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Assessment of Learning in
Outcomes-Based Education (part1) 1|Pa ge
 TSU VMGO

VISION Tarlac State University is envisioned to be a premier university in Asia and

the Pacific.

MISSION Tarlac State University commits to promote and sustain the offering of
quality and programs in higher and advanced education ensuring
equitable access to education for people empowerment, professional
development, and global competitiveness.
Towards this end, TSU shall:
1. Provide high quality instruction trough qualified, competent
and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research
undertakings in the fields of technology and sciences and
strengthening collaboration with local and international
institutions.
Be a champion in community development by strengthening partnership with
public and private organizations and individuals.

CORE VALUES The six(6) core values institutionalize as a way of life of the
university community are:

E – xcellence and Enhanced Competence

Q – uality
U – nity
I – ntegrity and Involvement
T – rust in God, Transparency and True Commitment
Y – earning for Global Competitiveness

2|Pa ge
Contents
ABOUT THIS MODULE ................................................................................................................................................................... 5
WHAT YOU’LL LEARN ................................................................................................................................................................... 7
PRE-TEST ............................................................................................................................................................................................. 8
LEARNING UNIT 1: OUTCOMES BASED EDUCATION ................................................................................................. 13
1.1 Shift of Educational Focus From Content to Learning Outcomes ............................................................. 13
1.2. Institutional Outcomes, Program Outcomes, and Learning Outcomes ................................................. 14
1.3. Student Learning Outcomes ....................................................................................................................................... 18
1.3.1 Taxonomies in the Cognitive Domain ............................................................................................................ 18
1.3.2 Taxonomies in the Psychomotor Domain.................................................................................................... 22
1.3.3 Taxonomy in the Affective Domain................................................................................................................. 25
1.3.4 Marzano’s New Taxonomy.................................................................................................................................. 26
1.3.5 ABCD of Writing Objectives ................................................................................................................................ 30
Activity Sheet .................................................................................................................................................................................. 33
LEARNING UNIT 2: PRINCIPLES OF HIGH QUALITY ASSESSMENT ..................................................................... 34
2.1 Basic Concepts of Assessment.................................................................................................................................... 34
2.1.1 Test and Testing ....................................................................................................................................................... 34
2.1.2 Measurement ............................................................................................................................................................. 37
2.1.3 Assessment ................................................................................................................................................................. 39
2.2 Properties of Assessment Methods ......................................................................................................................... 41
2.2.1 Validity.......................................................................................................................................................................... 41
2.2.2 Reliability. ................................................................................................................................................................... 42
2.2.3 Fairness ........................................................................................................................................................................ 42
2.2.4 Practicality and Efficiency ................................................................................................................................... 43
ACTIVITY SHEET ........................................................................................................................................................................... 44
LEARNING UNIT 3 TRADITIONAL ASSESSMENT METHODS, TOOLS, AND TASKS ...................................... 50
3.1 Assessment Methods ...................................................................................................................................................... 51
3.2 Paper-and-Pencil Test.................................................................................................................................................... 52
3.2.1 Constructing True-False Test ............................................................................................................................ 52
3.2.2 Constructing Matching Type Test .................................................................................................................... 53
3.2.3 Constructing Multiple Choice Test .................................................................................................................. 53
3.2.4 Constructing Completion Type ......................................................................................................................... 54
3.2.5 Constructing Essay Test ....................................................................................................................................... 54

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 About this module

ABOUT THIS MODULE

COURSE: EDUC 202- ASSESSMENT OF LEARNING 1

Course Description: This is a 3-unit course that focuses on the principles, development and
utilization of conventional assessment tools to improve the teaching-learning process. It emphasizes
on the use of testing for measuring knowledge, comprehension and other thinking skills. It allows
students to go through the standard steps in test construction for quality assessment. It includes
competencies contained in the Trainer’s Methodology I of TESDA.

Title: Assessment of Learning in Outcomes-Based Education (part1)

Rationale:

The shift of educational focus from subject/course content to student learning outcomes
marks the serious effort to implement Outcome-Based Education (OBE) which is the current
national and international thrust of education at all levels. Without the appropriate assessment
measures, however, the aims and ideals of OBE may not be strategically achieved.

This module, Assessment of Learning in Outcomes Based Education, implements and

complements OBE by clarifying the concept of OBE, identifying and explaining student learning
outcomes at the different levels of schooling and utilizing a variety of assessment tools to determine
if the desired learning outcomes have been achieved.

Every learning unit includes models and examples to aid students’ understanding. To
enhance their capability to apply the concepts learned, relevant exercises are provided at the end of
each unit.

The information sheets in this module are lifted from the book “Assessment of Learning “ by
Rosita L. Navarro, Rosita G. Santos, and Brenda B. Corpuz. For the full text you can refer to the
aforementioned textbook. This module provides activities which are designed for TLE teacher
education students to develop their competencies in becoming an assessor as prescribed in the
Trainers Methodology Level 1.

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This module is divided into different learning units:

 Learning Unit 1:Outcomes-Based Education

 Learning Unit 2:Priniciples of High Quality Assessment
 Learning Unit 3:Traditional Assessment Methods, Tools, and Tasks

To get the most from this Module, you need to do the following:

1. Begin by reading and understanding the Learning Outcome/s (What You’ll Know). These will
tell you what you should know and be able to do at the end of this Module.
2. Perform the Pre-Test (this is a non-graded assessment tool) to determine your pre-existing
subject knowledge and your knowledge baseline. Also, this is to test you prior to topical
material coverage throughout the course.
3. Do the required Learning Activities. They begin with one or more Information Sheets. An
Information Sheet contains important notes or basic information that you need to know.
4. After reading the Information Sheet, test yourself on how much you have learned by means of
the Self-Test. Refer to the Answer Key for correction. Do not hesitate to go back to the
Information Sheet when you do not get all test items correctly. This will ensure your mastery
of basic information.
5. Demonstrate what you learned by doing what the Activity Sheet directs you to do.
6. You must be able to apply what you have learned in another activity or in a real life situation.

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 WHAT YOU’LL LEARN

At the completion of this module you should be able to:

 Explain how the change emphasis from content to outcomes in education led to the
shift of focus in teaching from the subject matter to the learner.

 Illustrate examples of measurement, assessment and evaluation in determining the

progress of students towards attaining the desired learning outcomes.

 Differentiate program outcomes from student learning outcomes through examples

 Give examples of learning outcomes in the cognitive, psychomotor and affective

domains.

 Explain the principles in assessing learning outcomes through example and

illustrations.

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PRE-TEST

Multiple Choices. Read each item carefully. Shade the space corresponding to the letter of the your
answer on the answer sheet provided.

