Members of Group

Ragas, Priscilla D

Junio, Mae Ann D.

Arambulo, Rogielyn S.
 CHAPTER 3
APPROPRIATENESS AND
ALIGNMENT OF
ASSESSMENT METHODS
TO LEARNING
OUTCOMES
Intended Learning Outcome (ILO)

At the end of Chapter 3, students are expected to:

• Match learning outcomes with the appropriate

assessment method.
ENGAGE

•Identifying Learning Outcomes

A learning outcome pertains to a particular level of

knowledge, skills and values that a student has acquired
at the end of a unit or period of study as a result of
his/her engagement in a set of appropriate and
meaningful learning experiences.
• Anderson, et al. (2005) listed four steps in a student
outcomes assessment: (1) create learning outcome
statements; (2) design teaching/assessments to
achieve these outcomes statements; (3) implement
teaching/assessment activities; (4) analyze data on
individual and aggregate levels; and (5) reassess the
process.
TAXONOMY OF LEARNING
DOMAINS
• Learning outcomes are statements of
performance expectations: cognitive, affective
and psychomotor.

• These are the three broad domains of learning

characterized by change in a learning behavior.

• Within each domain are levels of expertise that

drives assessment.
•These levels are listed in order of increasing complexity.
• Higher levels require more sophisticated methods of
assessment but they facilitate retention and transfer of learning
(Anderson, et al. 2005).
•Importantly, all learning outcomes must be capable of being
assessed and measured.
•This may be done using direct and indirect assessment
techniques.
 A. Cognitive (Knowledge-
based)
•Table 3.1 shows the levels of cognitive learning
originally devised by Bloom, Engelhart, Furst, Jill &
Krathwohl in 1956 and revised by Anderson, Krathwohl
et al.

•in 2001 to produce a two-dimensional framework of

knowledge and Cognitive Process and account for
twenty-first century needs by including
metacognition.
•The cognitive domain involves the development
of knowledge and intellectual skills.
•It answers the question, “What do I want learners to
know?” The first three are lower-order while the next
three levels promote higher-order thinking.
•Krathwohl (2002) stressed that the revised Bloom’s
taxonomy table is not only used to classify
instructional and learning
activities used to achieve the objectives, but also
for assessments employed to determine how well
learners have attained and mastered the objectives.

• Krathwohl (2002) stressed that the revised Bloom’s

taxonomy table is not only used to classify
instructional and learning activities used to
achieve the objectives,
but also for assessments employed to determine
how well learners have attained and mastered
the objectives.

• Marzano & Kendall (2007) came up with their own

taxonomy composed of three systems (Self-system,
Metacognitive System and Cognitive System)
and the knowledge Domain.
•Their Cognitive System has four levels:
Knowledge, Comprehension; Analysis and
knowledge Utilization.
• The Knowledge component is the same as the
Remembering level in the revised Bloom’s
Taxonomy. ‘Comprehension’ entails synthesis and
representation. Relevant information is taken and
then organized into categories.
• The Knowledge component is the same as the
Remembering level in the revised Bloom’s
Taxonomy. ‘Comprehension’ entails synthesis and
representation. Relevant information is taken and
then organized into categories.
• Analysis involves processes of matching, classifying,
error analysis, generalization and specifying.
• The last level, Knowledge Utilization, comprises
decision-making, problem-solving, experimental
inquiry and investigation – processes essential in
problem-based and project-based learning.
Table 3.1 Cognitive Levels and Processes (Anderson, et al.,
2001)

