My Report in Assessment 1
My Report in Assessment 1
My Report in Assessment 1
ALIGNMENT OF
ASSESSMENT METHODS TO
LEARNING OUTCOMES
OVERVIEW
What principles govern assessment of
learning? Chappuis, Chappuis & stiggins
(2009) delineated five standards of quality
assessment to inform sound instructional
decisions {1} clear purpose;[2} clear learning
strategies [3] sound assessment design; [4]
effective communication of results; and [5]
student involvement in the assessment process.
Classroom assessment begins with the questions
“why are you assessing ‘’? The answer to this
questions gives the purpose of assessment which
was discussed in section 1.
The next question is “what do you want to asses?
These pertains to the student learning outcomes -
What the teacher would like their students to
know and be able to do at the end of a
section or unit. Once targets or outcomes are
defined “how are you going to assess?
These refers to the assessment tools that can
measure the learning outcomes. Assessment
methods and tools
IDENTIFYING LEARNING OUTCOME
A learning outcome pertains to a particular
level of knowledge, skills and values that a
student has acquired at the end of a unit or
period of study as a result of his/her
engagement in a set of appropriate and
meaningful learning experiences. An organize
set of learning outcomes helps teacher plan
and deliver appropriate instructions an a
design valid assessment tasks and strategies.
Anderson, et al.[2005] listed four steps in a
student outcome assessment [1] create
learning statements; [2]design
teaching/assessment to achieve this outcome
statements; [3] implement
teaching/assessment activities [4] analyze
TAXONOMY OF LEARNING DOMAINS
Learning outcomes are statements of
performance expectations: cognitive,
affective and psychomotor. These are
three broad domains of learning characterized
by change in a learner’s behavior. Within
each domain are levels of expertise that
drives assessment. These levels are listed in
order of increasing complexity. Higher levels
requires more sophisticated methods of
assessment but they facilitate retention and
transfer of learning(Anderson, et al 2005)
importantly, all learning outcomes must be
capable of being assessed and measured.
A. COGNITIVE (KNOWLEDGE BASED)
Table 3.1 shows the levels of cognitive
learning originally devise by blooms
Engelhart, furst jill & krathwohl in 1956 and
revised by Anderson, krathwohl et.al in 2001
to produce three dimensional framework of
knowledge and cognitive process and account
for twenty fist century needs by including
metacognition. It is designed to help teachers
understand and implements standard-based
curriculum. The cognitive domain involves the
development of knowledge and intellectual
skills it answer the questions “What do I want
learners to know” the first three are lower-
order, while the next three
Levels promote higher order thinking.
Krathwohl [2002] stressed that the revised
blooms taxonomy table is not only used to
classify instructional and learning activities
used to achieve the objectived, but also for
assessments employed the determine how will
learners have attained and mastered the
objectives .
Marzano and Kendall (2007) came up with their
own taxonomy composed of three systems
{self system} {metacognitive system}
and { cognitive system} and the knowledge
domain . There cognitive levels have four
levels: knowledge, comprehension, Analysis,
and knowledge Utilization.
The knowledge component is same as
Remembering level in the revised blooms
taxonomy . Comprehension entails synthesis
and representation. Relevant information are
taken and then organized into categories.
Analysis involves processes of matching,
classifying, error analysis, generalising and
specifying. The last level Knowledge
Utilization, comprises decision making
problem solving, experimental inquiry and
investigation – processes essential in problem
based and project based learning.
COGNITIVE LEVELS AND PROCESSES
(ANDERSON, ET. AL 2001)
Targets 5 4 3 4 3 3
Knowledge and
simple
understanding
Deep 2 5 4 4 2 3
understanding
and reasoning
skills 1 3 5 2 5 3
Knowledge and simple understanding –
pertains to mastery of substantive subject
matter and procedures. In the revised blooms
taxonomy, this cover the lower order thinking
skills of remembering, understanding ,and
applying . Selected-response and
constructed-response items are best in
assessing low-level learning targets in terms of
coverage and efficiency.
Reasoning is a mental manipulation and use of
knowledge in critical and creative ways. Deep
understanding and reasoning involve
higher order thinking skills of analyzing,
evaluating, and synthesizing.
To assess skills, performance assessment is
obviously the superior assessment method.
As mentioned, Product are most adequately
assessed through performance task.
Student affective cannot be assessed simply
by selected-response or brief-constructed
response test. Affective pertains to attitudes,
interests, and values students manifest. The
best method for this learning target is self
assessment. Most commonly this is the form
of students response to self report affective
inventories using rating skills. In the study
conducted by Stiggins & Popham (2009) there
are two affective variables influenced by
teacher who employ assessment formatively
in their classess: academic efficacy(perceived
ability to succeed and sense of control over
GUIDE FOR ASSESSING LEARNING
OUTCOME FOR GRADE 1
What to How to assess How to score How to utilize
assess (suggested results
assessment
tool/strategie
s)
: : : : : : : :
10 evaluate 40 5/7 essa 1(7) 1(7)
7% y