
Cognitive Description Illustration Sample Objective
Level Verbs
Knowledge Recall or recognition of Defines, recall, Enumerate the six
learned materials like names, levels of expertise in
concepts, events, facts, enumerate, and the Bloom’s
ideas, and procedures labels taxonomy of
objectives In the
cognitive domain.
Comprehens Understanding the Explain, describe, Explain each of the
ion meaning of a learned summarizes, six levels of expertise
material, including discusses and in the cognitive
interpretation, translates domain.
explanation, and literal
translation
Application Use of abstract ideas, Applies Demonstrates how to
principles, or methods to demonstrates use Bloom’s
specific concrete situations produces, taxonomy in
illustrates, and formulating learning
 Cognitive Description Illustrate Verbs Sample
Level Objective
Analysis Separation of a Compares, Compare and
concept or idea into contrasts, contrasts the six
constituent parts or categorizes, levels of expertise
elements and an classifies and in Bloom’s
understanding of the calculates taxonomy of
nature and objectives in the
association among cognitive domain.
the elements
Synthesis Construction of Composes, Compose learning
elements or parts constructs, targets using
from different sources creates, designs, Bloom’s taxonomy.
to form a more and integrates
complex or novel
structure
Evaluation Making judgement of Appraises, Evaluate the
ideas or methods evaluates, judges, congruence
based on sound and concludes, and between learning
established criteria criticizes targets and
 Table 2.2. Cognitive Process Dimensions in the Revised
Bloom's Taxonomy of Educational Objectives

Cognitive Definition Illustrative Verbs Sample Objective

Process

Create Combining parts to Compose, produce, Propose a program

make a whole develop, formulate, of action to help
devise, prepare, solve Metro
design, construct, Manila's traffic
propose, and re- congestion.
organize
Evaluate Judging the value Assess, measure, Critique the latest
of information or estimate, evaluate, film that you have
data critique, and judge watched. Use the
critique guidelines
and format
discussed in the
Cognitive Definition Illustrative Sample
Process Verbs Objective

Analyze Breaking down Analyze, calculate, Classify the

information into examine, test, following chemical
parts Analyze, calculate, elements based on
compare, some
differentiate, categories/areas
organize, and
classify

Apply Applying the facts, Apply, employ, Solve the following

rules, concepts, practice, relate, problems using
and ideas in use, implement, the different
another context carry- out, and measures of
solve central tendency.
Understand Understanding Describe, Explain the causes
what the determine, of malnutrition in
information means interpret, the country.
translate,
paraphrase, and
 Table 2.3 Knowledge Dimensions in the revised Bloom’s
Taxonomy of Educational Objectives
Knowledg Description Sample Question
e
Factual This type of knowledge is basic in every What is the capital city of
discipline. It tells the facts or bits of information the Philippines?
one needs to know in a discipline. This type of
knowledge usually answers questions that
begin with "who", "where", "what", and "when".
Conceptua This type of knowledge is also fundamental in What makes the
l every discipline. It tells the concepts, Philippines the “pearl of
generalizations, principles, theories, and the orient seas”?
models that one needs to know in a discipline.
This type of knowledge usually answers
questions that begin with "what“.
Procedural This type of knowledge is also fundamental in How do we develop items
every discipline. It tells the processes, steps, for an achievement test?
techniques, methodologies, or specific skills
needed in performing a specific task that one
needs to know and be able to do in a discipline.
 Knowledge Description Sample Question

Metacognitive This type of knowledge Why is engineering the

makes the discipline most suitable course for
relevant to one's life. It you?
makes one understand
the value of learning on
one's life.
This type of knowledge
usually answers
questions that begin with
"why". Questions that
begin with "how" and
what could be used if
they are embedded in a
situation that one
experiences in real life.
 WHAT IS A LEARNING TARGET?
• A statement of student performance for a relatively restricted type of
learning outcome that will be achieved in a single lesson or a few days
and contains both a description of what students should know,
understand, and be able to do at the end of instruction and something
about the criteria for judging the level of performance demonstrated.
• compared with educational goals, standards, and objectives, learning
targets are most specific and lead to more specific instructional and
assessment activities.
• is stated in the learner's point of view.

Example: I can differentiate between nouns and verbs.

 Table 2.4. Description and Sample Learning Targets
Type of learning Description Sample
Targets
Knowledge targets Refers to factual, I can explain the role of
conceptual, and procedural conceptual framework in
information that learners a research.
must learn in a subject or
content area
Reasoning targets Knowledge-based thought I can justify my research
processes that learners must problems with a theory.
learn. It involves application
of that require mental skills.
Skills target Use of knowledge and/or I can facilitate a focus
reasoning to perform or group discussion (FGD)
demonstrate physical skills. with research
participation.
Product targets Use of knowledge, I can write a thesis
reasoning, and skills in proposal
creating a concrete or