Module 2: Assessment Purposes, Learning Targets, and Appropriate Methods can use to improve instruction and the learning

instruction and the learning experiences of

learners
Purpose of Classroom Assessment ○ Motivational - Classroom assessment can serve as a mechanism
1. Assessment of Learning for learners to be motivated and engaged in learning and
- use of assessment to determine learners' acquired knowledge achievement in the classroom
and skills from instruction and whether they were able to achieve
the curriculum outcomes Learning Targets
- generally summative in nature Educational Goals, Standards, and Objectives
2. Assessment for Learning ● Goals are general statements about desired learner outcomes in a given
- use of assessment to identify the needs of learners in order to year or during the duration of a program (e.g., senior high school)
modify instruction or learning activities in the classroom ● Standards are specific statements about what learners should know and
- formative in nature are capable of doing at a particular grade level, subject, or course
- meant to identify gaps in the learning experiences of learners so ● McMillan (2014, p. 31) described four different types of educational
that they can be assisted in achieving the curriculum outcomes standards
3. Assessment as Learning 1. content - desired outcomes in a content area
- use of assessment to help learners become self-regulated 2. performance - what students do to demonstrate competence
- formative in nature 3. developmental - sequence of growth and change over time
- meant to use assessment tasks, results, and feedback to help 4. grade- level - outcomes for a specific grade
learners practice self- regulation and make adjustments to ● Educational Objectives
achieve the curriculum outcomes - specific statements of learner performance at the end of an
instructional unit
The Roles of Classroom Assessment in the Teaching-Learning Process - sometimes referred to as behavioural objectives
● Assessment is an integral part of the instructional process where - typically stated with the use of verbs
teachers design and conduct instruction (teaching), so learners achieve - most popular taxonomy of educational objectives is Bloom's
the specific target learning outcomes defined by the curriculum Taxonomy of Educational Objectives
● More specific objectives for assessing student learning are congruent to the
following roles of classroom assessment in the teaching- learning process: The Bloom's Taxonomy of Educational Objectives
formative, diagnostic, evaluative, facilitative, and motivational ● Bloom's Taxonomy consists of three domains: cognitive, affective, and
○ Formative - Teachers conduct assessment because they want to psychomotor. These three domains correspond to the three types of
acquire information on the current status and level of learners' goals that teachers want to assess
knowledge and skills or competencies 1. knowledge-based goals (cognitive)
○ Diagnostic - Teachers can use assessment to identify specific 2. skills-based goals (psychomotor)
learners' weaknesses or difficulties that may affect their 3. affective goals (affective)
achievement of the intended learning outcomes Hence, there are three taxonomies that can be used by teachers
○ Evaluative - Teachers conduct assessment to measure learners' depending on the goals.
performance or achievement for the purposes of making
judgment or grading in particular
○ Facilitative - Classroom assessment may affect student
learning. On the part of teachers, assessment for learning provides
information on students' learning and achievement that teachers
Table 2.1. Bloom's Taxonomy of Educational Objectives in the Cognitive Domain Table 2.2. Cognitive Process Dimensions in the Revised Bloom's Taxonomy of
Educational Objectives

The Revised Bloom's Taxonomy of Educational Objectives Table 2.3. Knowledge Dimensions in the Revised Bloom's Taxonomy of Educational
● Anderson and Krathwohl proposed a revision of Bloom's Taxonomy in Objectives
the cognitive domain by introducing a two- dimensional model for
writing learning objectives (Anderson and Krathwohl, 2001).
○ First dimension (Knowledge dimension) includes four types
1. factual
2. conceptual
3. procedural
4. metacognitive
○ Second Dimension (Cognitive Process Dimension) consists of six
types
1. remember
2. understand
3. apply
4. analyze
5. evaluate
6. create
Learning Targets Table 2.5.2. Matching Learning Targets with Other Types of Assessment (Note: More
A learning target is "a statement of student performance for a relatively restricted checks mean better matches)
type of learning outcome that will be achieved in a single lesson or a few days"
and contains "both a description of what students should know, understand, and
be able to do at the end of instruction and something about the criteria for
judging the level of performance demonstrated" (McMillan 2014, p. 43). In other
words, learning targets are statements on what learners are supposed to learn
and what they can do because of instruction.

Types of Learning Targets

● Knowledge Targets
- factual, conceptual, and procedural information that learners
must learn in a subject or content area
e.g. I can explain the role of conceptual framework in a research.
● Reasoning Targets
- Knowledge-based thought processes that learners must learn
- involves application of knowledge in problem- solving,
decision-making and other tasks that require mental skills
e.g. I can justify my research problems with a theory.
● Skills Targets
- Use of knowledge and/or reasoning to perform or demonstrate
physical skills
e.g. I can facilitate a focus group discussion (FGD) with research
participants.
● Product Targets
- Use of knowledge, reasoning, and skills in creating a concrete
or tangible product
e.g. I can write a thesis proposal.

Appropriate Methods of Assessment

● Once the learning targets are identified, appropriate assessment
methods can be selected to measure student learning.
● The match between a learning target and the assessment method used
to measure if students have met the target is very critical.

Table 2.5.1. Matching Learning Targets with Paper-and-Pencil (Note: More checks
mean better matches)