Assessment of Learning 1 [ ULOA – Reviewer ]

 Outcomes. These are clear intended goals a program/instruction wants to achieve.

 Cognitive Domain. Also known as knowledge. This refers to mental skills.
 Affective Domain. Also known as attitude. This refers to growth in feelings or
emotions.
 Psychomotor Domain. Also known as skills. This includes manual or physical skills,
as well as mental activities.

EDUCATION

 Originated from the terms “educare” or “educere” which meant “to draw out”.
 The teacher and the student are the two main elements of the educative process.

OUTCOMES-BASED EDUCATION (OBE)

1. It is student centered - students is the heart of the process

2. It is faculty driven - responsibility for teaching, assessing program outcomes and
motivating participation
3. It is meaningful - guide teachers to make improvement

RECCOMENDATIONS OF OBE IMPLEMENTATION

1. Identification of the educational objectives of the subject/course.

- Educational objectives are broad goals, defined in general terms that a subject or course
expects to achieve.
2. Listing of learning outcomes specified for each subject/course objective.
- Learning outcomes are stated as concrete active verbs. These are grouped into three (3):
Cognitive (knowledge), Psychomotor (skills), and Affective (attitude).
3. Drafting outcomes assessment procedure.
- Enable the teacher to determine the degree to which the students are attaining the desired
learning outcomes.

Immediate Outcomes
- acquired upon completion of an instruction, a subject, a grade level, a segment of program
or the program itself
Examples:

a. Ability to communicate by writing and speaking

b. Mathematical problem – solving skill
c. Ability to present an investigative science project

Deferred Outcomes
- Ability to apply cognitive, psychomotor, and affective skills in many years after completion
of degree

Examples:
a. Promotion in a job
b. Success in professional practice or occupation

LEVELS OF OUTCOMES
Institutional outcomes
- Broad.
- What the graduates of an educational institution do beyond graduation.
- Example: The students should leave the university having acquired certain abilities,
values, and commitments to demonstrate their selected profession.

Program Outcomes
- What graduates of an educational program do at the completion of the degree or
program.
- Example: As a result of completing this program, BEED/BSED graduates are
expected to apply a wide range of teaching process skills particularly on lesson
planning, materials development, teaching approaches, and ethical considerations.

Course Outcomes (or subject outcomes)

- Students are able to demonstrate at the end of a course or a subject.
- Example: Upon completion of the course, the BEED/BSED students are expected to
construct a classroom assessment tool observing the knowledge and thinking skills.

Learning/Lesson Outcomes (or instructional outcomes)

- What students should be able to do after a lesson or instruction.
- Example: At the end of the topic, the students will be able to construct a 50-item
multiple choice test considering its principles.
Assessment of Learning 1 [ ULOB – Reviewer ]

 Measurement. Assign a quantitative meaning to a quality.

 Assessment. A fact-finding activity that describes the students’ progress
 Tests. Assessments made under contrived circumstances.
 All tests are assessments but not all assessments are tests.
 Evaluation. Make a judgment about a given situation.
 Assessment. Gathering evidences of student’s performance re: mastery of skills.
 Review of journal entries, written work, presentation, research papers, essays,
story written, test results, etc.

MEASUREMENT
 Determining the attributes of physical objects in t/o quantity.
 Collecting quantitative information to established standards.
 Using standardized tests or perceptions (rating from scale of 1 to 5).

Types of Measurement

1. Objective measurement - testing, more stable, do not depend on the person/individual.

2. Subjective measurement – perceptions, ratings by the experts, differ from one assessor

However, it is best to use both method of assessment. Each assessment has two
components: Measurement of Quantity or Quality of Interest = True value plus random error.

MEASURING INDICATORS, VARIABLES, AND FACTORS

1. Indicators
 Building blocks of educational measurement.
 Presence or absence of measured characteristic
 Group of indicators constitute a variable
2. Variable (Educational variable)
 Measurable characteristic of a student
 Group of variables form a construct or a factor
3. Factor (Construct)
 The specific
  Abilities such as mathematical ability factor, language ability factor.
ASSESSMENT
 LATIN: assidere means “to sit beside”
 Gathering evidence of students’ performance
 (Journals, written works, portfolio, test, and more).
 Improve student learning and provide reliable information.
 Clearer picture of the student’s ability.

ASSESSMENT FOR, OF, AND AS LEARNING

1. FOR
 Done to improve and ensure learning
 Referred to as formative assessment
 Given while in the process
 Includes the pretest ad the posttest
 Also termed as pre-assessment
 Teacher use assessment results to inform or adjust their learning.