Levels Process and Action Sample Learning

Verbs Competencies
Describing Learning
Outcomes

1. Remembering Processes: Recognizing, Define the four

Retrieving Recalling levels of
relevant Verbs: define, describe, mental process in
knowledge from identify, label, list, Marzano &
long-term match, Kendall’s
memory name, outline, Cognitive System.
reproduce,
2. Understanding Processes: Interpreting, Explain the
Constructing Exemplifying, Classifying, purpose of
meaning Summarizing, Inferring, Marzano &
from instructional Comparing, Explaining Kendall’s New
messages, Verbs: convert, describe, Taxonomy of
including oral, distinguish, estimate, Educational
written and extend, generalize, Objectives.
graphic paraphrase, rewrite,
communication summarize
3. Applying Processes: Executing, Write a learning
Carrying out or Implementing objective for
using a procedure Verbs: apply, change, each level of
in a given classify the Marzano &
situation (examples of Kendall’s
concept),compute, Cognitive
demonstrate, discover, System.
4. Analyzing Processes: Compare and
Breaking material Differentiating, contrast the
into its Organizing, thinking levels in
constituent parts Attributing the revised
and Verbs: analyze, Bloom’s Taxonomy
determine how the arrange, and
parts associate, compare, Marzano &
relate to one contrast, Kendall’s
another and infer, organize, Cognitive System.
to an overall solve, support (a
structure or thesis
purpose
5. Evaluating Processes: Judge the
Making judgements Differentiating, effectiveness of
based Organizing, Attributing writing learning
on criteria and Verbs: analyze, outcomes
standards. arrange, using Marzano &
associate, compare, Kendall’s
contrast, infer, Taxonomy
organize, solve,
support (a thesis)
6. Creating Processes: Planning, Design a
Putting elements Producing classification
together Verbs: classify (infer scheme for writing
to form a coherent the learning
or classification system), outcomes using
functional whole; construct, create, the levels of
reorganize elements extend, Cognitive system
B. PSYCHOMOTOR (Shifts based)

• The psychomotor domain focuses on physical and

mechanical skills involving coordination the brain and
muscular activity.
• It answers the question, "What actions do I want
learners to be able to perform?"
• Dave (1970) identified five levels of behavior in the
psychomotor domain: Imitation, Manipulation,
Precision, Articulation, and Naturalization.
• In his taxonomy, Simpson (1972) laid down seven
progressive levels: Perception, Set, Guided Response.
Mechanism. Complex Overt Response Adaptation and
Origination.
 B. Psychomotor (Skills-based)

Levels Action Verbs Sample Learning

Describing Competencies
Learning
Outcomes

1. Observing Describe, detect, Relate music to a

Active mental distinguish, particular dance
attending of a differentiate,desc step.
2. Imitating Begin, Display, Demonstrate a
Attempted explain. Move, simple
copying of proceed, react, dance step.
a physical show, state,
behavior volunteer
3. Practicing Bend, calibrate, Display several
Trying a specific construct, dance
physical activity differentiate, steps in
over dismantle, sequence
and over fasten, fix, grasp,
grind, handle,
measure, mix,
organize,
operate,manipula
4. Adapting Fine Arrange, combine, Perform a
tuning. Making compose, dancing show
minor construct, create, new
adjustments in design, originate, combination of
the physical rearrange, steps.
activity in order reorganize
to perfect it.
C. Affective (Values, Attitudes and Interests)

•The affective domain emphasizes emotional

knowledge. It tackles the question, "What actions do I
want learners to think or care about?"

•Table 3.3 presents the classification scheme for the

affective domain developed by Krathwohl, Bloom and
Masia in 1964.
C. Affective (Values, Attitudes and
Interests)
•The affective domain includes factors such as
student motivation, attitudes and appreciations and
values
Table 3.3 Taxonomy of Affective Domain (Krathwohl, et al., 1964)

Levels Describing Learning Sample

Action Verbs Outcomes Learning
Competencie
s
Receiving Asks, chooses, Listen
Being aware of or describes, follows, attentively to
attending to gives, volleyball
something in the holds,identifies, introduction
Table 3.3 Taxonomy of Affective Domain (Krathwohl, et al., 1964)

