ASSESSMENT AND LEARNING 1

The Bloom's Taxonomy of Educational Objectives

Bloom's Taxonomy consists of three domains: cognitive, affective, and psychomotor. These three
domains correspond to the three types of goals that teachers want to assess: knowledge-based
goals (cognitive), skills-based goals (psychomotor), and affective goals (affective).
The most popular among the three taxonomies is the Bloom's Taxonomy of Educational Objectives
in the Cognitive Domain, also known as Bloom's Taxonomy of Educational Objectives for
Knowledge-Based Goals.
The taxonomy describes six levels of expertise:
Knowledge, comprehension, application, analysis, synthesis, and evaluation.

Cognitive Level Description Illustrative Verbs Sample Objective

Knowledge Recall or recognition of Defines, recalls, Enumerate the six levels
learned materials like names, enumerates, of expertise in the
concepts, events, facts, and labels Bloom's taxonomy of
ideas, and procedures objectives in the
cognitive domain.
Comprehensio Understanding the Explains, describes, Explain each of the six
n meaning of a learned summarizes, levels of expertise in the
material, including discusses and Bloom’s taxonomy of the
interpretation, explanation translates objectives in the
and literal translation cognitive domain.
Application Use of abstract ideas, Applies, Demonstrate how to use
principles, or methods to demonstrates, Bloom's taxonomy in
specific concrete situations produces, illustrates, formulating learning
and uses objectives.
Analysis Separation of a concept or Compares, contrasts, Compare and contrasts
idea into constituent parts categorizes, the six levels of expertise
or elements and an classifies, and in Bloom's taxonomy of
understanding of the calculates objectives in the
nature and association cognitive domain.
among the elements
Synthesis Construction of elements Composes, Compose learning
or parts from different constructs, creates, targets using Bloom's
sources to form a more designs, and taxonomy.
complex or novel structure integrates
Evaluation Making judgment of ideas Appraises, Evaluate the congruence
or methods based on evaluates, judges, between learning targets
sound and established concludes, and and assessment
criteria criticizes methods.
Table 2.1. Bloom's Taxonomy of Educational Objectives in the Cognitive Domain

The Revised Bloom's Taxonomy of Educational Objectives

Anderson and Krathwohl proposed a revision of the Bloom's Taxonomy in the cognitive domain by
introducing a two-dimensional model for writing learning objectives (Anderson and Krathwohl, 2001).
The first dimension, knowledge dimension, includes four types: factual, conceptual, procedural, and
metacognitive. The second dimension, cognitive process dimension, consists of six types:
remember, understand, apply, analyze, evaluate, and create. An educational or learning objective
formulated from this two-dimensional model contains a noun (type of knowledge) and a verb (type of
cognitive process). The Revised Bloom's Taxonomy provides teachers with a more structured and
more precise approach in designing and assessing learning objectives.

Table 2.2. Cognitive Process Dimensions in the Revised Bloom's Taxonomy of Educational
Objectives.
Cognitive Definition Illustrative Verbs Sample Objective
Process
Create Combining parts to Compose, produce, Propose a program of action to
make a whole develop, formulate, devise, help solve Metro Manila's traffic
prepare, design, construct, congestion.
propose, and re- organize
Evaluate Judging the value of Assess, measure, estimate, Critique the latest film that you
information or data evaluate, critique, and judge have watched. Use the critique
guidelines and format
discussed in the class.
Analyze Breaking down Analyze, calculate, Classify the following chemical
information into examine, test, compare, elements based on some
parts differentiate, organize, and categories/areas.
classify
Apply Applying the facts, Apply, employ, practice, Solve the following problems
rules, concepts, and relate, use, implement, using the different measures of
ideas in another carry- out, and solve central tendency.
context
Understand Understanding what Describe, determine, Explain the causes of
the information interpret, translate, malnutrition in the country
means paraphrase, and explain
Remember Recognizing and identify, list, name, Name the 7th president of the
recalling facts underline, recall, retrieve, Philippines.
locate

SOLO TAXONOMY (BIGGS & COLLIS 1982)

The SOLO taxonomy was developed by academics John Biggs and Kevin Collis after observing
students across a range of ages and subjects.
"The SOLO taxonomy is a model that describes levels of increasing complexity in students’ thinking
and understanding. It was proposed by academics Biggs and Collis (1982) after classifying student’s
thinking across a range of ages and a range of subjects. As thinking progresses across the levels,
students move from factual, knowledge-based thinking to conceptual and abstract thinking and
understanding.
The SOLO (Structure of Observed Learning Outcomes) taxonomy is a model that categorizes the
levels of understanding that students develop as they learn:
 Pre structural: The student understands nothing
 Unistructural: The student understands something
 Multi-structural: The student understands several relevant things, but may not be able to
relate them
 Relational: The student understands how the multi-structural elements relate to each other
 Extended abstract: The student can apply their understanding to new situations and
hypothesize beyond the given context

MARZANO TAXONOMY (MARZANO & KENDALL 2007)

(Marzano) have given Bloom’s taxonomy a bit of working over. They reframe the three Domains and
instead of categorizing learning activities they describe six levels of processing knowledge.