1. Which among the teachers described below is doing assessment?

A. Mrs. Gomez who is administering a test C. Ms. Soberrano is computing the final
to her students grade of the students after completing
B. Mr. Barrera who is counting the scores all their requirements.
obtained by the students in his test. D. Mr. Santos who is planning for a
remedial instruction after knowing
that students perform poorly in her
test.
2. In Krathwohl's affective domain of objectives, which of the following is the lowest level of
affective behavior?
A. Valuing C. Responding
B. Characterization D. Organization
3. The first thing to do in constructing a periodic test is for a teacher to __________
A. Decide on the number of items for the C. Study the content
test D. Decide on the type of test to construct
B. Go back to her instructional objectives
4. In test construction what does "TOS" mean?
A. Table of Specifics C. Table of Specific Test Items
B. Table of Specifications D. Team of Specifications
5. Quiz is to formative test while periodic is to __________
A. criterion-reference test C. norm-reference test
B. summative test D. diagnostic test
6. When the aim is to determine where the strengths and weaknesses of the students lie before
teaching of a new lesson is done, what test is given?
A. unit C. diagnostic
B. achievement D. summative
7. It is a chart prepared to determine the goals, the content and the number of items to be included
in the test
A. test chart C. table of specifications
B. test book D. skewed chart
8. A personal feeling, either positive or negative towards an object, a person or an institution.
A. attitude C. opinion
B. aptitude D. none of these
9. When a test succeeds in determining accurately the particular attribute of a person who is tested,
it is said to be
A. reliable C. variable
B. valid D. Ethical

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10. In making test items of objective type, which of the following should be observed?
A. no clues to the correct response should C. the vocabulary level of the test should
be given intentionally present some form of difficulty
B. each test item should be related to the D. test items should include also the
item irrelevant part of the lesson
11. In scoring essay test, which of the following is NOT a good practice?
A. decide what qualities are to be C. rearrange the papers after checking
considered in scoring the answer one questions before starting to check
B. write comments and correct errors on the next
the answers D. accept all answers written by the
examinee since it is subjective in
nature
12. Who among the teachers below performed a diagnostic assessment?
A. Ms. Sanchez who asked questions C. Ms. Go who gave 10-item test to find
when the discussion was going on to out the specific lessons which the
know who among her students students failed to understand.
understood what she was trying to D. Mrs. Lapid who administered a
emphasize. readiness test to the incoming grade
B. Mr. Colub who gave a short quiz after one pupils
discussing thoroughly the lesson to
determine the programs of learning.
13. You are assessing for learning. Which of these will you likely do?
A. Giving grades to students C. Recommending new policies in grading
B. Reporting to parents the performance students.
of their child. D. Assessing the strengths and
weaknesses of students
14. .Ms. Saplan is planning to do an assessment OF learning. Which of these should she include in her
plan considering her purpose for assessment?
A. How to give immediate feedback to C. How to certify student's achievement
student's strengths and weaknesses D. How to design one's instruction
B. How to determine the area of interest
of learners
15. . You targeted that after instruction, your students should be able to show their ability to solve
problems with speed and accuracy. You then designed a tool to measure this ability. What
principle of assessment did you consider in this situation?
A. Assessment should be based on clear C. Assessment should be reliable.
and appropriate learning targets or D. Assessment should be fair.
objectives.
B. Assessment should have a positive
consequence on student's learning
16. . Ms. Ortega tasked her students to show how to play basketball. What learning target is she
assessing?
A. Knowledge C. Skills
B. Reasoning D. Products
17. Mr. Ravelas made an essay test for the objective "Identify the planets in the solar system". Was
the assessment method used the most appropriate for the given objective? Why?
A. Yes, because essay test is easier to C. No, he should have conducted oral
construct than objective test. questioning.
B. Yes, because essay test can measure D. No, he should have prepared an
any type of objective. objective test.

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18. Mr. Lopez wants to test students' knowledge of the different places in the Philippines, their
capital and their products and so he gave his students an essay test. If you were the teacher, will
you do the same?
A. No, the giving of an objective test is C. Yes, essay test could measure more
more appropriate than the use of essay. than what other tests could measure.
B. No, such method of assessment is D. Yes, essay test is the best in measuring
inappropriate because essay is difficult. any type of knowledge.
19. Teachers used the student’s prior knowledge as a starting point of instruction.
A. Assessment OF learning C. Assessment AS learning
B. Assessment FOR learning D. Summative Assessment
20. It is done for teachers to understand and perform well their role of assessing for and of learning.it
requires teachers to undergo training.
A. Assessment OF learning C. Assessment AS learning
B. Assessment FOR learning D. Summative Assessment
21. It is a scope of assessment in the cognitive domain which calls for creative thinking such as
putting together the components in order to summarize the concepts and to form a new whole.
A. Analysis C. Synthesis
B. Application D. Creating
22. It is a scope of assessment in the cognitive domain which refers to breaking down of concepts or
idea into its components and explaining the concept as composition of these concepts.
A. Analysis C. Synthesis
B. Application D. Creating
23. Mrs. Puno is judging the worth of the project of the students in her Science class based on a set of
criteria. What process describes what she is doing?
A. Testing C. Evaluating
B. Measuring D. Assessing
24. Which statement explains the difference between measurement from evaluation?
A. Measurement is assigning a numerical C. Measurement is the process of
value to a given trait while evaluation quantifying data while evaluation is the
is giving meaning to the numerical process of organizing data.
value of the trait. D. Measurement is a pre-requisite of
B. Measurement is the process of assessment while evaluation is the pre-
gathering while evaluation is the requisite of testing
process of quantifying the data
gathered.
25. The students of Mrs. Valino are very noisy. To keep them busy, they were given any test available
in the classroom and then the results were graded as a way to punish them. Which statement best
explains if the practice is acceptable or not?
A. The practice is acceptable because the C. The practice is not acceptable because
students behaved well when they were it violates the principle of validity.
given a test. D. The practice is acceptable since the test
B. The practice is not acceptable because results are graded.
it violates the principle of reliability.
26. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils. Before she
finalized the test she examined carefully if the test items were constructed based on the
competencies that have to be tested. What test of validity was she trying to establish?
A. Content-validity C. Predictive validity
B. Criterion validity D. Construct validity
27. Who among the teachers below gave the most authentic assessment task for the objective "Solve
word problems involving the four basic operations"
 A. Mrs. Julian who presented a word C. Mrs. Malanag who asked her pupils to
problem involving four fundamental construct any word problem that
operations and then asked the pupils to involves the four fundamental
solve it. operations and then asked them to
B. Mrs. Manda who asked her pupils to show how to solve it.
construct a word problem for a given D. Mrs. Amaya who asked her pupils to
number sentence that involves four construct any word problem that
fundamental operations and then involves the four fundamental
asked them to solve the word problem operations then formed them by twos
they constructed. so that each pair exchanged problems
and help solve each other's problem.
28. . Which is WRONG to assume about traditional assessment?
A. It can assess individuals objectively. C. It is easier to administer than
B. It can assess individuals at the same performance test.
time. D. It can assess fairly all the domains of
intelligence of an individual
29. HERE IS A COMPLETION TEST ITEM.
The _______________is obtained by dividing the _______________ by the _______________. The rule in
completion test item construction violated is
A. Avoid over mutilated sentences C. Avoid infinite statements
B. Avoid grammatical dues to the answer D. The required response should be a
single word or a brief phrases
30. In Kendall’s and Marzano’s New Taxonomy, what is the highest level of knowledge that involves
the learners’ examining his/her emotional response and motivation of learning?
A. Metacognitive system C. Self-system
B. Analysis D. Knowledge utilization
31. Which of the following is an object of evaluation?
A. Instructional programs
B. School projects
C. Teachers
D. Students
32. Which is NOT an end result of evaluation?
A. Reject C. Adopt
B. Revise D. Assimilate
33. It refers to the process by which the attributes are quantified or determined.
A. Test C. Assessment
B. Measurement D. Evaluation
34. This is the process of gathering evidence of students’ progress in the attainment of learning goals
A. Evaluation C. Measurement
B. Assessment D. Test
35. It is the act of passing judgment on the basis of a set of standards
A. Measurement C. Test
B. Evaluation D. Assessment
 PRE-TEST ANSWER SHEET

NAME:________________________________________________________________

PROGRAM-YEAR LEVEL-SECTION:________________________________

DATE:_____________________________

1. [A] [B] [C] [D]

2. [A] [B] [C] [D]
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32. [A] [B] [C] [D]
33. [A] [B] [C] [D]
34. [A] [B] [C] [D]
35. [A] [B] [C] [D]

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LEARNING UNIT 1: OUTCOMES BASED EDUCATION
1.1 Shift of Educational Focus From Content to Learning Outcomes
Reduced to the barest components, the
educative process happens between the
teacher and the student. Education originated
form the terms “educere” which meant “to
draw out”. Ironically, however, for centuries
we succeeded in perpetuating the belief that
education is a “pouring in” process.