Responding Answer, assist, Assist

Showing some comply, conform, voluntarily in
new behaviors as discuss, greet, help, setting up
a result of label, perform, volleyball
experience. practice, present, nets.
read, recite, report,
select, tell write
Valuing Complete, describe, Attend
Showing some differentiate, explain, optional
definite follow, form, initiate, volleyball
involvement or invite, join, justify, matches.
commitment propose, read report,
select, share, study, work
Organizing Adhere, alter, arrange, Arrange
Integrating a new combine, his/her
value into compare, complete, own
one's general set defend plain, generalize, volleyball
of values, identify, integrate, practice.
giving it some modify, order, organize,
ranking among prepare, relate,
one's general synthesize
priorities.
Internalizing Act, discriminate, Join intramurals
Values: display influence, to
Characterization listen, modify, play ' volleyball
by a value or perform, twice
value complex practice, a week.
Acting propose, qualify,
consistently with question, revise,
the new value serve, solve, use
TYPES OF ASSESSMENT METHODS
1. Selected-Response Format
• In a selected-response format, students select from
a given set or options to answer a question or a
problem.
• The teacher can assess and score a great deal of
content quickly.
• The licensure examination for teachers is a
selected-response assessment.
• Scantron sheets and optical mark readers make it
easy to score a large number of items efficiently.
• Teachers commonly assess students using
questions and items that are multiple-choice
alternate response true/false matching type and
interpretive.
2. Constructed-Response Format
• In a selected-response type, students need only to
recognize and select the correct answer.
• Although selected-response items can be composed to
address higher-order thinking skills, most require only
identification and recognition.
•Brief-constructed response items require only
short responses from students
•Performance assessments require students to
perform a task rather than select from a given set of
options.
•Performance tasks are called authentic or
alternative assessments
•Performance tasks provide opportunities for
apply their knowledge and skills in real-world contexts.
• Performance tasks may be product-based or skills-
oriented.
•Essay assessments involve answer in a question
or proposition in written form.
Oral questioning
• is a common assessment method during instruction
to check on student understanding.
•the teacher can probe deeper and find out for
himself/herself if the student knows what he/she is
talking about Responses to oral questions are
assessed using a scoring system or rating scale.
3. TEACHER OBSERVATIONS
•teacher observations are form of on-going
assessment, usually done in combination with oral
questioning.
•teachers regularly observe students to check on
their understanding. cues communicate how
learners are doings.
4. Student Self-Assessment
•It is a process where students are given chance to
reflect and rate their own work and judge how
well they have performed in relation to a set of
assessment criteria. assessment is one of the
standards of quality assessment identified by
Chappuis, Chappuis & Stiggins (2009).
•The latter are questionnaires or surveys that
student fill out to reveal their attitudes and
beliefs about themselves and others.
• Studies show that self-assessment exercises
provide students with an opportunity to reflect
on their performance, monitor their learning
progress, motivate
•them to do well and give feedback to the teacher
which the latter can use to improve the
subject/course (Walser,2009).
 MATCHING LEARNING TARGETS WITH ASSESSMENT METHODS

•an outcome-based approach, teaching methods

and resources that are used to support learning as
well as assessment tasks and rubrics explicitly
linked to the program and course learning
outcomes.
•Biggs and Tang (2007) call this constructive
alignment.
The taxonomy table devised by Anderson, Krathwohl,
et al. (2001) can Increase the alignment of learning
outcomes and instruction: Aside from its use in
classroom instruction and assessment, it can be
utilized to analyze the results and evaluate the impact
of national assessments on curriculum and instruction
(Airasian & Miranda, 2002).
LEARNING TARGET
•is defined as a description of performance that
includes what learners should know and be able to
do.
•It contains the criteria used to judge student
performance.
•It is derived from national and local standards.
•This definition is similar to that of a learning
Table 3.4 Learning Targets and Assessment
Methods (McMillan, 2007)
Assessment Methods
Selecte Essa Perform Oral Observ Studen
d- y ance Questi ation t Self-
respon Task oning Assess
se and ment
brief
constr
ucted
respon
se
 Table 3.4 Learning Targets and Assessment
Methods (McMillan, 2007)