 PRETEST – Students’ entry knowledge or skills

 POSTTEST – Students attained the intended LO.

2. OF
 At the end of a unit, grading period or term in a semester.
 Meant to assess learning for grading purposes.
 Summative assessment

3. AS
 Associated with self-assessment
 Students are aware of their learning; set targets, active monitor, and self-evaluate
 They become self-directed and independent learners
 Assessment of Learning 1 [ ULOC – Reviewer ]

 Taxonomy. A classification or structure that describes and categorizes these

different kinds, levels, and degrees of learning and often used to guide the
development of course curriculum, instructional methods or strategies, and
assessments.

THREE TYPES OF LEARNING (Three Domains of Educational Activities)

1. Cognitive. Referring to mental skills
2. Affective. Referring to growth in feeling or emotion
3. Psychomotor. Referring to manual or physical skills

These domains were proposed by Benjamin Bloom in 1956. These terms were translated to
simpler terms commonly used by teachers: knowledge, skills, and attitudes (KSA).

TAXONOMIES OF THE COGNITIVE DOMAIN

Bloom’s Taxonomy 1956 Anderson’s and Krathwohl’s Taxonomy 2001

1. Knowledge: Remembering or retrieving (know 1. Remembering: Recognizing or recalling. Used
identify relate list define recall memorize repeat to produce or retrieve definitions, facts, or lists, or
record name recognize acquire). to recite previously learned information.

2. Comprehension: The ability to grasp or 2. Understanding: Constructing meaning from

construct meaning from material (restate recognize diff. views (interpreting, exemplifying, classifying,
describe discuss illustrate interpret differentiate). summarizing, inferring, comparing, or explaining).

3. Application: Use and apply learned material 3. Applying: Using a procedure through
(apply relate develop translate operate employ executing/implementing (products like models,
restructure practice calculate exhibit dramatize) presentations, interviews or simulations).

4. Analysis: Distinguish the parts into its 4. Analyzing: Breaking concepts into parts,
components (analyze probe examine contrast determining inter-relative parts (differentiating,
detect survey classify deduce scrutinize discover). organizing, and attributing, distinguishing).

5. Synthesis: Put parts together to form a new 5. Evaluating: Making judgments (critiques,
whole (compose produce design assemble create recommendations, and reports to demonstrate the
prepare predict modify tell plan invent formulate processes of evaluation. In the newer taxonomy,
collect generalize document combine propose evaluating comes before creating.
arrange originate derive write propose).

6. Evaluation: The ability to judge, check, and 6. Creating: Putting elements together to form a
even critique the value of material (assess functional whole; (generating, planning, or
compare measure deduce rate select estimate producing). It is the most difficult mental function in
validate consider appraise value criticize). the new taxonomy.

TYPES OF KNOWLEDGE

 Terminology
 Specific facts
 Conventions
 Trends and sequences
 Classifications and categories
 Criteria
 Methodology
 Principles and generalizations
 Theories and structures

LEVELS OF KNOWLEDGE

• Factual Knowledge – The basic elements students must know to be acquainted with a
discipline or solve problems. Refers to essential facts, terminologies students must know.

• Conceptual Knowledge –It is knowledge of classifications, principles, generalizations,

theories, models, or structures pertinent to a particular disciplinary area.

• Procedural Knowledge – How to do something. This refers to information or knowledge

that helps students to do something specific. It also refers to methods of inquiry, very
specific or finite skills, algorithms, techniques, and particular methodologies.

• Metacognitive Knowledge – Knowledge of cognition as well as awareness and

knowledge of one’s own cognition. It reflective knowledge re: solving problems, cognitive
tasks, to include contextual and conditional knowledge and knowledge of self.
TAXONOMIES OF PSYCHOMOTOR DOMAIN
E. Simpson (1972)

Category Example and Key Words (verbs)

Examples:  Detects non-verbal

communication cues. Estimate where a
ball will land after it is thrown and then
moving to the correct location to catch
Perception (awareness): The ability the ball. Adjusts heat of stove to correct
to use sensory cues to guide motor temperature by smell and taste of food.
activity.  This ranges from sensory Adjusts the height of the forks on a
stimulation, through cue selection, to forklift by comparing where the forks are
translation. in relation to the pallet.

