Roles of Assessment

1. Placement Assessment – is basically used to determine a learner’s entry

performance. Done at the beginning of instruction, teachers assess through a
readiness pre-test whether students possess prerequisite skills needed prior to
instruction. I f pre-requisite skills are insufficient, then the teacher can provide
learning experiences to help them develop those skills. If students are ready, then
the teacher can proceed with instruction as planned.

2. Formativ e Assessment – mediates the teaching and learning process. I t is learner-

and teacher-centered directed. I t is context-specific since the context of
instruction determines the appropriate classroom assessment technique.
Positiv e Effects of Formativ e Assessment
Reactiv ates or consolidates skills or knowledge prior to introducing new
material
Focuses attention on important aspects of the subject
Encourages active learning strategies
Giv es students opportunities to practice skills and consolidate learning
Prov ides knowledge of outcomes and corrective feedback
Helps students monitor their own progress and develop self-evaluation skills.
Guides the choice of further learning activities to increase performance
Helps students to feel a sense of accomplishment

Attributes of an Effective Formative Assessment

Learning progressions
Learning goals and criteria for success
Descriptive feedback
Self- and peer-assessment
Collaboration

3. Diagnostic Assessment – is intended to identify learning difficulties during

instruction. I t is used to detect causes of persistent learning difficulties despite the
pedagogical remedies applied by the teacher.

4. Summativ e Assessment – done at the end of instruction to determine the extent

to which the students have attained the learning outcomes. I t is used for
assigning and reporting grades or certifying mastery of concept and skills.

Interim Assessment have the same purpose as formativ e assessments, but these
are giv en periodically throughout the school year. They prepare students for
future assessments. Example National Achievement Test/College Admission Test.
They allow comparison of assessment results to aid in decision-making at the
micro (classroom) and meso (school and district lev els).

Types of Assessment Procedures

1. Nature of Assessment
a. Maximum Performance – it is used to determine what indiv iduals can
do when performing at their best. Examples of instruments using maximum
performance are aptitude and achiev ement tests.
 b. Typical Performance – I t is used to determine what indiv iduals w ill do
under natural conditions. Examples of instruments using typical
performance are attitude, interest, and personality inventories,
observational techniques and peer appraisal.

2. Format Assessment
a. Fixed-choice Test – man assessment used to measure know ledge and
skills effectively and efficiently. Example is standard multiple-choice test.
b. Complex-performance Assessment – as assessment procedure used to
measure the performance of the learner in contexts and on problems
valued in their own right. Examples are hands-on laboratory experiment,
projects, essays, oral presentation.

Methods of Interpreting the Results

1. Norm-referenced Interpretation
I t is used to describe students’ performance according to relative position
in some known group. It is assumed that the lev el of performance of
students w ill not vary much from one class to another class.
2. Criterion-referenced Interpretation
I t is used to describe student performance according to a specified
domain of clearly defined learning tasks. I t is used when the teacher
wants to determine how well the students have learned specific
know ledge or skills in a certain course or subject matter. Examples

MODES OF ASSESSMENT
1. Traditional Assessment – it is a type of assessment in which the students choose their
answer from a giv en list of choices.
2. Alternative Assessment – an assessment in which students create an original response
to answer a certain question. Students respond to a question using their own ideas, in
their own words. Examples are short-answer questions, essays, oral presentations,
exhibitions, demonstrations, performance assessment, and portfolios. Other activ ities
included are teacher observation and student self- assessment.

Components of Alternativ e Assessment

a. assessment is based on authentic tasks that demonstrate student’s
ability to accomplish communication goals.
b. The teacher and students focus on communication, not on right and
wrong answers.
c. Students help the teacher to set the criteria for successful completion
of communication tasks.
d. Students have opportunities to assess themselves and their peers.
3. Performance-based Assessment – an assessment in which students are asked to
perform real-world tasks that demonstrate meaningful application of essential
know ledge and skills.
4. Portfolio Assessment – is the systematic, longitudinal collection of student work
created in response to specific, known instructional objectives and evaluated in relation
to the same criteria.
Portfolio is a purposeful collection of student work that exhibits the student’s efforts,
progress and achiev ements in one or more areas over a period of time. I t measures
the growth and development of students.
STANDARDS FOR TEACHER COMPETENCE IN EDUCATIONAL ASSESSMENT OF STUDENTS
1. Teachers should be skilled in choosing assessment methods appropriate for
instructional decisions.
2. Teachers should be skilled in developing assessment methods appropriate for
instructional decisions.
3. Teachers should be skilled in administering, scoring and interpreting the results of both
externally-produced and teacher-produced assessment methods
4. Teachers should be skilled in using assessment results when making decisions about
indiv idual students, planning, teaching, developing curriculum, and school improv
ement
5. Teachers should be skilled in developing valid pupil grading procedures which use
pupil assessments.
6. Teachers should be skilled in communicating assessment results to students, parents,
other lay audiences, and other educator5s.
7. Teachers should be skilled in recognizing unethical, illegal, and otherw ise inappr
opriate assessment methods and uses of assessment information.

GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT

1. Effective assessment requires a clear concept of all intended learning outcomes
2. Effective assessment requires that a variety of assessment procedures should be used.
3. Effectiv e assessment requires that the instructional relevance of the procedure should
be considered.
4. Effective assessment requires that the procedure must be fair to everyone.
5. Effective assessment requires specifications of criteria for judging successful
performance.
7. Effective performance requires feedback to students emphasizing strengths of
performance and weaknesses to be corrected.
8. Effective assessment must be supported by comprehensive grading and reporting
system.

Assessment of Affective and Other Non-Cognitive Learning Outcomes

Affective and Other Non-Cognitive Learning Outcomes Requiring Affective/Non-
Cognitiv e Learning Outcome

Affective/Non- Sample Behavior

cognitive Learning
Outcome
Social Attitude Concern for the welfare of others, sensitivity to social issues,
desire to work toward social improvement
Scientific Attitude Open-mindedness, risk taking and responsibility,
resourcefulness, persistence, humility, curiosity
Academic self-concept Expressed as self-perception as a learner in particular
subjects (e.g. math, science, history, etc. )
Interests Expressed feelings toward various educational,
mechanical, aesthetic, social, recreational, vocational
activ ities
Appreciations Feelings of satisfaction and enjoyment expressed toward
nature, music, art, literature, vocational activities
Adjustments Relationship to peers, reaction to praise and criticism,
emotional, social stability, acceptability
Affective Assessment Procedures/Tools
Observational Techniques – used in assessing affective and other non-cognitive
learning outcomes and aspects of development of students.
Anecdotal Records – method of recording factual description of students’
behav ior

Effective Use of Anecdotal Records

1. Determine in advance what to observe, but be alert for unusual behav ior
2. Analyze observational records for possible sources of bias
3. Observ e and record enough of the situation to make the behav ior meaningful
4. Make a record of the incident right after observation, as much as possible.
5. Limit each anecdote to a brief description of a single incident.
6. Keep the factual description of the incident and your interpretation of it,
separate.
7. Record both positiv e and negative behavioral incidents
8. Collect a number of anecdotes on a student before draw ing inferences
concerning typical behavior.
9. Obtain practice in writing anecdotal records.

Peer Appraisal – is especially useful in assessing personality characteristics, social

relations skills, and other forms of typical behav ior. Peer- appraisal methods
include the guess – who technique and the sociometric technique.

Guess-Who Technique – method used to obtain peer judgment or peer ratings

requiring students to name their classmates who best fit each of a series of
behav ior description, the number of nominations students receive on each
characteristic indicated their reputation in the peer group.

Sociometric Technique – also calls for nominations, but students indicate their
choice of companions for some group situation or activ ity, the number of
choices students receives serve as an indication of their total social acceptance.

Self-report Techniques – used to obtain information that is, inaccessible by other

means, including reports on the students’ attitudes, interests, and personal
feelings.

Attitude Scales – used to determine what a student believ es, perceives, or

feels. Attitudes can be measured toward self, others, and a variety of other
activities, institutions, or situations.
Types:
a. Rating Scale – measures attitudes toward others or asks an indiv idual to
rate another indiv idual on a number of behav ioral dimensions on a
continuum from good to bad or excellent to poor; or on a number of items
be selecting the most appropriate response category along 3 or 5 point
scale (e.g. 5- excellent, 4-above average, 3-average, 2-below average, 1-
poor)
b. Semantic Differential Scale- asks an indiv idual to giv e a quantitativ e rating
to the subject of the attitude scale on a number of bipolar adjectiv es such as
good-bad, friendly-unfriendly etc.
c. Likert Scale – an assessment instrument which asks an indiv idual to respond
to a series of statements by indicating whether she/he strongly agrees (SA),
 agree (A), is undecided (U), disagree (D), or strongly disagrees (SD) w ith each
statement. Each response is associated with a point value, and an indiv iduals
score is determined by summing up the point values for each positive
statements: SA-5, A-4, U-3, D-2, SD-1. For negativ e statements, the point
values would be reversed, that is, SA-1, A-2 and so on.

Personality Assessments – refer to procedures for assessing emotional

adjustment, interpersonal relations, motiv ation, interests, feelings and attitudes
toward self, others, and a variety of other activities, institutions, and situations.