Targets 5 4 3 4 3 3
Knowle
dge and
simple
underst
anding
 Deep 2 5 4 4 2 3
understa
nding
and
Reasonin
g
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
•Knowledge and simple understanding pertain
to mastery of substantive subject matter and
procedures, In the revised Bloom's taxonomy, this
covers the lower order thinking skills of
remembering, understanding and applying,
Selected-response and constructed-response Items
are best in assessing low level learning targets in
terms of coverage and efficiency.
•A vast amount of knowledge can be assessed even
in a limited time and such test formats are easy to
correct.
•Facts, concepts, principles and procedures
delegates to pencil-and-paper tests quite well.
•Essays elicit original responses and response
patterns.
• Reasoning is the mental manipulation and use of
knowledge in critical and creative ways.
•Deep understanding and reasoning involve
higher order thinking skills of analyzing, evaluating
and synthesizing.
•In checking for deep understanding and reasoning,
essays are best.
•They can be used to assess complex learning
outcomes because students are required to
demonstrate their reasoning and thinking skills.
•To assess skills performance assessment is obviously
the superior assessment method. When used in real-life
and meaningful context, it becomes an "authentic
assessment".
•Performance assessments are suited for applications
with less-structured problems where problem
identification; collection, organization, integration and
evaluation of information; and originality are
•Additionally, they are used when students are
tasked to conduct an oral presentation or physical
performance, or create a product.
•As mentioned, products are most adequately
assessed through performance tasks.
•A product is a substantial and tangible output
that showcases a student's understanding of
concepts and skills and their ability to apply, analyze,
evaluate and integrate those concepts and skills.
•As you can see, it subsumes all levels of the cognitive
domain.
•However, performance assessment is the obvious
choice because this method can assess the attributes
of the product using an analytic rubric.
•Self-assessment and peer evaluation in a
formative assessment allow students to reflect and
make judgments about the quality of their work and
that of their peers based on a set of learning criteria.
 Table 3.5 Guide for Assessing Learning Outcomes for
Grade 1
What to How to Assess How to How to
Assess (Suggested Score/ Utilize
Assessment Rate Results
Tool/ Learning
Strategies)
 Table 3.5 Guide for Assessing Learning Outcomes for
Grade 1
• Content 1. Quizzes Raw scores To identify
of the • Multiple Rubrics individual
curriculu choice Raw Scores learner with
m • True or false specific
• Facts • Matching type needs
and • Constructed for academic
informatio Response interventions
n that 2. Oral and
learners participation individual
acquire 3. Periodical instruction.
test
• Cognitive 1. Quizzes Raw To identify
operation • Outlining, score learners
s perform organizing, analyzing, s with
on facts interpreting, similar
and translating, needs for
informati converting or academic
on for expressing the interventi
construct information in another ons and
ing format small
meaning • Constructing group
s. graphs, flowcharts, instructio
maps or graphic n.
organizers
Rubri
• Transforming a To assess
textual presentation effectiven
into a diagram ess of
• Drawing or painting teaching
pictures and
• Other output learning
2. Oral participation strategies
.
• Explanation 1. Quizzes To evaluate
Raw scores
• Interpretati • instructional
on Explain/justify materials
• Application something used.
based on
facts/data, To design
phenomena or instructional
evidence materials
Rubrics
• Tell/retell
• Make
connections of
what was
learned in real
life situation
2. Oral
discourse/recit
ation
3. Open-ended
• Learners’ Participation Rubrics To assess
authentic Projects and improve
tasks as Homework classroom
evidence instruction.
of Experiments
understand Portfolio To design in-
ings Others service
• Multiple training
intelligenc
 program of
teachers in
the core
subjects of
the
curriculum
Experiments
Portfolio
 Table 3.6 Sample Elements of a Learning Plan

Learning Topics Activities Resource Assess

Outcomes s ment
Perform Constants • Lecture • LCD • Board
algebraic and – project work
operations variables Demonstr or activitie
using • Order of ation • Paper s
algebraic Operation • Peer and • Proble
expressions s Teaching pen m
 Table 3.6 Sample Elements of a Learning Plan

Grouping exponents Cooperati solving

symbols and/ • Fundamen ve exercise
or exponential tal Learning: s
expressions, Operations Spin • Perfor
and explain of and Think mance
solutions Algebraic tasks
through board Expressions
work.
 Activity 1: TAXONOMY CLASSIFICATION

