TARGET SETTING

Assessment Methods
Assessment methods • Observation: Teachers make formal and informal
are the ways you gather
evidence of a learner’s observations of the learners’ performance or behaviors
progress over time. The based on assessment criteria.
four assessment
methods commonly • Talking to learners: Teachers talk to and question
used to find out what learners to gain insights on their understanding and
learners know and progress and to clarify their thinking; often referred to as
understand (knowledge) conferencing.
and what they can do
(skills) are: • Analyses of learners’ products: Teachers judge the
quality of products created by learners according to
agreed-upon criteria.
• Tests: Teachers set quizzes to determine learners’
ability to demonstrate mastery of a skill or knowledge
and understanding of content.
A test is a formal and systematic instrument,
usually paper and pencil procedure designed to
assess the quality, ability, skill or knowledge of the
students by giving a set of questions in uniform
manner.

Testing
TESTS
EXAMPLES OF WHEN TO USE
FEATURES
THE METHOD
➢ Usually planned and formal assessment • Content tests and quizzes in all
learning areas
➢ Done before, during, or after a lesson
• Levels of skills development
➢ In oral, written, or practical form
• Application of knowledge and
➢ Can include many test item types (e.g., multiple skills
choice, true/false, matching, extended writing)

➢ Used to test not just recall but also higher

cognitive domains

➢ Used for formative and summative assessment

The
Teaching,
Learning,
and
Assessment
Process

Let us study this process as

presented on pages 20-22 of the
Classroom Assessment Resource
Book of DepEd:

https://www.slideshare.net/marcome
duranda/classroom-assessment-
resource-book
Instructional goals and objectives (targets) play a very important role in
both instructional process and assessment process. This serves
• as a guide both for teaching and learning process
• communicate the purpose of instruction to other stakeholders
• To provide guidelines for assessing the performance of the students.

CONSTRUCTIVE
ALIGNMENT
SHIFT OF EDUCATIONAL FOCUS FROM CONTENT
TO LEARNING OUTCOMES
Outcome-Based Education focuses instruction on the skills
and competence that students must demonstrate (called
learning outcomes).
The focus is not just what goes to the students’ head
(knowledge) but what they can do with what they know.
 CLARITY OF LEARNING TARGETS (KRSPA)
When writing learning outcomes, focus on student behavior and use simple, specific
action verbs to describe what students are expected to demonstrate.

Sample Learning Objectives:

At the end of the lesson, the students will be able to:
1. identify the parts of a plant;
2. determine the function of the different parts of the plant; and
3. demonstrate ways of caring plants.
 CLARITY OF LEARNING TARGETS (KRSPA)
Assessment can be made precise, accurate and dependable only if what are to be
achieved are clearly stated and feasible (observable). We consider learning targets
involving knowledge (K), reasoning (R), skills and competencies (S), products (P), and
affects (A). Learning targets/objectives need to be stated in behavioral terms (SMART:
Specific, Measurable, Attainable, Result-Oriented, and Time - bounded).

OBSERVABLE LEARNING NON-OBSERVABLE OUTCOMES

OUTCOMES

Build Understand
Draw Appreciate
List Value
Recite Know
Add Be familiar
 CLARITY OF LEARNING TARGETS (KRSPA)
Learning targets/objectives need to be stated in behavioral terms (SMART: Specific,
Measurable, Attainable, Result-Oriented, and Time - bounded).
Watch the video: Writing Lesson Objectives for Classroom Teachers
Link: https://www.youtube.com/watch?v=IS5wMv_ILXE
CLARITY OF LEARNING TARGETS (KRSPA)
Examples of observable learning outcomes:
1. Recite the names of the characteristics in the story MISERY by Anton Chechov.
2. Add two-digit numbers with 100% accuracy.
3. Circle the initial sounds of the words.
4. Change the battery of an engine.
5. List the steps of hypothesis testing in order.

Examples of non-observable learning outcomes:

1. Be familiar with the constitutional provisions relevant to agrarian reforms.
2. Understand the process of evaporation.
3. Enjoy speaking Spanish.
4. Appreciate the beauty of an art.
5. Know the concept of normal distribution.
Express these as observable learning outcomes:
Examples of non-observable learning outcomes:
1. Be familiar with the constitutional provisions relevant to agrarian reforms.
2. Understand the process of evaporation.
3. Enjoy speaking Spanish.
4. Appreciate the beauty of an art.
5. Know the concept of normal distribution.