Interests are preferences for particular activities. Example of statement on

questionnaire: I would rather cook than write a letter.
Values concern preferences for “life goals” and “ways of life”, in contrast to interests,
which concern preferences for particular activities. Example: I consider it more
important to have people respect me than to admire me.
Attitude concerns feelings about particular social objects, types of people, particular
persons, social institutions, government policies, and others. Example: I enjoy solv ing
Math problem.

a. Nonprojective Tests
Personality Inventories - present lists of questions or statements describing
behav iors characteristic of certain personality traits, and the indiv idual is asked to
indicate (yes, no, undecided) whether the statement describes her or him.
- I t may be specific and measure only one trait, such as introv
ersion, extroversion, or may be general and measure a number of
traits.
Creativity Tests – are really tests designed to measure those personality
characteristics that are related to creative behavior.
- One such trait is referred o as divergent thinking. Unlike convergent thinkers
who tend to look for the right answer, divergent thinkers tend to seek
alternativ es.
Interest Inventories – asks an indiv idual to indicate personal like, such as kinds of
activ ities he or she likes to engage in.

b. Projective Tests
 Projective tests were developed in an attempt to eliminate some of the
major problems inherent in the use of self-report measures, such as the
tendency of some respondents to giv e “socially acceptable”
responses.
 The purpose of such tests are usually not obv ious to respondents;
the indiv idual is typically asked to respond to ambiguous items.
 The most commonly used projective technique is the method of
association. This technique asks the respondent to react to a stimulus such
as a picture, inkblot, or word.
 Checklist – an assessment instrument that calls for a simple yes-no
judgment. I t is basically a method of recording whether a characteristic is
present or absent or whether an action was or was not taken i.e.
checklist of student’s daily activ ities.
GENERAL PRINCIPLES OF TESTING
Ebel and Frisbie (1999) as cited by Garcia (2008) listed fiv e basic principles that
should guide teachers in assessing the learning progress of the students and in
developing their own assessment tools. These principles are discussed below.

1. Measure all instructional objectiv es. When a teacher constructs test items to
measure the learning progress of the students, they should match all the learning
objectiv es posed during instruction. That is why the first step in constructing a test
is for the teacher to go back to the instructional objectives.
2. Cover all the learning tasks. The teacher should construct a test that contains a
w ide range of sampling of items. In this case, the teacher can determine the
educational outcomes or abilities that the resulting scores are representatives of
the total performance in the areas measured.
3. Use appropriate test items. The test items constructed must be appropriate to
measure learning outcomes.
4. Make test valid and reliable. The teacher must construct a test that is valid so
that it can measure what it is supposed to measure from the students. The test is
reliable when the scores of the students remain the same or consistent when the
teacher giv es the same test for the second time.
5. Use test to improv e learning. The test scores should be utilized by the teacher
properly to improv e learning by discussing the skills or competencies on the
items that have not been learned or mastered by the learners.

ACTIVITY LOG
Direction: Rectify the follow ing misconceptions. Explain in three to fiv e sentences why
they are incorrect.
1. Assessment is completed once every grading period.
_____
_____
_____
_____

2. Assessment is one-way. Only teachers are involved in assessment.

_____
_____
_____
_____

3. Assessment is ultimately for grading purposes.

_____
_____
_____
_____ _

B. Direction: Journal Entry

Direction: As a college student, you underwent several assessments in basic education.
Recall from your own personal experience an assessment that you think was truly
meaningful to you. Explain why it is so. Explain the nature and purpose of that particular
assessment.
_____
_____
_____
_____
_____
_____

C. Write the letter of the correct answer on the blank provided.

______ 1. Mr. Castro uses ev idence of student learning to make judgments on student
achiev ement against goals and standards. He does this at the end of a unit or period.
Which purpose does assessment serve?
a. Assessment as learning c. Assessment of learning
b. Assessment for learning d. Assessment to learning
______ 2. Which of the follow ing is an element unique to student portfolios?
a. Book reports c. paper-and-pencil test
b. Oral presentation d. reflective writing
______ 3. Susana is lagging behind in her Math class. The teacher noticed this and
decided that Susana needs special instruction. What type of decision is this?
a. Diagnostic c. Placement
b. Formativ e d. Summativ e
______ 4. Juanita discov ered that some students had difficulty applying mathematical
procedures to solve various word problems because of their lack of knowledge and skills
of basic algebraic concepts and operations. What form of assessment did she use?
a. Diagnostic c. Placement
b. Formativ e d. Summativ e
______ 5. Miss Rivera is reviewing the Science quiz she gave to her class. She learned
that many of her students missed the essay item. What should she do?
a. Reprimand the class to pay attention
b. Administer another test
c. Refrain from giv ing essays
d. Reconsider her teaching method
______ 6. At the end of instruction, Mr. de Jesus gave his students a long test to
determine their lev el of achiev ement and mastery of the topics in the first quarter.
Which of these concepts describes this particular role of assessments?
a. Diagnostic c. Placement
b. Formativ e d. Summativ e
______ 7. Test results were utilized to make decisions about the school’s curriculum. What
function does the assessment serve?
a. Administrativ e c. Instructional
b. Guidance d. Research and Ev aluation
______ 8. Assessment affects all constituencies within the school community. What does
assessment prov ide parents?
a. Information to evaluate learner’s achievement
b. Information concerning learner’s needs
c. Information about the school’s progress
d. Information for long-range instructional planning
MODULE 2 ASSESSING LEARNING OUTCOMES