It followed that the focus of instruction

was content and subject mater. But because of
the advent of technology caused a change of
perspective in education, nationally and
internationally. The teacher ceased to be the
sole source of knowledge. With knowledge
explosion, students are surrounded with
various source of facts and information accessible through user-friendly technology. The teacher has
become a facilitator of knowledge who assists in the organization, interpretation and validation of
acquired facts and information

WHY OBE?

 It is learner-centered by focusing on Student Learning Outcomes (SLO).

It places the student at the center of the teachin-learning process

 It is faculty driven.
It encourages faculty responsibility for teaching, assessing program outcomes and motivating
participation from the students

 It is meaningful.

It provides data to guide the teacher in making valid and continuing improvement in instruction
and assessment activities.

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How to Implement OBE?

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

Educational objectives are the broad goals that the subject/course expects to achieve. They
define in general terms the knowledge, skills, and attitudes that the teacher will help the
students to attain.

2. Listing of learning outcomes specified for each subject/course objectives

Since subject/course objectives are broadly stated, they do not provide detailed guide to be
teachable and measureable. Learning outcomes are stated as concrete active verbs (e.g. to
demonstrate, to explain, to differentiate, to illustrate, etc.

Educational objectives by Benjamin Bloom are grouped into three (3): 1cognitive domain,
2psychomotor domain, and 3affective domain

3. Drafting outcomes assessment procedures

This procedure will enable the teacher to determine the degree to which the students are
attaining the desired learning outcomes. It identifies for every outcome the data that will be
gatehered which will guide the selection of the assessment tools to be used and at what point
assessment will be done

What is OBE?

OBE focuses on classroom instruction on the skills, competencies, and abilities that students must
demonstrate when they exit.

1.2. Institutional Outcomes, Program Outcomes, and Learning Outcomes

Outcomes in OBE come in different levels:

1. Institutional outcomes-are statements of what the graduates of an educational institution are

supposed to be able to do beyond graduation
2. Program outcomes- are what graduates of a particular degree are able to do.
3. Course outcomes/subject outcomes- are what the students should be able to demonstrate at
the end of a course or a subject.
4. Learning outcomes/instructional outcomes/ lesson outcomes- are what students should be
able to do after a lesson or instruction

Institutional outcomes are broad. These institutional outcomes become more specific in the level of
course or subject outcomes and most specific in the level of learning or instructional outcomes

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Program outcomes of BTLEd as specified in CMO No.78 s. 2017 “Policies, Standards and Guidelines
for the Bachelor of Technology and Livelihood Education (BTLEd) Article IV, Section 6

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1.3. Student Learning Outcomes

SLOs come in three different domains- cognitive, psychomotor, and affective.

Benjamin Bloom and a committee of colleagues in 1956, identified three domains of educational
activities:

 Cognitive domain referring to mental skills (Knowledge)

 Psychomotor domain referring to manual or physical skills (Skills)
 Affective domain referring to to growth in feeling or emotion (Attitudes)

1.3.1 Taxonomies in the Cognitive Domain

Bloom’s Taxonomy 1956

The categories are ordered from simple to complex and from concrete to abstract. The
classification is often referenced as a progressive climb to a higher level of thinking with the highest
level being “evaluation”

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 Bloom’s Taxonomy Revised

During the 1990s, Lorin Anderson, David Krathwohl, and a group of cognitive psychologists
updated the taxonomy. The revisions they made appear fairly minor, however, they do have
significant impact on how people use the taxonomy.

Changes to Terminology. The names of the major cognitive process categories where
changed from nouns to verbs to indicate action because thinking implies active engagements.
“Knowledge” was also renamed as “remembering” because knowledge is the object of thinking (i.e.
knowledge is an outcome or product of thinking, it is not a form of thinking)
Changes to Structure. The top two levels are essentially swapped. This taxonomy moves the
“evaluation” stage down a level and the highest element becaomes “creating”. This change was made
because the taxonomy is viewed as a hierrchy reflecting increasing complexity of thinking, and
creative thinking (creating) is considered more complex than critical thinking (evaluating).
Anderson and Krathwohl believed that a learner’s ability to evaluate came before his or her ability to
synthesize/create.
Change in Emphasis. The revision emphasizes the use of taxonomy as a tool for alignment of
curriculum planning, instructional delivery, and assessment. Additionally, the revision is aimed at a
broader audience. The original taxonmy was viewed as a tool best applied in the younger grades at
school. The revised version is more universal and easily applicable at elementary, secondary, as well
as adult training.
https://thepeakperformancecenter.com/educational-learning/thinking/blooms-taxonomy/blooms-taxonomy-revised/

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 In the revised cognitive taxonomy, Anderson and Krathwohl identified 4 levels of
knowledge:

A. Factual Knowledge – The basic elements that stu-dents must know to be acquainted with a
discipline or solve problems in it.
 Knowledge of terminology
 Knowledge of specific details and elements

B. Conceptual Knowledge – The interrelationships among the basic elements within a larger
structure that enable them to function together.
 Knowledge of classifications and categories
 Knowledge of principles and generalizations
 Knowledge of theories, models, and structures

C. Procedural Knowledge – How to do something; meth-ods of inquiry, and criteria for

using skills, algorithms, techniques, and methods.
 Knowledge of subject-specific skills and al-gorithms
 Knowledge of subject-specific techniques and methods
 Knowledge of criteria for determining when to use appropriate procedures

D. Metacognitive Knowledge – Knowledge of cognition in general as well as awareness

and knowledge of one’s own cognition.
 Strategic knowledge
 Knowledge about cognitive tasks, includingappropriate contextual and conditional
knowledge
 Self-knowledge

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https://custom-writing.org/blog/blooms-taxonomy

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1.3.2 Taxonomies in the Psychomotor Domain
SIMPSON’S TAXONOMY FOR PSYCHOMOTOR DOMAIN 1972

https://www.researchgate.net/figure/Behavioral-processes-of-Blooms-Taxonomy-for-mHealth-interventions-See-Simpson-1972_fig3_332166906

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HARROW’S TAXONOMY FOR PSYCHOMOTOR DOMAIN 1972

http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/harrowstax.htm

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DAVE’S TAXONOMY FOR PSYCHOMOTOR DOMAIN 1975

https://studylib.net/doc/5832978/bloom-s-taxonomy--psychomotor-domain

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1.3.3 Taxonomy in the Affective Domain
Krathwohl's affective domain taxonomy is perhaps the best known of any of the affective
taxonomies. "The taxonomy is ordered according to the principle of internalization. Internalization
refers to the process whereby a person's affect toward an object passes from a general awareness
level to a point where the affect is 'internalized' and consistently guides or controls the person's
behavior (Seels & Glasgow, 1990, p. 28)."

