Assessment

in
learning 1
Lesson 2. Appropriate Targets
 According to the American
Heritage Dictionary
Competencies Competency: Competence. The
, objectives, state or quality of being competent.
Outcomes Properly or well qualified, capable.

Objective: Something worked toward

or striven for, a goal.

Outcome: A natural result,

consequence.
Competency: is a general statement detailing the
desired knowledge and skills of students graduating from
one course or program.

Objective: is a very general statement about the larger

goals of the course or program. Objectives can be
general or objectives.

Outcome: is a very specific statement that describes

exactly what a student will be able to do in some
measurable way.
Exampl
Competency:
e
 The student should be able to use the mass and energy balances
for a given food process.

Objectives:
 Understand scope of mass balances in food processing systems.
 Understand appropriate use of mole fractions and mass fractions in
mass balances.

Learning Outcomes:
 Describe the general principles of mass balances in steady state
system.
 Draw and use process flow diagrams with labels on flow streams
for mass balance problems.
 Solve mass balance problems associated with food processing
operations.
Exampl
Competency:
e
 The student should be able to apply basic addition and subtraction
skills to solve real-life problems.

Objectives:
 Solve addition and subtraction problems within 100 accurately.
 Apply addition and subtraction skills to solve real-life problems
correctly.

Learning Outcomes:
 Add two-digit numbers with regrouping.
 Subtract two-digit numbers with borrowing.
 Solve word problems involving addition and subtraction within 100.
  A learning objective is a description of
what the learner must be able to do upon

Characteristics completion of an educational activity.

 A well-written learning objective outlines
of Objectives the knowledge, skills and/or attitude the
learners will gain from the educational
activity and does so in a measurable way.
 SMART
Specific
• Make sure to use clear and direct language. This makes it easier to
communicate to the learner and let them know what exactly he or she
should learn.
• It must also give them a clear idea about the things he or she should
be able to do once completed.
• One should not be vague, misleading, or unclear

Measurable
• The basic aim is to determine if it is possible for the learners to meet,
perform, or satisfy it. This is possible only if the objective is
measurable.
• It needs to be an action you could observe. Here is where you correct
the common mistake of using words which signify actions that could
not be observed objectively. Examples are words like “know” and
 Attainable
• The smart learning objective needs to be something that the learners
stand a chance to complete or satisfy.
• Enough pre-existing knowledge, resources, and time are the pre
requisites for all objectives.
• Keep in mind that it should not be too simple or easy too.

Relevant/results focused
• The learning objective must be one in which the learner is able to see
the value in learning.
• It must be relevant and not something they will never need at all.
• It should also be results oriented.

Time- bound
• The learning objective needs to be something that the learner will use
in a timely fashion.
• You must explain if there are time constraints on the performance of
the learner.
 Examples of SMART objectives:
Knowledge:
 At the end of this lesson, learners will be able to solve trigonometric
problems by applying the Law of Sines.

Affective:
 At the end of the communications skills course, learners will be able to
demonstrate awareness of cultural differences in working with actors
as simulated patients in three different clinical scenarios.

Psychomotor:
 At the end of the training session, learners will be able respond hand-
signals of instructor while learning to operate a forklift.
 Examples of SMART objectives:
Knowledge:
 By the end of the lesson, students will be able to explain the
difference between a food chain and food web, identifying at least one
example of each.

Affective:
 By the end of the lesson, students will show appreciation for the
importance of food webs in ecosystem by actively participating in a
ball of yarn activity and sharing their thoughts on how living things
are connected.

Psychomotor:
 By the end of the lesson, students will create a simple food chain
diagram using pictures or drawing, showing at least three organisms
and their relationships.
 SMARTER
Specific. The goal must be explicitly defined and cannot be subjected to
individual
interpretation or ambiguity.

Measurable. The goal must have clear quantitative and/or qualitative

criteria to evaluate its completion.

Attainable. The goals must be challenging yet achievable (available

means, level of
authority to execute, skills to acquire, resources.)

Relevant. The goal must be tied to your organization priorities,

strategy, team mission, and the employee maturity and potential.
 SMARTER

Time-bound. The goal must have a start date and an end date, with
possible intermediate milestones and related expected outcomes.

Evaluated. The execution progress must be assessed by the manager

through multiple checkpoints that should include feedback and
guidance.

Recognized/Rewarded or Revisited. When reaching the end of the

time frame defined for the goal execution, the final evaluation performed
against the completion criteria initially set must be shared by the
manager.
 Learning domains

Learning 1. Cognitive Domain (thinking)

2. Affective Domain
Domains and (social/emotional/feeling)
3. Psychomotor Domain
Taxonomies (physical/kinesthetic)
Taxonomy is simply a word for a classification.
 Bloom’s Revised Taxonomy
 Lorin Anderson (a former student of Benjamin Bloom) together with
 David Krathwohl (one of Bloom’s original collaborators), revised the
Bloom’s taxonomy of cognitive domain in the mid-90s in order to fit
the more outcome-focused modern education objectives.

There are two major changes:

 The names in the six categories from noun to active verb.
 The arrangement of the order of the last two highest levels as shown
in the given figure below. This new taxonomy reflects a more active
form of thinking and is perhaps more accurate.
A. Cognitive Domain
 The cognitive domain involves knowledge and the development of
intellectual skills (Bloom, 1956). This includes the recall or recognition of
specific facts, procedural patterns, and concepts that serve in the
development of intellectual abilities and skills.

six major
categories of
cognitive
processes
The ability to judge, check, and even critique the value of material.
Judge, assess, compare, evaluate, conclude, measure

The ability to put parts together to form a coherent or unique new whole
compose, produce, design, assemble, create, prepare, predict
Break down or distinguish the parts of the material into their
components. Analyse, compare, examine, contrast, categorize,
differentiate, investigate

Use learned material, or to implement material in new and concrete

situations. Apply, relate, develop, translate, use, operate, organize

Interpret important information and put other’s ideas into words.