Learning Outcomes
The students w ill be able to:
1. Write specific and general objectives
2. Identify learning outcomes and learning activities
3. Determine observable outcome and non-observable learning outcomes
4. Identify the different levels of Bloom’s taxonomy
5. Identify the different levels of Krathwolh’s 2001 revised cognitive domain
6. Write specific cognitive outcomes
7. Write specific affective outcomes
8. Write specific psychomotor outcomes
9. Write measurable and observable learning outcomes

INTRODUCTION

Instructional goals and objectives play a very important role in both instructional
process and assessment process. This serves as a guide both for teaching and learning
process; communicate the purpose of instruction to other stakeholders, and to prov ide
guidelines for assessing the performance of the students.

PURPOSES OF INSTRUCTIONAL GOALS AND OBJECTIVES

1. I t prov ides direction for the instructional process by clarifying the intended learning
outcomes.
2. I t conveys instructional intent to other stakeholders such as students, parents, school
officials, and the public.
3. I t prov ides basis for assessing the performance of the students by describing the
performance to be measured.

GOALS AND OBJECTIVES

Goals Objectiv es
Broad Narrow
General intention Precise
Intangible Tangible
Abstract (less structured) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to Short term aims what you want to achieve
accomplish
Hard to quantify or put in timeline Must be giv en a timeline to accomplish to
be more effective

Goals. A broad statement of very general educational outcomes that do not include
specific level of performance. It tends to change infrequently and in response to societal
pressure, e.g., learn problemsolv ing skills; develop high lev el thinking skills; appreciate
the beauty of an art; be creative; and be competent in the basic skills in the area of
grammar.
General Educational Program Objectives. More narrow ly defined statements of
educational outcomes that apply to specific educational programs; formulated on the
annual basis; developed by program coordinators, principals, and other school
administrators.
Instructional Objectives. Specific statement of the learners’ behavior outcomes that are
expected to be exhibited by the students after completing a unit of instruction.

Typical Problems Encountered When Writing Objectives

Problems Error Types Solutions

Too bad or complex The objectiv e is too broad Simplify or break apart
in scope or is actually more
than one objectiv e

False or missing behavior, The objectiv e does not list Be more specific; make
condition, or degree the correct behavior, sure the behavior,
condition, and /or degree, condition, and degree are
or it is missing included

False giv en Describes instruction, not Simplify, include ONLY

condition ABCDs

False performance No true overt, observable Describe what behavior

performance listed you must observe

Types of Educational Objectives

1. Specific or Behavioral Objectives. Precise statement of behav ior to be exhibited by
the students; the criterion by which mastery of the objectives w ill be judged; the
statement of the conditions under which behavior must be demonstrated. Examples:
Encode 30 words per minute w ith at most three errors using
computer List the months of the year in proper order with 100%
accuracy

2. General or Expressive Objectives. Statement wherein the behav iors are not usually
specified and the criterion of the performance lev el is not stated. I t only describes the
experience or educational activ ity to be done. The outcome of the activ ity is not
expressed in specific terms but in general terms such as understand, interpret or analyze.
Examples: Interpret the novel The Lion, The Witch, and The Wardrobe
Visit National museum and discuss what was of interest

Instructional objective is a clear and concise statement of skill or skills that

students are expected to perform or exhibit after discussing a certain lesson or unit of
instruction. The components of instructional objectives are observable behaviors, special
conditions which the behav ior must be exhibited and performance level considered
sufficient to demonstrate mastery.
When a teacher developed instructional objectives, he must include an action
verb that specifies learning outcomes. An activ ity that implies a certain product or end
result of instructional objectives is called learning outcome. I f you write instructional
objectiv es as a means or processes of attaining the end product, then it is considered
as learning activ ity.
 Examples:
Learning Activ ities Learning Outcomes
Study Identify
Read Write
Watch Recall
Listen List

TYPES OF LEARNING OUTCOMES

Teacher must consider to identify whether the learning outcome is stated as a
measurable and observable behavior or non-measurable and non-observable behavior. I f learning
outcome is measurable then it is observable, therefore, alw ays state the learning
outcomes in observable behavior. Teachers should always develop instructional objectiv
es that are specific, measurable statement of outcomes of instruction that
indicates whether instructional intents have been achieved.