The taxonomy is presented in five stages:

1. Receiving describes the stage of being aware of or sensitive to the existence of certain ideas,
material, or phenomena and being willing to tolerate them. Examples include: to differentiate,
to accept, to listen (for), to respond to.

2. Responding describes the second stage of the taxonomy and refers to a committment in some
small measure to the ideas, materials, or phenomena involved by actively responding to them.
Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to
acclaim.

3. Valuing means being willing to be perceived by others as valuing certain ideas, materials, or
phenomena.
Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to
debate.

4. Organization is the fourth stage of Krathwohl’s taxonomy and involves relating the new value
to those one already holds and bringing it into a harmonious and internally consistent
philosophy
Examples are: to discuss, to theorize, to formulate, to balance, to examine.

5. Characterization by value or value set means acting consistently in accordance with the values
the individual has internalized.
Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to
manage, to resolve.

https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/krathwol.html

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1.3.4 Marzano’s New Taxonomy

https://ateamtuition.com/wp-content/uploads/2019/05/New-Taxonomy-of-education-objectives-colour-
with-labels5.png

Robert Marzano, has proposed what he calls A New Taxonomy of Educational Objectives
(2000). Developed to respond to the shortcomings of the widely used Bloom’s Taxonomy and the
current environment of standards-based instruction, Marzano’s model of thinking skills
incorporates a wider range of factors that affect how students think and provides a more research-
based theory to help teachers improve their students’ thinking.

Marzano’s New Taxonomy is made up of three systems and the Knowledge Domain, all of
which are important for thinking and learning. The three systems are the

1. Self-System, decides whether to continue the current behavior or engage in the new activity
2. Metacognitive System, sets goals and keeps track of how well they are being achieved
3. Cognitive System. processes all the necessary information, and the Knowledge Domain
(information, mental procedures, psychomotor procedures) provides the content.

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1. Self-System
As any teacher knows, providing students with instruction in cognitive strategies, even with
metacognitive skills, is not always enough to ensure that they will learn. Teachers also are often
pleasantly surprised to discover that a student has accomplished a task that they considered to be
far too difficult. These situations occur because at the root of all learning is the Self -System. This
system is comprised of the attitudes, beliefs and feelings that determine an individual’s motivation
to complete a task. The factors that contribute to motivation are:

 Importance, When a student is confronted with a learning task, one of her first responses is
to determine how important the task is to her. Is it something she wants to learn or believes
she needs to learn? Will the learning help her accomplish a pre-determined goal?
 Efficacy, Efficacy, as defined by a developer of social learning theory, Albert Bandura (1994),
refers to people’s beliefs about their ability to accomplish a task successfully. Students with a
high degree of self-efficacy face challenging tasks head-on, with the belief that they have the
resources to be successful. These students become deeply engaged in these tasks, persist at
working on the task, and overcome the challenges.
Bandura describes some ways in which students can develop feelings of self-efficacy. The
most powerful way is through successful experiences. The experiences must be neither too
difficult nor too easy. Repeated failure undermines self-efficacy, but success at overly simple
tasks fails to develop a sense of resilience necessary for persisting at difficult tasks.
 Emotions.Although students cannot control their emotions related to a learning experience,
these feelings have a huge impact on motivation. Effective learners use their metacognitive
skills to help them deal with negative emotional responses and take advantage of positive
responses. For example, a student with a negative emotional feeling about reading technical
materials could decide to read his chemistry textbook when he is exceptionally alert, rather
than just before he goes to sleep at night.

2. Metacognitive System

The metacognitive system is the “mission control” of the thinking process and regulates all
the other systems. This system sets goals and makes decisions about which information is necessary
and which cognitive processes best suit the goal. It then monitors the processes and makes changes
as necessary. For example, a middle-school student who is contributing to a virtual museum about
different rocks first establishes the goals of what his Web page will have on it and what it will look
like. Then he chooses what strategies he will use to find out what he needs to know in order to
create the page. As he implements the strategies, he monitors how well they are working, changing
or modifying how he is working in order to complete the task successfully.

Research on metacognition, particularly in literacy and mathematics, makes a convincing

case that instruction and support in the control and regulation of thinking processes can have a
strong impact on achievement

27
3. Cognitive System

The mental processes in the Cognitive System take action from the knowledge domain.
These processes give people access to the information and procedures in their memory and help
them manipulate and use this knowledge. Marzano breaks the Cognitive System down into four
components: knowledge retrieval, comprehension, analysis, and knowledge utilization. Each process
is composed of all the previous processes. Comprehension, for example, requires knowledge
retrieval; analysis requires comprehension, and so on.

 Knowledge Retrieval-like the knowledge component of Bloom’s Taxonomy,

Knowledge Retrieval involves recalling information from permanent memory. At this level of
understanding, students are merely calling up facts, sequences, or processes exactly as they have
been stored.
 Comprehension-at a higher level, Comprehension requires identifying what is
important to remember and placing that information into appropriate categories. Therefore, the
first skill of comprehension, synthesis, requires the identification of the most important components
of the concept and the deletion of any that are insignificant or extraneous. For example, a student
learning about the Lewis and Clark expedition should bother to remember the route that the
explorers took but not how many weapons they carried with them.
 Analysis- more complex than simple comprehension, the five cognitive processes in
Analysis are matching, classifying, error analysis, generalizing, and specifying. By engaging in these
processes, learners can use what they are learning to create new insights and invent ways of using
what they have learned in new situations.
 Utilization of Knowledge- the final level of cognitive processes addresses the use of
knowledge. Marzano calls these processes Knowledge Utilization, or Using Knowledge. The
processes of using knowledge are especially important components of thinking for project-based
learning since they include processes used by people when they want to accomplish a specific task.

28
29
1.3.5 ABCD of Writing Objectives

 Objectives will include 4 distinct components: Audience, Behavior, Condition and Degree.
 Objectives must be both observable and measurable to be effective.
 Use of words like know and learn in writing objectives are generally not acceptable as they
are difficult to measure.
 Written objectives are a vital part of instructional design because they provide the roadmap
for designing and delivering curriculum.
 Throughout the design and development of curriculum, a comparison of the content to be
delivered should be made to the objectives identified for the program. This process, called
performance agreement, ensures that the final product meets the overall goal of instruction
identified in the first level objectives.

Characteristics of objectives

 Observable and measurable

 Unambiguous
 Results oriented / clearly written / specific
 Measurable by both quantitative and qualitative criteria
 Communicate a successful learning in behavioral terms
 Written in terms of performance
 May be presented in 2 levels: 1st level and 2nd level
o 1st level: identify the overall goal of the instruction for the program or instructional
event
 Sometimes called terminal objectives
o 2nd level: identify the goals required to meet the 1st level objectives
 Sometimes called enabling objectives

4 Parts of an ABCD Objective

 Audience
 Behavior
 Condition
 Degree
o The objective does not have to be written in this order (ABCD), but it should contain
all of these elements

Audience

 Describe the intended learner or end user of the instruction

 Often the audience is identified only in the 1st level of objective because of redundancy
 Example: The paramedic refresher participant…
 Example: The EMT-B student…
 Example: The prehospital care provider attending this seminar…

30
Behavior

 Describes learner capability

 Must be observable and measurable (you will define the measurement elsewhere in the
goal)
 If it is a skill, it should be a real world skill
 The “behavior” can include demonstration of knowledge or skills in any of the domains of
learning: cognitive, psychomotor, affective, or interpersonal
 Example: … should be able to write a report…
 Example: …should be able to describe the steps…
o Cognitive domain
 Emphasizes remembering or reproducing something which has presumably
been learned
 Deal with what a learner should know, understand, comprehend, solve, spell,
critique, etc.
o Psychomotor domain
 Emphasizes some muscular motor skill, some manipulation of material and
objects, or some act that requires a neuromuscular coordination
 Concerned with how a learner moves or controls his/her body
o Affective domain
 Composed of two different types of behaviors: reflexive (attitudes) and
voluntary reactions and actions (values)
 Stages: perception, decision, action and evaluation
o Interpersonal domain
 Emphasizes learner skills (not attitude or knowledge) associated with
interpersonal exchanges
 How a learner interacts with others in a variety of situations
Condition

 Equipment or tools that may (or may not) be utilized in completion of the behavior
 Environmental conditions may also be included
 Example: …given an oxygen wrench, regulator and D tank with oxygen…
 Example: …given the complete works of William `q…
 Example: …given the following environment: 10PM, snowing, temperature 0 degrees C…

Degree

 States the standard for acceptable performance (time, accuracy, proportion, quality, etc)
 Example: … without error.
 Example: … 9 out of 10 times.
 Example: …within 60 seconds.