1. Enumerate the constitutional provisions relevant to agrarian reforms.

2. Illustrate the process of evaporation.
3. Recite a Spanish poem.

4. Make an artistic creation using scrap materials.

5. State the characteristics of a normal distribution.

The learning outcomes and the learning conditions specified
in the test items should match with the learning outcomes and
conditions stated in the objectives.
The learning outcomes and the learning conditions specified
in the test items should match with the learning outcomes and
conditions stated in the objectives.
The learning outcomes and the learning conditions specified
in the test items should match with the learning outcomes and
conditions stated in the objectives.
The learning outcomes and the learning conditions specified
in the test items should match with the learning outcomes and
conditions stated in the objectives.
The learning outcomes and the learning conditions specified
in the test items should match with the learning outcomes and
conditions stated in the objectives.
Bloom’s Taxonomy of Cognitive Learning Domain (1959)
KNOWLEDGE: This is the lowest level of cognition. Students should be
able to remember or recall information and more specifically to bring back
facts, rules, and processes. It usually involves:

➢ Definition (e.g. What is photosynthesis?)

➢ Description (e.g. How do you picture a Utopian society?)
➢ Identification (e.g. What is the binding force of society according to the
functionalists?).
COMPREHENSION. This question needs cognitive processing, moving
beyond mere repetition and memory work. It entails students to develop
certain insights and to give a more in-depth look at the knowledge just
learned. Facts have to be composed into response that is in a different form
(Borich, 2OO2). Comprehension level questions call for:
➢ explanation (e.g. How do you differentiate Karl Marx's materialism and
Max Weber's idealism?),
➢ illustration (e.g. Can you make a diagram showing the relationship among
society, culture, and socialization?),
➢ summary (e.g. Will you state the five theories of deviation and the main
thesis of each?), and
➢ paraphrasing (e.g. Can you, in your own words, state the principle of
conservation?).
APPLICATION. The knowledge acquired is used in the daily lives of students.
The new learning becomes the basis of solving real problems, the guide of
interpreting experiences, and the foundation upon which personal decisions are
made.
Application questions may come in the form of
➢ practice (e.g. How does paleontological work be of value to forensic experts?),
➢ demonstration (e.g. Can you dramatize discrimination in class?),
➢ solution {e.g. Which alternative do you consider the best in addressing our
deteriorating peace and order situation?),
➢ transfer (e.g. How do you know that the Principle of Individual Differences is
employed in dealing with students?),
➢ employment (e.g. Which case shows the use of the symbolic interaction
paradigm?),
➢ operation (e.g. How do you improve Lois Benjamin's procedure in the use of
survey method?).
ANALYSIS. This level separates or breaks up the whole into its component parts
to find their nature, function, and to draw their relationships. It involves
identifying errors, finding out unique features, differentiating information, and to
derive reasons for certain observations.
It may come in the form of:
➢ deduction (e.g. Nonverbal communication uses no speech, limited only to
body movements, gestures, and facial expressions. Which of the three do
you think is the most explicit in this picture?),
➢ relationship (e.g. How do you relate society to culture?),
➢ differentiation (e.g. What are the similarities and differences between material
and non-material culture?),
➢ inference (e.g. At this point, can you now suggest the seemingly emerging
pattern?),
➢ exception (e.g. Looking at the table, can you spot some data that seem to
contradict the trend?), and
➢ extrapolation (e.g. If the plants exhibited this growth pattern for
the past two weeks, what will be its growth measurement by next week?).
SYNTHESIS. This level puts together parts or elements to form a whole, the
exact opposite of analysis. It is a cognitive construction in which we build general
from specific, complex from simple, unknown from known, abstract from
concrete, and universal from particular.
Synthesis questions involve students to organize information into a more
meaningful totality - facts into concepts and concepts into generalization.
Students are expected to view information not in isolation but in terms of
connections and relations. Synthesis questions may result in
➢ generalization (e.g. Why do birds have different habitats?),
➢ formulation (e.g. Can you create a new theory to explain more adequately
our findings?),
➢ composing (e.g. What can you do to attain world peace?), and
➢ production (e.g. Can you design an experiment to test our newly-formed
hypothesis?).
EVALUATION. Questions under this level are designed to make students find the
value, determine the worth, and/or appraise something. Students are expected to
make judgments and decisions using certain standards. They are also provided
with the opportunity to confront problems on their own terms. ln this case, the
classroom and the world are linked up. They are further encouraged to be
adaptable, flexible, and competitive in facing this harsh world.
Evaluation questions may come in the form of
➢ discrimination (e.g. What set men apart from boys?),
➢ decision (e.g. Should you give up your studies in favor of early marriage?),
➢ Appraisal (e.g. What are the strengths and flaws of participant observation as
a meth od?),
➢ Justification (e.g. ls it proper for our minority brothers to embrace their own
culture, and not force ours on them?), and
➢ appreciation (e.g. How did the early humans lay down our civilization?).
For more examples, go to:

Bloom's Taxonomy Revised

https://www.cnm.edu/depts/academic-affairs/key-processes/blooms-
taxonomy-rev-2
Anderson and Krathwohl’s Taxonomy of Cognitive Learning Domain
(2001)
 Example:
1. Study “Adding Whole Numbers and Applications”.
Link:
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT_RESOURCE/U01_L2_T1_t
ext_final.html

2. Give 1 learning objective per cognitive level and construct a corresponding test
question.
COGNITIVE LEVEL LEARNING OBJECTIVE TEST QUESTION
REMEMBERING Identify the addends and the sum What is the name for two
of whole numbers that are added numbers that are added to get a
sum?
UNDERSTANDING Discuss when and how to apply Explain why regrouping must be
regrouping in adding whole applied to find the sum of 28 and
numbers 13.
APPLYING Find the sum of two-digit whole Find the sum of 31 and 29 by
numbers by partial sum method partial sum method.
Example:
1. Study “Adding Whole Numbers and Applications”.
Link:
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT_RESOURCE/U01_L2_T1_t
ext_final.html

2. Give 1 learning objective per cognitive level and construct a corresponding test
question.
COGNITIVE LEVEL LEARNING OBJECTIVE TEST QUESTION
ANALYZING Examine the error in certain two- Explain the error in this process
digit number addition of adding 56 by 78 by partial sums
method?
56 ………. 50 + 6
+ 78 ………. 70 + 8
140 + 14
140
14
280 sum
 Example:
1. Study “Adding Whole Numbers and Applications”.
Link:
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT_RESOURCE/U01_L2_T1_t
ext_final.html

2. Give 1 learning objective per cognitive level and construct a corresponding test
question.
COGNITIVE LEVEL LEARNING OBJECTIVE TEST QUESTION
EVALUATING Decide which of the two Which of the two methods of
methods of adding whole adding whole numbers is easier
numbers is easier to do: to do? Justify your answer.
a. With and without regrouping a. With and without regrouping
b. Partial sum method b. Partial sum method
 Example:
1. Study “Adding Whole Numbers and Applications”.
Link:
http://www.montereyinstitute.org/courses/DevelopmentalMath/COURSE_TEXT_RESOURCE/U01_L2_T1_t
ext_final.html

2. Give 1 learning objective per cognitive level and construct a corresponding test
question.
COGNITIVE LEVEL LEARNING OBJECTIVE TEST QUESTION
SYNTHESIZING/CREATING Construct a diagram that Dina is a grade 2 pupil. She is
summarizes the procedure in tasked to add two-digit whole
adding two-digit whole numbers numbers. To successfully do this,
with and without regrouping. she needs to make a diagram that
summarizes the procedure in
adding two-digit whole numbers.
Please help Dina in doing this.
Group Activity:
1. Watch the video to learn the physical and chemical processes in the digestive
system of a human body.:
Title of the video: How your digestive system works
Link: https://www.youtube.com/watch?v=Og5xAdC8EUI

2. Give 1 learning objective per cognitive level and construct a corresponding test
question.
COGNITIVE LEVEL LEARNING OBJECTIVE TEST QUESTION
REMEMBERING
UNDERSTANDING
APPLYING
ANALYZING
EVALUATING
SYNTHESIZING/CREATING
2. Give 1 learning objective per cognitive level and construct a corresponding test
question.
COGNITIVE LEVEL LEARNING OBJECTIVE TEST QUESTION
REMEMBERING
UNDERSTANDING
APPLYING
ANALYZING
EVALUATING
SYNTHESIZING/CREATING
References:

Gabuyo, Y. (2012). Assessment of Learning 1 Textbook and

Reviewer. Manila, Philippines: REX Book Store, Inc.

Navarro, R., Santos, R. & Corpuz, B. (2017). Assessment of Learning

1. Manila, Philippines: LORIMAR Publishing Inc.