Observ able Learning Non-Observable Learning

Outcomes Outcomes
Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar

Types of Learning Outcomes to Consider

1. Know ledge
1.1 Terminology
1.2 Specific facts
1.3 Concepts and Principles
1.4 Methods and Procedures
2. Understanding
2.1 Concepts and principles
2.1 Methods and procedures
2.3 Written materials, graphs, maps, and numerical data
2.4 Problem situations
3. Application
3.1 Factual information
3.2 Concepts and principles
3.3 Methods and procedures
3.4 Problem solv ing skills
4. Thinking skills
4.1 Critical thinking
4.2 Scientific thinking
5. General skills
5.1 Laboratory skills
5.2 Performance skills
5.3 communication skills
5.4 Computational skills
5.5 Social skills
6. Attitudes
6.1 Social attitudes
6.2 Scientific attitudes
7. Interests
7.1 Personal interests
7.2 education al interests
7.3 Vocational interests
8. Appreciations
8.1 Literature, art and music
8.2 Social and scientific achievements
9. Adjustments
9.1 Social adjustments
9.2 Emotional adjustments

TAXONOMY OF EDUCATIONAL OBJECTIVES

- I s a useful guide for developing a comprehensive list of instructional
objectives. A taxonomy is primarily useful in identifying the type of learning
outcomes that should be considered when developing a comprehensive list
of objectives for classroom instruction.
- Benjamin S. Bloom, a well-known psychologist and educator, took the initiative
to lead in formulating and classifying the goals and objectiv es of educational
processes. The three domains are:

1. Cognitive Domain called for outcomes of mental activ ity such as memorizing,
reading, problem solv ing, analyzing, synthesizing and row ing conclusions

2. Affective Domain describes learning objectives that emphasize a feeling tone,

an emotion, or a degree of acceptance or rejection. Affective objectives
vary from simple attention to selected phenomena to complex but internally
consistent qualities of character and conscious. We found a large number of
such objectives in the literature expressed as interests, attitudes,
appreciations, values, and emotional sets or biases. I t refers to the person’s
awareness and internalization of objects and simulations; it focuses on the
emotions of the learners.

3. Psychomotor Domain is characterized by the progressive lev els of behaviors

from observation to mastery of physical skills. This includes physical movement,
coordination, and use of the motor-skill areas. Development of these skills requires
practice and is measured in terms of speed, precision, distance, procedures, or
techniques in execution. I t focused on the physical and kinesthetic skills of the
learners. This domain is characterized by the progressive lev els of behav iors from
observation to mastery of physical skills.

CRITERIA FOR SELECTING APPROPRIATE OBJECTIVES

1. The objectiv es should include all important outcomes of the course or subject matter
2. The objectiv es should be in harmony w ith the content standards of the state and
with the general goals off the school
3. The objectiv es should be in harmony w ith the sound principles of learning.
4. The objectives should be realistic in term of the abilities of the students, time and the
available of facilities.
CLEAR STATEMENT OF INSTRUCTIONAL OBJECTIVES
Objectiv es should define in two steps:
1. State the general objectives of instruction as intended learning outcomes.
2. List under each objective a sample of the specific types of performance that the
students should be able to demonstrate when they have achieved the objective.
This procedure should result in the statement of general objectives and specific learning
outcomes such as the giv en example below :
1. Understands the scientific principles
1.1 Describes the principle in their own words
1.2 Identifies example of the principles
1.3 States reasonable hypotheses based on the principle
1.4 Uses the principle in solv ing problem
1.5 Distinguishes between two given principles.
1.6 Explains the relationships between the given principles
The verb describe, identify, states, uses, distinguishes, and explains are specific
learning outcomes stated in terms of observable student performance.

MATCHING TEST ITEM TO INSTRUCTIONAL OBJECTIVES

When constructing test items, alw ays remember that they should match the
instructional objectives. The learning outcomes and the learning conditions specified in
the test items should match w ith the learning outcomes and conditions stated in the
objectiv es. I f a test developer followed the basic rule, then the test is ensured to have
content validity. The content validity is very important so that you can measure what you
want to measure from the students. Alw ays remember that your goal is to assess the
achiev ement of the students, don’t ask tricky questions=. To measure the achiev ement
of the students ask them to demonstrate a mastery of skills that was specified in the
conditions in the instructional objectives.