31
Performance Agreement

 Reiterative process where content is compared to objectives to determine if the content

being delivered actually enables the student to meet the objectives
o Be “reiterative” we mean that throughout the development of the course you should
be reviewing to see if performance agreement is present. It is much easier to make
minor adjustments as you go along than it is to make major changes in the end.
 If you cannot clearly see that the content being delivered meets the objectives then you must
decide the following:
o Rewrite the objectives to meet the content
o Modify, enhance or remove the content to meet the objective as stated

www.mdfaconline.org/presentations/ABCDmodel.doc

All desired learning outcome taught fall into not only the cognitive
domain, but also into the other learning domains, thus th individuals
learn the outcome as a whole and react . In this respect, no learning
outcome can fall into a single domain. A learned behavior is in
association with all domains. However, some educators believed that
learning outcomes fall into a certain domain only. They developed their
own classifications disregarding the other domains, which is a big
mistake. (Sönmez 2017)

32
Activity Sheet

Using the indicated topic or subject matter, write a learning outcome for each of the levels in
the different domains.

You can refer to the K to 12 TLE-Industrial Arts Curriculum Guides (CG)

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/technology-and-livelihood-
education-tle-and-technical-vocational-livelihood-tvl-track/

Cognitive Domain
Lesson: Prepare Construction Materials and Tools (UT)
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

Psychomotor Domain (Dave’s Taxonomy)

Lesson: Interpret Drawings and Plans (ID)
Imitation
Manipulatio
Precision
Articulation
Naturalization

Affective Domain
Lesson: Interpret Drawings and Plans (ID)
Recieving
Responding
Valuing
Organizing
Internalizing/
Characterization

33
LEARNING UNIT 2: PRINCIPLES OF HIGH QUALITY ASSESSMENT
With the change of focus in instruction form content to learning outcomes came the need to
redefine and clarify the terms used to determine the progress of students towards attainment of the
desired learning outcomes.

2.1 Basic Concepts of Assessment

When defined within an educational setting, assessment, evaluation, and testing are all used to
measure how much of the assigned materials students are mastering, how well student are learning the
materials, and how well student are meeting the stated goals and objectives. The overall goal of
assessment is to improve student learning and provide students, parents, and teachers with reliable
information regarding student progress and extent of attainment of the expected learning outcomes

Education professionals make distinctions between assessment, evaluation, and testing. However,
for the purposes of this tutorial, all you really need to understand is that these are three different terms for
referring to the process of figuring out how much you know about a given topic and that each term has a
different meaning. To simplify things, we will use the term "assessment" throughout this module to refer
to this process of measuring what you know and have learned.

http://tutorials.istudy.psu.edu/testing/testing2.html

2.1.1 Test and Testing

Test is an instrument designed to measure any quality, ability, skill or knowledge.

Testing is a method used to measure the level of performance or achievement of the

learner.It refers to the administration, scoring and interpretation of an instrument (procedure)
designed to elicit information about performance in a sample of a particular area of behavior.

What is the reason why teachers give students tests? Why do school districts and states
create high stakes tests for their students? On one level, the answer to this seems fairly obvious: the
reason why we give tests is to see what students have learned. However, this only tells part of the
story. Tests have many purposes in our schools. One thing that should be stressed is that in the end,
tests should be for the benefit of the student and not the teacher, school, district, or state.
Unfortunately, this is not always the case.

34
 Following is a look at some of the major reasons why students are given assessments in and
out of the classroom.

1. To Identify What Students Have Learned

The obvious point of classroom tests is to see what the students have learned after the
completion of a lesson or unit. When the classroom tests are tied to effectively written lesson
objectives, the teacher can analyze the results to see where the majority of the students are having
problems with in their class. These tests are also important when discussing student progress at
parent-teacher conferences.

2. To Identify Student Strengths and Weaknesses

Another use of tests is to determine student strengths and weaknesses. One effective
example of this is when teachers use pretests at the beginning of units in order to find out what
students already know and where the teacher's focus needs to be. Further, learning style and
multiple intelligences tests help teachers learn how to best meet the needs of their students through
instructional techniques.

3. To Provide a Method for Awards and Recognition

Tests can be used as a way to determine who will receive awards and recognition.

4. To Gain College Credit

Advanced Placement exams provide students with the opportunity to earn college credit
after successfully completing a course and passing the exam with high marks. While every university
has its own rules on what scores to accept, most do give credit for these exams. In many cases,
students are able to begin college with a semester or even a year's worth of credits under their belts.

5. To Provide a Way to Measure a Teacher and/or School's Effectiveness

More and more states are tying funding to schools to the way that students perform on
standardized tests. Further some Universities are attempting to use these results when they
evaluation and give merit raises to the teachers themselves. This use of high stakes testing is often
contentious with educators since many factors can influence a student's grade on an exam.
Additionally, controversy can sometimes erupt over the number of hours schools use to specifically
'teach to the test' as they prepare students to take these exams.

6. To Provide a Basis for Entry into an Internship, Program, or College

Tests have traditionally been used as a way to judge a student based on merit. The SAT and
ACT are two common tests that form part of a student's entrance application to colleges.
Additionally, students might be required to take additional exams to get into special programs or be
placed properly in classes. For example, a student who has taken a few years of high school French
might be required to pass an exam in order to be placed in the correct year of French.

35
Six different types of tests.

1. Placement test:
It is used to place new students in the right class in a school. It assesses students’ productive
and receptive skills. It is designed to show how good a student is in English in relation to a
previously agreed system of levels.

2. Diagnostic test:
It is used to discover student problems, difficulties or deficiencies in a course. We use this
type of tests to know students’ strengths and weaknesses so as to be able to do something about
them.

3. Progress/Achievement test:
It is designed to measure students’ language and their skill progress in relation to the
syllabus they have been following. This type is directly related to language courses and done during
the course.

4. Final progress/achievement test:

It is done at the end of the course to measure students’ achievement of the course objectives
or goals.

5. Proficiency test:
It is not necessarily based on certain courses that students may have previously taken. Most
students take this type of tests to admit to a foreign university, get a job or obtain some kind of
certificate. It is designed to measure students’ knowledge and ability in a language.

6. Aptitude test:
It is designed to discover whether a student has a talent or basic ability for learning a new
language or not.

Eight kinds of testing:

1. Direct testing:
Testing is said to be direct when the student is required to perform directly the skill which
we wish to measure. E.g. we ask students to write compositions if we want to know how well they
can write compositions. We ask them to speak if we want to know how well they can pronounce a
language.