Key Words: chooses, describes,

detects, differentiates, distinguishes,
identifies, isolates, relates, selects.
 Examples:  Knows and acts upon a
sequence of steps in a manufacturing
process. Recognize one's abilities and
limitations. Shows desire to learn a new
Set: Readiness to act. It includes
process (motivation). NOTE: This
mental, physical, and emotional sets.
subdivision of Psychomotor is closely
These three sets are dispositions that
related with the “Responding to
predetermine a person's response to
phenomena” subdivision of the Affective
different situations (sometimes called
domain.
mindsets).

Key Words: begins, displays, explains,

moves, proceeds, reacts, shows, states,
volunteers.

Examples:  Performs a mathematical

equation as demonstrated. Follows
Guided Response: The early stages
instructions to build a model. Responds
in learning a complex skill that
hand-signals of instructor while learning
includes imitation and trial and error.
to operate a forklift.
Adequacy of performance is achieved
by practicing.
Key Words: copies, traces, follows,
react, reproduce, responds

Examples:  Use a personal

computer. Repair a leaking faucet. Drive
Mechanism (basic proficiency): This
a car.
is the intermediate stage in learning a
complex skill. Learned responses
Key Words: assembles, calibrates,
have become habitual and the
constructs, dismantles, displays,
movements can be performed with
fastens, fixes, grinds, heats,
some confidence and proficiency.
manipulates, measures, mends, mixes,
organizes, sketches.

Complex Overt Response (Expert): Examples:  Maneuvers a car into a tight

The skillful performance of motor acts parallel parking spot. Operates a
that involve complex movement computer quickly and accurately.
patterns. Proficiency is indicated by a Displays competence while playing the
quick, accurate, and highly piano.
coordinated performance, requiring a
minimum of energy. This category Key Words: assembles, builds,
includes performing without hesitation, calibrates, constructs, dismantles,
and automatic performance. For displays, fastens, fixes, grinds, heats,
example, players are often utter manipulates, measures, mends, mixes,
 organizes, sketches.
sounds of satisfaction or expletives as
soon as they hit a tennis ball or throw
NOTE: The Key Words are the same as
a football, because they can tell by
Mechanism, but will have adverbs or
the feel of the act what the result will
adjectives that indicate that the
produce.
performance is quicker, better, more
accurate, etc.

Examples:  Responds effectively to
unexpected experiences.  Modifies
instruction to meet the needs of the
Adaptation: Skills are well developed learners. Perform a task with a machine
and the individual can modify that it was not originally intended to do
movement patterns to fit special (machine is not damaged and there is no
requirements. danger in performing the new task).

Key Words: adapts, alters, changes,

rearranges, reorganizes, revises, varies.

Examples:  Constructs a new theory.

Develops a new and comprehensive
Origination: Creating new movement
training programming. Creates a new
patterns to fit a particular situation or
gymnastic routine.
specific problem. Learning outcomes
emphasize creativity based upon
Key Words: arranges, builds, combines,
highly developed skills.
composes, constructs, creates, designs,
initiate, makes, originates.

Dave (1975)

Category Example and Key Words (verbs)

Examples: Copying a work of art. Performing a

Imitation — Observing and
skill while observing a demonstrator.
patterning behavior after
someone else. Performance
Key Words: copy, follow, mimic, repeat,
may be of low quality.
replicate, reproduce, trace

Manipulation — Being able to Examples: Being able to perform a skill on

perform certain actions by one's own after taking lessons or reading about
memory or following it. Follows instructions to build a model.
instructions.
 Key Words: act, build, execute, perform

Examples:  Working and reworking something,

so it will be “just right.” Perform a skill or task
Precision — Refining,
without assistance. Demonstrate a task to a
becoming more exact.
beginner.
Performing a skill within a high
degree of precision
Key Words: calibrate, demonstrate, master,
perfectionism

Examples: Combining a series of skills to

produce a video that involves music, drama,
Articulation — Coordinating
color, sound, etc. Combining a series of skills
and adapting a series of actions
or activities to meet a novel requirement.
to achieve harmony and
internal consistency.
Key Words: adapt, constructs, combine,
creates, customize, modifies, formulate

Examples:  Maneuvers a car into a tight

parallel parking spot. Operates a computer
Naturalization — Mastering a
quickly and accurately. Displays competence
high level performance until it
while playing the piano. Michael Jordan playing
become second-nature or
basketball or Nancy Lopez hitting a golf ball.
natural, without needing to
think much about it.
Key Words: create, design, develop, invent,
manage, naturally