TAXONOMY OF LEARNING DOMAINS

A. Cognitiv e (Know ledge-based) inv olves the development of know ledge and
intellectual skills. I t answers the question, “What do I want learners to know?”. The first
three are low er-order, while the next three levels promote higher-order thinking.

Levels Process and Instructional Test I tem

Action Verbs Objectiv es
Describing
Learning
Outcomes
Remembering Processes: At the end of the What are the
- Retrieving relevant recognizing, topic, the students different steps in
know ledge from recalling should be able to testing hypothesis?
long term memory identify the
- recognizes students’ Verbs: define, different steps in
ability to use rote describe, identify, testing hypothesis.
memorization and label, list, match,
recall certain facts. name, outline,
Test questions focus reproduce, select,
on identification and state
recall information
Understanding Process: At the end of the Summarize the
interpreting, lesson, the students main events in the
-Constructing exemplifying, should be able to story in
meaning from classifying, summarize the grammatically
instructional messages inferring, main events of the correct English.
including oral, written comparing, story in
and graphic explaining grammatically
communication. correct English.
-inv olves students’
ability to read course Verbs: convert,
content, interpret describe.
important information distinguish.
and put other’s ideas estimate, extend,
into words. Test generalize, giv e
questions should focus examples,
on the use of facts, paraphrase,
rules, and principles. rewrite, summarize

-Applying Processes: At the end of the Write a short

executing, lesson, the students poem in iambic
Carrying out or using
implementing should be able to pentameter.
a procedure in a
write a short poem
giv en situation Verbs: apply,
in iambic
change, classify,
-students take new pentameter.
compute,
concepts and apply
demonstrate,
them to new situation.
discov er, modify,
Test questions focus
operate, predict,
on applying facts and
prepare, relate,
principles.
show, solve, use

Analyzing Processes: At the end of the What kind of

differentiating, lesson, the students statistical test
-Breaking material would you use to
organizing, should be able to
into its constituent see if there is a
attributing describe the
parts and determine significant
statistical tools
how the parts relate difference
needed in testing
to one another and to between pretest
Verbs: analyze, the difference
an overall structure or and post test?
arrange, between two
purpose
associate, means.
-students have the compare,
ability to take new contrast, infer,
information and break organize, solv e,
it down into parts and support
differentiate between
them. The test
questions focus on
separation of a whole
into component parts
 Ev aluating Processes: At the end of the What should the
executing, lesson, the students researcher
-Making judgments monitoring, should be able to conclude about
based on criteria and conclude the the relationship in
generating
standards relationship the population?
Verbs: appraise,
-inv olves students’ between two
compare,
ability to look at means.
conclude,
someone else’s ideas contrast, criticize,
or principles and the evaluate, judge,
worth of the work and justify, support,
the value of verify
conclusion.

Creating Processes: At the end of the Construct a one to

planning, lesson, the students two page of “My
Putting elements w ill be able to Teaching
producing
together to form a construct a Philososphy”.
coherent or functional Verbs: classify,
teaching
whole; reorganize construct, create,
philosophy.
elements into a new extend, formulate,
pattern or structure generate,
synthesize

Affective Domain (Values, Attitudes and Interests) emphasizes emotional know ledge. It
tackles the question, “What actions do I want learners to think or care about?”

Level of Affective Domain

Level Definition Sample Verbs

1. Receiv ing Refers to being aware of Example:

or sensitiv e to the
Listens to the ideas of
existence of certain ideas,
materials, or phenomena others w ith respect.
and being able to tolerate
them. The learners are
w illing to listen. Sample verbs: masks,
chooses, describes,
follow s, gives, holds,
identifies, locates, names,
point to, selects, sits,
reacts, replies, uses

2. Responding Refers to the commitment Example:

in some measure to the
Participates in class
idea, materials, or
phenomena inv olved by discussions actively.
activ ely responding to
them. I t answers question
about ideas. The learning Sample verbs: answers,
outcomes emphasize assists, aids, complies,
compliance in responding, conforms, discusses,
 w illingness to respond, or greets, helps, labels,
satisfaction in responding. performs, practices,
The learners are w illing to presents, reads, recites,
participate. reports, selects, tells, writes

3. Valuing Refers to the w illingness to Example:

be perceived by others as
Demonstrates belief in the
valuing certain ideas,
materials, phenomenon or democratic process.
behav ior. It is based on Show the ability to solv e
the internalization of a set problems.
of specified values, while
clues to these values are
expressed in the learners’
Sample verbs:
overt behavior and are
completeness,
often identifiable. This
demonstrates,
ranges from simple
differentiates, explains,
acceptance to the more
follow s, forms, initiates,
complex state of
inv ites, joins, justifies,
commitment. The learners
proposes, reads, reports,
are w illing to be inv olved.
selects, shares, studies,
works