2. Indirect testing:
Indirect testing attempts to measure the abilities which underlie the skills in which we are
interested. E.g. we test pronunciation ability by asking students to identify pairs of words which
rhyme with each other.

3. Objective testing:
It doesn’t require judgement on the part of the scorer because scoring here is objective. It
won’t change even if the scorer has been changed. Multiple choice test is an example of this kind of
tests.

36
4. Subjective testing:
It requires judgement on the part of the scorer because scoring here is subjective. The
grades in subjective testing depend on the impressions of the scorer. These impressions are not the
same among different scorers. Scoring of a composition is an example of this kind of testing.

5. Discrete point testing:

It refers to the testing of one element at a time, item by item. This kind of testing is always
indirect. Each testing involves a particular item. Testing particular grammatical structures is an
example of this kind of testing.

6. Integrative testing:
It includes many language elements in the completion of a task. It might involve writing a
composition, taking notes while listening to a text and completing a cloze passage.

7. Norm-referenced testing:
This kind of testing relates one student’s performance to that of other students. We don’t say
that student is capable of doing well in the language but we say the student gained a score that
placed him/her in the top five students who have taken the same test.

8. Criterion-referenced testing:
The purpose of this kind of testing is to classify students according whether they are able to
perform some tasks satisfactorily. Who perform the tasks satisfactorily ‘pass’, those who don’t, ‘fail’.
We measure students’ progress in relation to meaningful criteria.

https://elttguide.com/8-kinds-of-testing-6-types-of-tests/

2.1.2 Measurement
Measurement refers to the process by which the attributes or dimensions of some physical
object are determined. It is a process of measuring the individual’s intelligence, personality,
attitudes and values, achievement and anything that can be expressed quantitatively. It answers the
question, “how much”?

Measurements act as labels which make those values more useful in terms of details. Values
made meaningful by quantifying into specific units.

Measurement is an act or a process that involves the assignment of a numerical index to

whatever is being assessed.

Measurement is collection of quantitative data. A measurement is made by comparing a

quantity with a standard unit.

37
 In education, the numerical value of scholastics ability, aptitude, achievement etc. can be
measured and obtained using instruments such as paper and pencil test. It means that the values of
the attribute are translated into numbers by measurement.

Measurement, beyond its general definition, refers to the set of procedures and the
principles for how to use the procedures in educational tests and assessments. Some of the basic
principles of measurement in educational evaluations would be raw scores, percentile ranks,
derived scores, standard scores, etc.

The process of obtaining a numerical description of the degree to which an individual

possesses a particular characteristic:

 Test is used to gather information.

 That information is presented in the form of measurement.
 That measurement is then used to make evaluation.

As a result of a test, a measure is obtained. An observation, a rating scale or any other device
that allows us to obtain information in a quantitative form is a measurement.

Types of Measurement:

Generally, there are three types of measurement:

1. Direct; To find the length and breadth of a table involves direct measurement and this is
always accurate if the tool is valid.
2. Indirect; To know the quantity of heat contained by a substance involves indirect
measurement for we have to first find out the temperature of the substance with the help of a
thermometer and then we can calculate the heat contained by the substance.
3. Relative ; To measure the intelligence of a boy involves relative measurement, for the score
obtained by the boy in an intelligence test is compared with norms. It is obvious that
psychological and educational measurements are relative.

Levels and Classification of Educational Measures

A students’ achievement may be viewed at three different levels:

1. Self-referenced how the student is progressing with reference to himself/herself.

2. Criterion-referenced how the student is progressing with reference to the criteria set by
the teacher. Criterion-referenced – individual scores are interpreted in terms of the student’s
performance relative to some standard or criterion

3. Norm-referenced how the student is progressing with reference to his/her peer group.
Norm-referenced – individual scores are interpreted relative to the scores of others in a well defined
Norming group.

http://www.vkmaheshwari.com/WP/?p=2276

38
 2.1.3 Assessment
The term assessment is derived from the Latin assidere which means “to sit beside”

It is the process of documenting knowledge, skills, attitudes and beliefs, usually in

measurable terms. The goal of assessment is to make improvements, as opposed to simply being
judged.

Approaches to Assessment

Assessment is the ongoing process of:

 gathering, analysing and interpreting evidence
 reflecting on findings
 making informed and consistent judgements to improve student learning.

Assessment for improved student learning and deep understanding requires a range of
assessment practices to be used with three overarching purposes:

Assessment FOR Learning: occurs when teachers use inferences about student progress to inform
their teaching (formative assessment)
Assessment for learning is ongoing assessment that allows teachers to monitor students on a
day-to-day basis and modify their teaching based on what the students need to be successful. This
assessment provides students with the timely, specific feedback that they need to make adjustments
to their learning.

Assessment OF Learning: occurs when teachers use evidence of student learning to make
judgements on student achievement against goals and standards (summative assessment).
Assessment of learning is the snapshot in time that lets the teacher, students and their
parents know how well each student has completed the learning tasks and activities. It provides
information about student achievement. While it provides useful reporting information, it often has
little effect on learning.

Assessment AS Learning: occurs when students reflect on and monitor their progress to inform their
future learning goals (formative assessment)
Assessment of learning is the snapshot in time that lets the teacher, students and their parents know
how well each student has completed the learning tasks and activities. It provides information about
student achievement. While it provides useful reporting information, it often has little effect on
learning.

Assessment as learning develops and supports students' metacognitive skills. This form of
assessment is crucial in helping students become lifelong learners. As students engage in peer and
self-assessment, they learn to make sense of information, relate it to prior knowledge and use it for
new learning. Students develop a sense of ownership and efficacy when they use teacher, peer and
self-assessment feedback to make adjustments, improvements and changes to what they
understand.

39
 Assessment Assessment Assessment
FOR OF AS
Learning Learning Learning
To enable teachers to determine To certify or inform ... others of [T]o guide and provide
next steps in advancing student student's proficiency in relation to opportunities for each student to
Assess?
Why

learning" curriculum learning outcomes" monitor and critically reflect on his

or her learning and identify next
steps
Each student's progress and The extent to which students can Each student's thinking about his
Assess What?

learning needs in relation to apply the key concepts, or her learning"

curricular outcomes knowledge, skills, and attitudes What strategies he or she uses to
related to the curriculum outcomes support or challenge that learning
The mechanisms he or she uses
to adjust his or her own learning
A range of methods in different A range of methods in different A range of methods in different
modes that make students' skills modes that assess both product modes that elicit students' learning
Methods
What

and understanding visible and process and metacognitive processes

Accuracy and consistency of Accuracy, consistency, and Accuracy and consistency of

observations and interpretations of fairness of judgements based on student's self-reflection, self-
Ensuring Quality

student learning high-quality information monitoring, and self-adjustment"

Clear, detailed learning Clear, detailed learning
expectations expectations Engagement of the student in
Accurate, detailed notes for Fair and accurate summative considering and challenging his or
descriptive feedback to each reporting her thinking
student Students record their own learning

 Provide each student with  Indicate each student's level of  Provide each student with
accurate descriptive feedback to understanding accurate, descriptive feedback that
further his or her learning  Provide the foundation for will help him or her develop
discussions on placement or independent learning habits
 Differentiate instruction by promotion
continually checking where each  Report fair, accurate, and detailed
student is in relation to the information that can be used to  Have each student focus on the
Using the Information

curricular outcomes decide the next steps in the task and his or her learning (not on
student's learning getting the right answer)

 Provide each student with ideas

for adjusting, rethinking, and
articulating his or her learning

 Provide the conditions for the

teacher and student to discuss
alternatives

 Students report about their

learning

https://teachingcommons.lakeheadu.ca/assessment-and-learning

40
 2.2 Properties of Assessment Methods
Assessment methods should possess qualities in order to be efficient in reflecting students’
performance. It is very important for assessment methods to have these qualities since these are
means for the teacher to obtain data and information about each student’s extent of learning. If
these are not present, then the evaluation and assessment would be questionable. It will also not
give clear answers as to whether or not instructional objectives and goals were met

Generally, assessment methods should possess the following:

a. Validity
b. Reliability
c. Fairness
d. Practicality and Efficiency

2.2.1 Validity.
Validity is the extent to which a test measures what it intends to measure. It also refers to the
appropriateness, correctness, meaningfulness and usefulness of the specific decisions made by the
teacher. A test is valid when it is aligned with the learning outcome.