•Determine which domain and level of learning are

targeted by the following learning competencies taken
from the Basic Education curriculum guides.
•For your information, the term ‘competency’ has
various meanings.
 Activity 1: TAXONOMY CLASSIFICATION

•Its descriptions range from that of a broad

overarching tribute to that of a very specific task
(Kennedy, Hyland & Ryan, 2009).
•This activity is important because your choice of
assessment method is contingent on the learning
domains and levels of the learning outcomes and
competencies.
 Learning Competencies Domai Leve
n l
1. Identify parts of a microscope and their
functions.
2. Employ analytical listening to make
predictions.
3. Exhibit correct body posture.
4. Recognize the benefit of patterns in
special products and factoring
5. Infer that body structures help animals
adapt and survive in their particular
habitat.
6. Differentiate linear inequalities in two
7. Follow written and verbal directions.
8. Perform jumping over a stationary
object several times in succession, using
forward-and-back and side-to-side
movement patterns.
9. Compose musical pieces using a particular
style of the 20th century.
10. Describe movement skills in response to
sound.
12. Work independently and with others
under time constraints.
13. Design a n individualized exercise
program to achieve personal fitness.
ACTIVITY 2: SEQUENCING
The Taxonomies of Cognitive, Psychomotor and Affective
Domains have levels called vignettes Arrange the
learning competencies using the hierarchy from lowest
to highest.
Domain: Cognitive
Topic A: Quadratic Equations
(a) Solve quadratic equations by factoring.
(b) Describe a quadratic equation.
(d) Differentiate a quadratic equation from other types of
equations in terms of form and degree.
(e) Formulate real-life problems involving quadratic
equations.
(1) Examine the nature of roots of a quadratic equation.
Domain: Cognitive
Topic B: Mechanical Energy
(a) Decide whether the total mechanical energy remains
the same during a certain process.
(b) Create a device that shows conservation of
mechanical energy.
(c) State the law of conservation of energy.
(d) Explain energy transformation in various activities or
events.
(e) Perform activities to demonstrate conservation of
mechanical energy.
(f) Determine the relationship among the kinetic,
gravitational potential and total mechanical energies of
a mass at any point between maximum potential energy
and maximum kinetic energy.
Domain: Psychomotor
Topic C: Basic Sketching
(a) Watch how tools are selected and used in
sketching.
(b) Create a design using combinations of lines,
curves and shapes.
(c) Draw various lines, curves and shapes.
(d) Set the initial drawing position.
Domain: Affective
Topic D: Short story
(a) Write down important details of the short story
pertaining to character, setting and events.
(b) Share inferences, thoughts and feelings based on the
short story.
(c) Relate story events to personal experience.
(d) Read carefully the short story.
(e) Examine thoughts on the issues raised in the short
ACTIVITY 3: MATCHING
Before you can match the appropriate assessment
method to a learning outcome, you have to be familiar
with the types of assessment methods and activitihod

Match the descriptions in Column A with the correct

method in Column B. Write the letter of the correct
answer before the item number
1.Student writes a restricted or extended response to
open minded questions.
2.Teacher monitors students’ behavior in class as well
as classroom climate.
3. Students evaluates his/her performance at the
learning outcome.
4. Students demonstrate his/her skills based on
authentic task.
5. Student chooses a response provided by the
teacher or test developer.
6. Students gives a short answer by completing a
statement or labelling diagram.

A.Brief constructed response B. Essay C.