4. Organizing Refers to the ability to Examples:

relate the value to those
Explains the role of
already held and bring it
systematic planning in
into a harmonious and
solv ing problems
internally consistent
philosophy. Commits to Prioritizes time effectively
using ideas and to meet the needs of the
incorporate them, to organization, family and
different activ ities. It self.
emphasizes on comparing,
relating, and synthesizing Sample verbs are:
values. The learners are adheres, alters, arranges,
w illing to be an combines, compares,
advocate. completes, defends,
explains, formulates,
generalizes, identifies,
integrates, modifies,
orders, organizes,
prepares, relates,
synthesizes

5. Internalizing Values Incorporate ideas Examples:

completely into practice,
Shows self-reliance when
recognized by the use of
them. The value system working independently.
that controls their
behav ior. Instruction al;
objectiv es are concerned
 w ith the students’ general Values people for what
patterns of adjustment they are, not how they
such as personal, social look.
and emotional. The
Sample verbs: acts,
learner is w illing to
discriminates, displays,
change one’s behav ior,
influences, listens,
lifestyle, or way of life.
modifies, performs,
Practices, proposes,
qualifies, questions, revises,
serves, solves, verifies.

Psychomotor Domain (Skills-based) focuses on physical and mechanical skills inv olving
coordination of the brain and muscular activ ity, “What actions do I want learners to be
able to perform?”
Levels of Psychomotor Domain
Level Action Verbs Describing Sample Learning
Learning Outcomes Competencies
Observ ing describe, detect, Relate music to a
Activ e mental attending distinguish, differentiate, particular dance step
of a physical event describe, relate, select
Imitating Begin, display, explain, Demonstrate a simple
Attempted copying of a move, proceed, react, dance step
physical behav ior show, state, volunteer
Practicing Bend, calibrate, construct. Display several dance
Trying a specific physical Differentiate, dismantle, steps in sequence
activ ity over and over fasten, fix, grasp, grind,
handle, measure, mix,
organize, operate,
manipulate, mend
Adapting Arrange, combine, Perform a dance show ing
Fine tuning. Making minor compose, construct, new combinations of steps
adjustments in the physical create, design, originate,
activity in order to perfect it.
rearrange, reorganize

Other Psychomotor Domains

Dave, R.H. (1975)
Level Definition Example
Imitation Observ ing and patterning Copying a work of art
behav ior after someone
else. Performance may be
of low quality.
manipulation Being able to perform Creating work on one’s
certain actions by own, after taking lessons, or
follow ing instructions and reading about it
practicing
Precision Refining, becoming more Working and reworking
exact. Few errors are something, so it w ill be “just
apparent. right”
 Articulation Coordinating a series of Producing a v ideo that
actions, achieving inv olves music, drama,
harmony and internal color, sound, etc.
consistency
Naturalization Hav ing high level Michael Jordan playing
performance become basketball
natural, w ithout needing
to
think much about it.

Harrow’s (1972), Kubiszyn and Borich (2007)

Level Definition Example
Reflex movements Reactions that are not Flexion, extension, stretch,
learned postural adjustment
Fundamental movements Inherent movement Basic movement such as
patterns which are formed walking, grasping, tw isting,
by combinations of reflex manipulating
movements, the basis for
complex skilled
movements
Perception Response to stimuli such as Coordinated movements
v isual, auditory, kinesthetic, such as jumping rope,
or tactile discrimination punting, catching
Physical abilities Stamina that must be Muscular exertion, quick
developed for further precise movement
development such as
strength and agility
Skilled movements Advanced learned Skilled activ ities in sports,
movements as one would recreation and dance
find in sports or acting
No discursive Effective body language, Body postures, gestures, m
communication such as gestures and facial facial expressions
expressions efficiently executed in
skilled movement and
choreographies

TYPES OF ASSESSMENT METHODS

Assessment methods can be categorized according to the nature and
characteristics of each method. McMillan identified four major categories: selected-
response, constructed response, teacher observation and student self-assessment. It not
w ise to stick to one method of assessment.