There are four main types of validity:

 Construct validity: Does the test measure the concept that it’s intended to measure?
It refers to the nature of the psychological construct or characteristics being measured by the test.
To achieve construct validity, you have to ensure that your indicators and measurements are
carefully developed based on relevant existing knowledge.
 Content validity: Is the test fully representative of what it aims to measure?
Content validity assesses whether a test is representative of all aspects of the construct.
To produce valid results, the content of a test or measurement method must cover all relevant parts
of the subject it aims to measure. If some aspects are missing from the measurement (or if irrelevant
aspects are included), the validity is threatened.
 Criterion validity: Do the results correspond to a different test of the same thing?
Criterion validity evaluates how closely the results of your test correspond to the results of a
different test.
 Face validity: Does the content of the test appear to be suitable to its aims?
Face validity considers how suitable the content of a test seems to be on the surface. It’s similar to
content validity, but face validity is a more informal and subjective assessment. As face validity is a
subjective measure, it’s often considered the weakest form of validity. However, it can be useful in
the initial stages of developing a method.

https://www.scribbr.com/methodology/types-of-validity/

41
2.2.2 Reliability.
This means that there should be consistency on the scores retrieved from the students using the
same instrument or test. This refers to how dependable or stable the instrument is for each
individual from one administration of an instrument to another and from one set of items to
another.

For example, a teacher gives a test intended to measure comprehension skills. If the test is
reliable, we would expect that students who receive a high score the first time they take the test to
receive a high score the next time they take the test. The scores would not necessarily be identical,
but they should be close.

However, the scores retrieved from a test can be reliable but not always valid. Furthermore, a
test that gives unreliable scores cannot provide valid inferences. If scores are entirely inconsistent
for a person, they provide no valuable information. There is no way of knowing which score to use to
infer an individual’s ability, attitude, or other characteristic.

Generally, the relationship between reliability and validity is as follows:

a. Reliability and validity always depend on the context in which an instrument is used.
Depending on the context, an instrument may or may not yield reliable or consistent scores.

b. If the data are unreliable, they cannot lead to valid and legitimate inferences

c. As reliability improves, validity may improve, or it may not. However, if an instrument is

shown scientifically to be valid then it is almost certain that it is also reliable.

d. An instrument may have good reliability but low validity,

e. What is desired, of course, is that test should both have high reliability and high validity.

2.2.3 Fairness
Fairness in the context of assessment could be described in various ways. For assessment to be
fair, teachers should inform students about the goals and objectives of the assessment and what
methods of assessment will be used. They also should tell the students how their progress will be
evaluated in order for them to organize and manage their resources like time and effort. This is the
reason why most of the teachers, at the beginning of the school year, discuss the grading system and
how will they assess and evaluate the students in their subject.

Fairness also involves the idea that assessment is done not to discriminate learners. The purpose
is to measure the extent of learning and not to judge the learner.

Assessment should as well free from biases and prejudices held by the assessor or the teacher.
For example, a naughty child shouldn’t be given low grades in Math just for the main reason of his
behavior and not his mathematical ability (author: guilty…hehehe). Teachers should also avoid
stereotyping like girls are better in language while boys excel more in Mathematics. Also, favoritism

42
should be avoided to avoid halo effect or the tendency for the teacher to give favor and more
consideration to the students whom they prefer as compared to other students.

2.2.4 Practicality and Efficiency

Assessment is practical and efficient if first, the teacher has the competence to administer it. It
also should be implementable and does not require too much time or resources. It shouldn’t be too
complicated which may cause difficulty in scoring and misinterpretation of the results. This may also
cause the assessment to be inefficient since it would require a lot of time for feedback which is
actually very important in drawing out significant conclusions.

For example, a teacher would give a test administered only using only tablets. This may sound
practical to affluent schools but if this would be imposed to a school where students belong in low
income families, then this method of assessment is considered impractical and inefficient. Again, it is
important that the characteristics of the intended sample be kept in mind.

http://jaylordlosabia.blogspot.com/2014/12/properties-of-assessment-methods.html

43
ACTIVITY SHEET
The table of specifications (TOS) is a tool used to ensure that a test or assessment measures
the content and thinking skills that the test intends to measure. Thus, when used appropriately, it
can provide response content and construct (i.e., response process) validity evidence. A TOS may be
used for large-scale test construction, classroom-level assessments by teachers, and psychometric
scale development. It is a foundational tool in designing tests or measures for research and
educational purposes.

Construct your Table of Specifications intended for a quarterly test for a grading period, following
these steps:

1. Refer to a K to 12 TLE exploratory course teacher’s guide. You can download different TG’s on
the links below
https://depedtambayan.org/grade-7-teachers-guide-tg-k-to-12-curriculum/
https://www.depedresources.com/grade-7-to-12-teachers-guide-k-to-12-curriculum/
2. Choose a specialization under Industrial Arts
3. Construct a table with ___ columns.
4. List down learning competencies (LO’s) on the first column

44
5. List the duration (no of hours) for each LO on the second column

45
6. Compute for the ratio (in percentage) of the time spent for each LO to the total duration. Then
write each percentage in the third column

e.g.: LO#2 Request appropriate materials and tools.

Duration: 3 hrs
Ratio/percentage: 3hrs/39hrs = 8%

7. Decide on the total number of test items for the test. (for this activity the number of items shall
be 80 to 100 items)
8. Multiply the total number of items with the percentage of each LO to determine the number of
test items that you should do for each LO
e.g.: LO#5 Request appropriate materials and tools.
Percentage: 10%
No. of Items: 100items x 0.10 = 10 items
(the example above is for a 100 items quarterly test)

46
9. Write the computed no. of items for each LO on the fourth column

This ensures that the test that will be developed will cover all intended learning outcomes and
is proportionate to the hours spent for the attainment of each LO. This will make the test
CONTENT valid
10. Create columns for the different level in the cognitive domain referring to the Revised Bloom’s
Taxonomy.
11. Distribute the no. of items for each LO to the level/s of thinking as related to the indicated
behavior of the LO.
e.g.: LO#8 Analyze signs, symbols, and data.
Behavior: ANALYZE
The questions (10 items) for this LO should be constructed that will
require the students skill in ANALYZING ensuring your test items having
CONSTRUCT validity

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12. Complete the table of specifications by computing for the total items for each cognitive level.