Harrow (1972)

Category Example and Key Words (verbs)

Reflex Movements — Reactions Examples:  instinctive response

that are not learned, such as a
involuntary reaction Key Words: react, respond

Examples:  perform a simple task

Fundamental Movements — Basic
movements such as walking, or
Key Words: grasp an object, throw a ball,
grasping.
walk

Perceptual Abilities — Response Examples:  track a moving object,

to stimuli such as visual, auditory, recognize a pattern
kinesthetic, or tactile discrimination.
Key Words: catch a ball, draw or write

Physical Abilities (fitness) —

Examples:  gain strength, run a marathon
Stamina that must be developed for
further development such as
Key Words: agility, endurance, strength
strength and agility.

Examples:  Using an advanced series of

integrated movements, perform a role in a
Skilled movements — Advanced stage play or play in a set of series in a
learned movements as one would sports game.
find in sports or acting.
Key Words: adapt, constructs, creates,
modifies

Examples:  Express one's self by using

Nondiscursive communication — movements and gestures
Use effective body language, such
as gestures and facial expressions. Key Words: arrange, compose,
interpretation 

TAXONOMY OF AFFECTIVE DOMAIN

Krathwohl, Bloom, Masia, 1973

Category Example and Key Words (verbs)

Examples: Listen to others with

respect. Listen for and remember
the name of newly introduced
Receiving Phenomena: Awareness, people.
willingness to hear, selected attention.
Key Words: acknowledge, asks,
attentive, courteous, dutiful,
follows, gives, listens, understands

Responds to Phenomena: Active Examples: Participates in class

participation on the part of the learners. discussions. Gives a presentation.
Attend and react to a particular Questions new ideals, concepts,
phenomenon. Learning outcomes may models, etc. in order to fully
emphasize compliance in responding, understand them. Know the safety
 rules and practice them.

willingness to respond, or satisfaction in Key Words: answers, assists,

responding (motivation). aids, complies, conforms,
discusses, greets, helps, labels,
performs, presents, tells

Examples: Demonstrates belief in

the democratic process. Is
sensitive towards individual and
Valuing: The worth or value a person cultural differences (value
attaches to a particular object, diversity). Shows the ability to
phenomenon, or behavior. This ranges from solve problems. Proposes a plan to
simple acceptance to the more complex social improvement and follows
state of commitment. Valuing is based on through with commitment. Informs
the internalization of a set of specified management on matters that one
values, while clues to these values are feels strongly about.
expressed in the learner's overt behavior
and are often identifiable. Key Words: appreciates, cherish,
treasure, demonstrates, initiates,
invites, joins, justifies, proposes,
respect, shares

Examples: Recognizes the need

for balance between freedom and
responsible behavior. Explains the
role of systematic planning in
Organization: Organizes values into solving problems. Accepts
priorities by contrasting different values, professional ethical standards.
resolving conflicts between them, and Creates a life plan in harmony with
creating an unique value system. The abilities, interests, and beliefs.
emphasis is on comparing, relating, and Prioritizes time effectively to meet
synthesizing values.  the needs of the organization,
family, and self.

Key Words: compares, relates,

synthesizes

Internalizes Values (characterization): Has Examples: Shows self-reliance

a value system that controls their behavior. when working independently.
The behavior is pervasive, consistent, Cooperates in group activities
predictable, and most important (displays teamwork). Uses an
characteristic of the learner. Instructional objective approach in problem
 solving. Displays a professional
commitment to ethical  practice on
a daily basis. Revises judgments
and changes behavior in light of
objectives are concerned with the student's new evidence. Values people for
general patterns of adjustment (personal, what they are, not how they look.
social, emotional).
Key Words: acts, discriminates,
displays, influences, modifies,
performs, qualifies, questions,
revises, serves, solves, verifies

KENDALL’S AND MARZANO’S NEW TAXONOMY

Three domains of knowledge

 Information
 Mental procedures
 Psychomotor procedures

The first four levels of processing are cognitive, beginning with the lowest (retrieval)
then moving upward with increasing cognitive complexity – comprehension, analysis, and
knowledge utilization. The fifth level of processing, the metacognitive system, involves the
learner’s specification of learning goals, monitoring of learner’s own learning process, clarity,
and accuracy of learner’s learning. The highest level of knowledge processing, self-system,
involves the learner’s examination of the importance of learning task and his/her self-
efficacy. It also involves the learner’s examining his/her emotional response and his/her
motivation of learning.