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Purposes of Assessment

This document discusses different types and purposes of assessment in education. It outlines three main types: assessment for learning to help teachers differentiate instruction; assessment as learning to involve students in self-assessment; and assessment of learning to evaluate student achievement against standards. It also describes Bloom's Taxonomy, including the cognitive domain involving mental skills, the psychomotor domain involving physical skills progression, and the affective domain involving emotions and values. Each domain is broken down into levels outlining specific learning outcomes.

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Maricel Sanchez
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33 views12 pages

Purposes of Assessment

This document discusses different types and purposes of assessment in education. It outlines three main types: assessment for learning to help teachers differentiate instruction; assessment as learning to involve students in self-assessment; and assessment of learning to evaluate student achievement against standards. It also describes Bloom's Taxonomy, including the cognitive domain involving mental skills, the psychomotor domain involving physical skills progression, and the affective domain involving emotions and values. Each domain is broken down into levels outlining specific learning outcomes.

Uploaded by

Maricel Sanchez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ASSESSMENT OF

LEARNING
PURPOSES OF ASSESSMENT
• Assessment for learning–is intended to provide the teachers the information about
students’ knowledge, understanding and skills to vary and differentiate teaching and
learning activities
• Assessment as learning – is a process of involving students in the learning process
where they monitor their own progress, ask questions and practice skills. This supports
the metacognition, the knowledge of one’s own thought processes, of the students for
which they are active, engaged, and critical assessors of their learning.
• Assessment of learning –is designed to assists teachers in using evidence on student
learning so as to assess student achievement against learning goals and standards. This
is summative in nature and it is used to verify what students know and can do and
determine further whether they have achieved with respect to the curriculum outcomes.
TAXONOMY OF EDUCATIONAL
OBJECTIVES

1. Cognitive Domain -called for outcomes of mental


activity such as memorizing, reading problem solving,
analyzing, synthesizing and drawing conclusions
2. Psychomotor Domain - characterized by the progressive
levels of behaviors from observation to mastery of physical skills
PSYCHOMOTOR DOMAIN (by E. Simpson, Dave and A.S. Harrow)
Categories/ Level Outcomes Verbs Learning Outcomes Statements
Observing: active mental attention Watch, detect, distinguish, Detect non-verbal communication cues
to physical activity differentiate, describe, relate, select Watch a more experienced person
Observe and read directions

Imitating: attempt to copy a Begin, explain, move, display, proceed, Show understanding and do sequence of
physical behavior react, show, state, volunteer steps with assistance
Recognize one’s limitations

Practising: performing a specific Bend, calibrate, construct, differentiate, Operate quickly and accurately
activity repeatedly dismantle, display, fasten, fix, grasp, Display competence while performing
grind, handle, measure, mix, operate,
manipulate, mend

Adapting: fine tuning the skill and Organize, relax, shorten, sketch, write, Perform automatically
making minor adjustments to attain re-arrange, compose, create, design, Construct a new scheme/sequence
perfection originate Create a new routine
Develop a new program
3. Affective Domain - describes learning objectives that
emphasizes a feeling tone, an emotion, or a degree of
acceptance or rejection.
AFFECTIVE DOMAIN (by D.R. Krathwohl, B.S. Bloom
and B.B. Masia)
Categories/ Level Outcomes Verbs Learning Outcomes Statements
Receiving: being aware or sensitive to something Select, point to, sit, choose, describe, follow, hold, Listen to others with respect
and being willing to listen or pay attention identify, name, reply Try to remember profile and facts

Responding: showing commitment to respond in Answer, assist, comply, conform, discuss, great, Participate in discussions, gives expectation
some measure to the idea or phenomenon help, perform, practice, read, recite, report, tell, Know the rules and practice them
write Question concepts in order to understand them well

Valuing: showing willingness to be perceived as Complete, demonstrate, differentiate, explain, Demonstrate belief in the concept or process
valuing or favoring certain ideas follow, invite, join, justify, propose, report, share, Show ability to resolve
study, perform

Organizing: arranging values into priorities, Arrange, combine, complete, adhere, alter, defend, Accept responsibility
creating a unique value system by comparing, explain, formulate, integrate, organize, relate, Recognize the need for balance between freedom
relating, and synthesizing values synthesize and responsible behavior
Explain how to solve a problem

Internalizing: practicing value system that Act, play, influence, listen, discriminate, listen, Show self-reliance when asking
controls one’s behavior; exhibiting behavior that modify, perform, revise, solve, verify Cooperate in group activities
is consisted pervasive, predictable and Demonstrate objectivity in problem solving
characteristics of the person Revise judgement in light of new evidences

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