You may use the template provided at the next page

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EXPLORATORY COURSE in____________________________________________________________________________________

TABLE OF SPECIFICATIONS
____items Qaurterly Test

understanding
remembering
No. of items

evaluating
analyzing
Duration

applying

creating
Learning Compotencies/

%
Learning Outcomes

TOTAL

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LEARNING UNIT 3 TRADITIONAL ASSESSMENT METHODS, TOOLS,
AND TASKS

Principles of good practice in assessing learning outcomes

 The assessment of student learning starts with the institution’s vision, mission and core
values. There should be a clear statement on the kinds of learning that the institution values
most for its students.

 Assessment works best when the program has clear statement of objectives aligned with the
institutional vision, mission and core values. Such alignment ensures clear, shared and
implementable objectives.

 Outcome-based assessment focuses on the student activities that will still be relevant after
formal schooling concludes. The approach is to design assessment activities which are
observable and less abstract.

 Assessment requires not only to outcomes but also and equally to the activities and
experiences that lead to the attainment of learning outcomes. These are supporting student
activities.

 Assessment works best when it is continuous, ongoing and not episodic. Assessment should
be cumulative because improvement is best achieved through a linked series of activities
done over time in an instructional cycle.

 Begin assessment by specifying clearly and exactly what you want to assess. What you want
to assess is/are stated in your learning outcomes.

 The intended learning outcome (NOT CONTENT) is the basis of the assessment task. You use
content in the development of the assessment tool and task but it is the attainment of your
learning outcome NOT content that you want to assess. This is Outcome-Based Teaching and
Learning

 Set your criterion of success or acceptable standard of success. It is against this established
standard that you will interpret your assessment results.

 Make use of varied tools for assessment data-gathering and multiple sources of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one
assessment tool.

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  Learners must be given feedback about their performance. Feedback must be specific.

 Assessment should be on real-world application and not on out-of-context drills.

 Emphasize on the assessment of higher-order thinking.

 Provide opportunities for self-assessment.

3.1 Assessment Methods

Assessment methods can be classified as traditional and authentic.

Traditional Assessment methods refer to the usual paper-and-pencil test. This is the focus for this
learning unit.

Authentic assessment refers to non-paper-and-pencil test. It is also called alternative assessment.

Examples of authentic assessment tools are demonstrations of what have been learned by either a
product or a performance.

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3.2 Paper-and-Pencil Test
Development of paper-and-pencil tests requires careful planning and expertise in terms of
actual test construction. The more seasoned teachers can produce true-false items that can test even
higher order thinking skills and not just rote memory learning. Essays are easier to construct than
the other types of objective test, but the difficulty in scoring essay examinations teachers from using
this particular form of examination in actual practice.

Paper-and-pencil test are categorized as Selected-response and Constructed Response.

3.2.1 Constructing True-False Test

 Do not give a hint in the body of the question.

 Avoid long sentences.
 Avoid using words that tend to be either always true or always false.
 Avoid specific determiners or give-away qualifiers.
 Avoid trick statements with some minor misleading word or spelling anomaly.
 Avoid quoting verbatim from reference materials or textbooks.
 Avoid grossly disproportionate number of either true or false statements or even patterns in
the occurrence of true or false.
 Avoid double negatives.

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3.2.2 Constructing Matching Type Test

 Match homogenous not heterogeneous

 The stem, usually longer in construction must be placed in the first column; while the
options usually shorter be in the second column.
 The options must be more in number than the stems.
 Arrange options alphabetically or chronologically

3.2.3 Constructing Multiple Choice Test

 Do not use unfamiliar words, terms and phrases.

 Do not use words that are vague and whose meanings can differ from one person to others.
 Avoid complex or awkward word arrangements.
 It is best to use simpler sentences.
 Each item stem should be as short as possible
 Do not use negatives or double negatives.
 Distracters in the options should be equally plausible and attractive.
 All multiple choice options should be grammatically consistent with the stem.
 The length, explicitness, or degree of technicality of alternatives should not be the
determinants of the correctness of the answer.
 Avoid stems that reveal the answer to another item.
 Avoid alternatives (options) that are synonymous with others or those that include or
overlap others.
 Avoid presenting sequenced items in the same order as in the text.
 Avoid the use of assumed qualifiers that many examinees may not be aware of.
 Avoid use of unnecessary words or phrases which are not relevant to the problem at hand.
 Avoid the use of non-relevant sources of difficulty such as requiring a complex calculation
when only knowledge of a principle is being tested.
 Pack the question in the stem.
 Use the NONE OF THE ABOVE option only when the keyed answer is totally correct.
 The use of ALL OF THE ABOVE may allow credit for partial knowledge.
 Having compound response choices may purposefully increase difficulty of an item.

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3.2.4 Constructing Completion Type

 Avoid over mutilated sentences.

 Avoid open-ended item. There should be only one acceptable answer.
 The question must be asked before an answer is expected.
 Ask question on more significant item.
 Make blanks uniform in size.

3.2.5 Constructing Essay Test

 Phrase the direction in such a way that students are guided on the key concepts to be
included. Specify how the students should respond.
 Decide on your essay grading systems prior to getting the essays of your students.
 Inform the students on the criteria to be used for grading their essays.
 Put a time limit on the essay test.
 Evaluate all of the students’ answer to one question before proceeding to the next question.
 Evaluate answers to essay questions without knowing the identity of the writer.
 Whenever possible, have two or more persons grade each answer.
 Do not provide optional questions.
 Provide information about the value/weight of the question and how it will be scored.
 Emphasize higher level thinking skills.

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Examine the questions/statements below which are poorly stated test items.

Explain how they did not observe the guidelines in constructing test items.

True-false tests items

The Philippines gained its independence in 1898
and therefore celebrated its centennial year in
2000.

Christmas always falls on a Sunday because it is

a Sabbath day.

Tests need to valid, reliable, and useful, although,

it would require a great amount of time and
effort to ensure that tests possess these test
characteristics.

Executives usually suffer from hyperacidity.

The Raven was written by Edgar Allen Poe.

The changes that take place in early childhood

are NOT unchangeable.

Multiple choice items

What would be the system reliability of a
computer system whose slave and peripherals
are connected in parallel circuits and each one
has a known time to failure probability of 0.05?
Much of the process of photosynthesis takes
place in the…

As President of the Republic of the Philippines,

Corazon C. Aquino would stand next to which
President of the Philippine Republic subsequent
to the 1986 EDSA Revolution.

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Which of the following will not cause inflation in
the Philippine economy?
a. Nick Joaquin
b. Jose Garcia Villa
c. Robert Frost
d. Edgar Allan Poe

As compared to the autos of the 1960s autos in

the 1980s…
a. traveling slower
b. bigger interiors
c. to use less fuel
d. contain more safety measures

If the three angles of two triangles are

congruent, then the triangles are:
a. congruent whenever one of the sides of
the triangles are congruent
b. similar
c. Equiangular and/therefore, must also be
congruent
d. Equilateral if they are equiangular

What causes ice to transform from solid to liquid

state?
a. Change in temperature
b. Change in pressure
c. Change in the chemical composition
d. Change in heat levels

The side opposite the thirty degree angle in a

right triangle is equal to half the length of the
hypotenuse. If the sine of a 30-degree is 0.5 and
its hypotenuse is 5, what is the length of the side
opposite the 30-degree angle?
a. 2.5
b. 3.5
c. 5.5
d. 1.5

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The Roman Empire…
a. has no central government
b. had no definite territory
c. had no heroes
d. had no common religion

Thailand is located in:

a. Southeast Asia
b. Eastern Europe
c. South America
d. East Africa
e. Central America

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