Domains Level of Processing

Information Self-System
Metacognitive system
Mental Procedures Knowledge Utilization (Cognitive)
Psychomotor Procedures Analysis (Cognitive)
Retrieval (Cognitive)

Meta-cognitive System, involves the learner’s specification of learning goals, monitoring of the
learner’s own process, clarity and accuracy of learning. Simply put involves the learner’s
organization of their own learning.
Self-System, involves the learner’s examination of the Importance of the learning task and their self-
efficacy. It also involves the learner’s emotional response to the learning task and their motivation
regarding it.
Retrieval involves the recognition and recall of information and the execution of mental procedures
and psychomotor procedures. For example:
 Recognition in the Information Domain may involve the student being asked to state whether
a proposition is true or false.
 Recall in the Information Domain may involve the student being asked to produce a
statement about a piece of information.
 Execution in the Mental Procedures domain might require the student to execute a
procedure, such as a calculation, without significant error.
Comprehension involves the integration and symbolization of knowledge.
 Integration may involve the student being asked to identify the basic structure of an item of
information, mental procedure or psychomotor procedure.
 Symbolisation may involve the student being asked to produce an accurate symbolic
representation of information, mental procedure or psychomotor procedure.
Analysis involves matching and classifying activities, analysing errors, generalising from
foundational knowledge and specifying logical consequences.
 Matching may involve identification of material similarities and differences in information.
 Classifying involves identification of categories including subordinate and super ordinate
categories.
 Analysing Errors is fairly self-explanatory.
 Generalising involves the construction of new generalizations based on prior learning.
 Specifying involves identification of logical consequences of information or procedures.
Knowledge Utilisation involves decision-making, problem-solving, experimenting and investigating.
 Decision-making involves the use of information and procedures to make decisions.
  Problem-solving involves the use of information and procedures to solve problems.
 Experimenting involves the use of information and procedures to produce and test
hypotheses.
 Investigating involves the use of information and procedures to conduct investigations.

CLASSIFICATION OF ASSESSMENT

CLASSIFICATION TYPE
Purpose Educational
Psychological
Form Paper-and-Pencil
Performance-based
Function Teacher-made
Standardized
Kind of Learning Achievement
Aptitude
Ability Speed
Power
Interpretation of Learning Norm-referenced
Criterion-referenced

Educational assessments are essential for measuring educational outcomes, shaping curriculum
development, and ensuring accountability in teaching and learning.
Psychological assessment is a process of using standardized tools and techniques to evaluate an
individual's cognitive, emotional, behavioral, and psychological functioning. It aims to understand a
person's mental health, personality traits, intellectual abilities, and overall psychological well-being.

Paper-and-pencil assessment is a traditional method of evaluating knowledge, skills, or abilities

where students respond to questions or tasks on paper using a pen or pencil. This type of
assessment often involves written tests, quizzes, or exams that may include multiple-choice,
true/false, short answer, essay, or matching questions.
Performance-based assessment is a type of evaluation that requires students to demonstrate their
knowledge, skills, and abilities through real-world tasks or projects. Instead of selecting answers on
a test, students actively perform tasks that reflect practical applications of what they have learned.

Non-standardized or teacher-made tests are usually intended for classroom assessment. They
are used for classroom purposes, such as determining whether learners have reached the learning
target. These intend to measure behavior (such as learning) in line with the objectives of the course.
Examples are quizzes, long tests, and exams. Formative and summative assessments are usually
teacher- made tests.
Standardized tests have fixed directions for administering and scoring. They can be purchased with
test manuals, booklets, and answer sheets. When these tests were developed, the items were
sampled on a large number of target groups called the norm. The norm group's performance is used
to compare the results of those who took the test.

- Can a teacher-made test become a standardized test? Yes, as long as it is valid, reliable, and
with a standard procedure for administering, scoring, and interpreting results.

Achievement tests are standardized assessments designed to measure an individual's knowledge

and skills in specific subject areas, reflecting what they have learned or mastered over a particular
period. These tests are commonly used in educational settings to evaluate academic progress and
proficiency.
Aptitude tests are assessments designed to measure an individual’s potential or ability to learn,
perform, or succeed in specific areas. Unlike achievement tests, which evaluate what someone has
already learned, aptitude tests focus on predicting future performance or capacity to acquire skills.

Speed Test
Speed test is consists of easy items that need to be completed within a time limit.
Example: a typing test in which examinees are required to correctly type as may words
as possible given a limited amount of time.
Power Tests
Power test is consist of items with increasing level of difficulty but time is sufficient to
complete the whole test.
Example: a test that determines the ability of the examinees to utilize data to reason
and become creative, formulate, solve, and reflect critically on the problems provided.

A norm-referenced test (NRT) is a type of assessment in which an individual's performance is

compared to the performance of a larger, predetermined group, called the "norm group" or
"reference group." The goal is to rank students relative to others and determine where they stand in
relation to the overall population.
A criterion-referenced test (CRT) is an assessment that measures a student's performance against
a specific set of predefined criteria or learning standards, rather than comparing the student to
others. The focus is on whether the student has mastered the content or skills outlined in the
curriculum, regardless of how other students perform.