Restate, locate, report, recognize, explain, express, identify, discuss

Remembering or retrieving previously learned material.

Identify, relate, list, define, recall, memorize, repeat,
 Bloom’s Taxonomy in 1956 Anderson/Krathwohl’s Revision in 2001
1. Knowledge: 1. Remembering:
 Example: Relate national heroes to the events they  Example: List five planets in the solar system.
are known for.
2. Comprehension: 2. Understanding:
 Example: Recognize the difference between a fact  Example: Discuss why recycling is important for the
and an opinion in a news article. environment.

3. Application: 3. Applying:
 Example: Develop a simple budget plan for weekly  Example: Apply the formula for area to solve the
school expenses. problem.

4. Analysis: 4. Analyzing
 Example: Examine a short story to identify the  Example: Compare the features of mammals and
main problem and solution. reptiles.

5. Synthesis 5. Evaluating
 Example: Designs a machine to perform a specific  Example: Choose the best solution to reduce
tasks. plastic waste in school.
6. Evaluation 6. Creating
 Example: Measures the success of a project by the  Example: Construct a bridge using straws and tape.
goals it achieved.
B. Affective Domain Levels of affective domain
 Describes learning objectives that
emphasize a feeling tone, an Characterization by
emotion, or a degree of value or value set
acceptance or rejection
 Krathwohl’s affective domain is
Organizati
perhaps the best known of any of on
the affective domain.
 The taxonomy is ordered
according to the principle of Valuing
internalization.
 Internalization refers to the
process whereby a person’s affect Responding
toward an object passes from a
general awareness level to a point
where the affect is internalized Receiving
and consistently guides or controls
 Levels of affective domain
1. Receiving
 learners are willing to listen.
 Sample Verb: masks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects, replies, use
 Example: *Listens to the ideas of others with respect.

2. Responding
 The learners are willing to participate.
 Sample Verb: : answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, practices, presents, reads,
recites, reports, selects, tells, writes
 Example: *Participates in class discussions actively.
 3. Valuing
 The learners are willing to be involved.
 Sample Verb: completes, demonstrates, differentiates, explains,
follows, forms, initiates, invites, joins, justifies, proposes, reads,
reports, selects, shares, studies, works
 Example: *Demonstrates belief in the democratic process.
*Shows the ability to solve problems.

4. Organization
 The learners are willing to advocate.
 Sample Verb: adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates, generalizes, identifies,
integrates, modifies, orders, organizes, prepares, relates, synthesizes
 Example: *Explains the role of systematic planning in solving
problems.
*Prioritizes time effectively to meet the needs of the
5. Characterization by value or value
 The
setlearners are willing to change one’s behaviour, lifestyle, or way
of life.
 Sample Verb: acts, discriminates, displays, influences, listens,
modifies, performs, practices, proposes, qualifies, questions, revises,
serves, solves, verifies
 Example: *Shows self-reliance when working independently.
*Values people for what they are, not how they look.
 C. Psychomotor Domain
 Psychomotor domain is
characterized by the
progressive levels of
behaviours from observation
to mastery of physical skills.
The psychomotor domain
(Simpson, 1972) includes
physical movement,
coordination, and use of the
motor-skill areas.
 Seven Major Categories of Psychomotor
Domain
1. Perception (awareness)
 The ability to use sensory cues to guide motor activity.
 Sample Verb: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects
 Examples: *Estimate where a ball will land after it is thrown and then
moving to
the correct location to catch the ball.
*Adjusts heat of stove to correct temperature by smell
and taste of
2. Set food.
 Readiness to act. It includes mental, physical, and emotional sets.
(sometimes called mindsets).
 Sample Verb: begins, displays, explains, moves, proceeds, reacts,
shows, states, volunteers
 Example: *Recognize one's abilities and limitations.
*Shows desire to learn a new process.
 3. Guided response
 The early stages in earning a complex skill that includes imitation and
trial and error.
 Sample Verb: copies, traces, follows, react, reproduce, responds
 Examples: *Performs a mathematical equation as demonstrated.
*Follows instructions to build a model.

4. Mechanism (basic proficiency)

 This is the intermediate stage in learning a complex skill. Learned
responses have become habitual and the movements can be
performed with some confidence and proficiency
 Sample Verb: assembles, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches
 Example: *Use a personal computer.
 5. Complex Overt Response
 The skillful performance of motor acts that involve complex movement
(Expert):
patterns..
 Sample Verb: assembles, builds, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches
 Examples: *Operates a computer quickly and accurately.
*Displays competence while playing the piano.
6. Adaptation
 Skills are well developed and the individual can modify movement
patterns to fit special requirements
 Sample Verb: adapts, alters, changes, rearranges, reorganizes,
revises, varies
 Example: *Responds effectively to unexpected experiences.
*Modifies instruction to meet the needs of the learners.
7. Complex Overt Response
 (Expert):
Origination: Creating new movement patterns to fit a particular
situation or specific problem.
 Sample Verb: arranges, builds, combines, composes, constructs,
creates, designs, initiate, makes, originates
 Examples: *Constructs a new theory.
*Develops a new and comprehensive training
programming.
Thank You
for
listening!