1. Selected-Response Format
Students select from a given set of options to answer a question or a problem.
Because there is only one correct or best answer, selected-response items are objective
and efficient. The items are easy to grade. The teacher can assess and score a great
deal of content quickly. The licensure exam for teachers is a selected-response
assessment.
Teachers commonly assess students using questions and items that are multiple
choice; alternate response (true/false); matching type. The reliability of true/false items is
generally high because of the possibility of guessing.
2. Constructed-Response Format
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. The constructed-response type is more useful
in targeting higher lev els of cognition.
A constructed-response format (subjectiv e) demands the students create or
produce their own answers in response to a question, problem or task. In this type, items
may fall under any of the follow ing categories:
a. Brief-constructed response items require only short responses from students.
Examples include sentence completion where students fill in a blank at the end of the
statement; short answer to open-ended questions; labeling a diagram; or answering a
Mathematics problem by show ing their solutions.
b. Performance assessments require students to perform a task rather than select
from a giv en set of options. Performance tasks are called alternativ e assessments
because students are required to demonstrate what they can do through activ ities,
problems and exercises. Performance tasks provide opportunities for students to apply
their know ledge and skills in real world contexts. I t can be product-based or skills-
oriented. This means that students have to create or produce ev idence of their leaning
or do something and exhibit their skills. (Refer to DepEd Order No. 8, s.2015)
c. Essay assessments inv olve answering a question or proposition in written form. It
is powerful in the sense that it allow s students to express themselv es and demonstrate
their reasoning. An essay item that requires a few sentences is called restricted-
response. A rubric is used to score essays.
d. Oral questioning is a common assessment method during instruction to check
on students understanding when done formally, oral questioning may take the form of
an interv iew or conference. By mastering the art of questioning, the teacher can keep
students on their toes, receive acceptable responses, elicit various types of reasoning
from the students and at the same time strengthen their confidence. Responses to oral
questions are assessed using a scoring system or rating scale.

3. Teacher Observations
Teacher observations are a form of on-going assessment, usually done in
combination w ith oral questioning. Teachers regularly observe students to check on
their understanding. This method can also be used to assess the effectiveness of
teaching strategies and academic interv entions. Information revealed the strengths
and weaknesses of indiv idual students and the class as a whole. This can serve as basis
for planning and implementing new supports for learning.

4. Student Self-Assessment
I s one of the standards of quality assessment. It is a process where the students
are giv en a chance to reflect and rate their own work and judge how well they have
performed in relation to a set of assessment criteria. Students track their own progress or
performance through checklists, diaries and self-report inventories.

Matching Learning Targets with Assessment Methods

A learning target is defined as a description of performance that includes what
learners should know and be able to do. I t contains the criteria used to judge student
performance. it is deriv ed from national and local standards. This definition is similar to
that of a learning outcome.
Learning Targets and their Appropriate Assessment Methods
Assessment Methods

Targets Objectiv e Essay Performance- Oral Observ a- Self-

based
Question tion report

Know ledge 5 4 3 4 3 2

Reasoning 2 5 4 4 2 2

Skills 1 3 5 2 5 3

Products 1 1 5 2 4 4

Affect 1 2 4 4 4 5

Note: Higher numbers indicate better matches (e.g. 5=high, 1=low )

Know ledge and simple understanding pertains to mastery of substantiv e subject

matter and procedures.
Reasoning is the mental manipulation and use of know ledge in critical and
creativ e ways. Deep understanding and reasoning inv olve higher order thinking skills of
analyzing, evaluating, and synthesizing.
To assess skills, performance assessment is the best method. When used in real-life
and meaningful contexts, it becomes an “authentic assessment”.
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 supply, analyze, evaluate and integrate those
concepts and skills.
Affect pertains to attitudes, interests and values students manifest. The best
method for this learning target is self-assessment.

ACTIVITY LOG
A. Direction: Write S before the number if the statement is a specific objective and write
G if it is a general objective.
_____ 1. Appreciates the role of mathematics in everyday life.
_____ 2. Enjoy speaking Nihonggo.
_____ 3. Be able to add algebraic expression with 90% accuracy.
_____ 4. Be able to dissect frog correctly.
_____ 5. Understand the basic law s of the bill of rights.

Write O before the number if the statement represents learning outcomes or write A if the
statement represent learning activities
_____ 6. Fixing a motor cycle
_____ 7. Adding fractions correctly
_____ 8. Practicing a guitar
_____ 9. Recalling the part of speech
_____ 10. Reciting the poem
Write O before the number if it represents observable learning outcomes or U if it
represents non-observable learning outcomes.
_____ 11. Multiply three-digits number
_____ 12. Understand the process of condensation
_____ 13. Enjoy speaking Korean
_____ 14. Write the name of the characters in the story “The Chef”
_____ 15. Draw the map of Quezon prov ince

B. Determine if the follow ing assessment methods and learning outcomes match. Explain
briefly in one or two sentences.
1. Outcome: Propose ways to enhance sports related to projectile motion.
Assessment: Selected-response
_____
_____ _
_____
_____
2. Outcome: Conduct an inv estigation to provide evidence that plants can
manufacture their own food.
Assessment: Performance assessment
_____
_____
_____
_____