Observation
D. Oral question E. Performance assessment

F. Selected response G. Self Assessment

ACTIVITY 4: ASSESSMENT SCENARIOS
For each of the following situations, indicate which
method provides the best match. In determining the
appropriate method, apply the Revised Bloom's
Taxonomy. Justify your choice in one or two statements.
1. Mr. Dasas wants to know if his students can identify
the different parts of a flower.
2. Mr. Bunquin wants to find out if his students can
examine the quality of education in the country.
3. Ms. Geronimo wants to check if her students can build
a useful 3D object using recycled materials.
4. Ms. de la Cruz wants to determine if her Grade 1
pupils can write smoothly and legibly.
5. Ms. Uy wants to check if her students can subtract
two-digit numbers.
6. Ms. Alonsabe wants her students to think, write down
and solve three challenging situations where ratio and
proportion can be applied in real-life.
7. Mr. Balmeo needs to know if his students can
construct a frequency distribution table after he
demonstrated the procedure..
8. Mrs. Dayao wants to see if her students have grasped
the important elements of the story before continuing on
to the next instructional activity.
Name: Date:
METHOD SELECTION
Outcomes assessment is helpful in facilitating the
alignment between student performance and
instruction. Data on student performance are collected
based on discrete outcomes in the course via an
appropriate assessment method. This should be done
conscientiously. Misalignment will compromise the
accuracy of the assessment results and any ensuing
following assessment methods and learning outcomes
match. Explain briefly in one or two sentences.

1. Outcome: Perform correlation and regression analysis

on real-life problems in different disciplines.
Assessment Method: Brief constructed-response
2. Outcome: Appreciate contemporary art forms found
in various regions. Assessment Method: Student self-
3. Outcome: Explain how fossil records, comparative
anatomy, and genetic information provide evidence for
evolution.
4. Outcome: Propose ways to enhance sports related to
projectile motion. Assessment Method: Selected-
response
5. Outcome: Conduct an investigation to provide
evidence that plants can manufacture their own food.
Assessment Method: Performance assessment
6. Outcome: Demonstrate the generation of electricity
by movement of a magnet through a coil. Assessment
Method: Essay
7. Outcome: Name the pictures that begin its name with
a particular consonant. Assessment Method: Oral
Question
8. Outcome: Use verbs in simple present tense.
Assessment Method: Oral Question
9. Outcome: Nakapagbibigay halimbawa ng pagtupad at
hindi pagtupad ng karapatan ng bawat kasapi mula sa
mga serbisyo ng komunidad. Assessment Method:
Selected-response
10. Outcome: Listen perceptively to selected art songs
and excerpts of opera. Assessment Method:
Observation
ASSESS
Name: Date:

TASK 1: CRITIQUING
Below is a learning plan for Grade 7 Mathematics. The
topic is Describing Data through Statistical Measures.
The learning competencies in the Basic Education
curriculum guide were adapted. These are enumerated
At the end of the unit, the students should be able to

1. Explain the basic concepts, uses and importance of

Statistics.
2. Pose questions and problems that can be answered
using Statistics.
3. Gather statistical data and organize data in a
frequency distribution table according to some
Assessment Evidences
Performance Task 1 (Group): Class data

After your teacher taught statistics, you imagined how

it would be like to collect, organize and present data.
You decided to measure the height and weight of your
classmates.
The class is to be divided in groups of 15 members. You
are to measure your classmates' height (in cm) and
weight (in kg). Organize and present the collected data
by constructing a stem-leaf plot, frequency distribution
table, and histogram for each set of data, and a scatter
plot to show the relationship between the variables.
Provide a short description for each. Each graphic
organizer is placed on a
1/8 illustration board with appropriate labels and
complementary designs. You shall be graded based on
the following criteria: Correctness, Completeness and
Neatness.

Other evidences:
•Assignment
•Seatwork
Quiz Answer the following questions.
1.Which learning competencies are targeted by the
performance task?
2. Is the performance task a good measure of student
understanding of the topic? Why or why not?
3. Are the assessment enumerated under 'other
evidences' appropriate in meeting the learning targets.
What other assessments can you recommend?
Individual/Small Group Assignment:
In your discipline, choose any topic from Grade 1 - Grade
10. Using the learning competencies found in the Basic
Education curriculum guide, develop an assessment
evidence. Justify your choice of assessment methods.
TASK 2: MATRIX COMPLETION
Create a sample assessment matrix on a topic of your
choice. Complete the table. Exchange work with your
learning partner. Critique his/her work focusing on the
alignment of the assessment methods with learning
competencies.
ASSESSMENT MATRIX
Subject and Grade Level:
Content Standard: The learner demonstrates
Performance Standard:
The learner
Cognitive What will I How will I How will I
process assess? assess score?
Rememberin LC:
g
Understandi LC:
ng
Applying LC:
Analyzing LC: