1
CHAPTER 3:
Appropriateness and
Alignment of Assessment
Methods to Learning
Outcomes
2
Types of
Identifying Assessment
Learning Methods
Outcomes
Taxonomy of Matching Learning
Learning Targets with
Assessment Methods
Domains
3
IDENTIFYING
LEARNING
OUTCOMES
end of a unit or period
LEARNING OUTCOMES of study as a result of
4 his/her
Pertains to a
particular level of
knowledge, skills and
values that a student
has acquired at the
of
engagement in a set
An organized set of learning outcomes
appropriate and meaningful
helps teachers plan and deliver
learning experience.
appropriate instruction and design
valid assessment tasks and strateies.
Instructional goals vs. Learning outcomes 5
• Learning outcomes focuses on the
learner, specifically stating what each
student should be able to know, do,
and/or value by the end of a course.
• In contrast, instructional aims or goals
tend to focus on what we will do as
SMART 6
ATTAINABL RELEVANT
SPECIFIC TIMELY MEASURABL
E
Who, What,
E
Where, When, How Worthwhile When
From and
done, WHY am I and how will Is the goal Your objective
Define the goal to worthwhile should include
Can you Is the goal
Why, Which as and will it a time limit. “I
much as track the reasonable will complete
meet your
possible with no progress and enough to be this step by
ambiguous needs?
the accomplishe month/day/y
language.
outcome? d? How so? e ar.”
Is each goal
WHO is involved, Make sure consistent
WHAT do I want How much, the goal is with other It will establish
to accomplish, how many not out of a sense of
WHERE will it be goals you have
reach or
Benjamin Samuel Bloom 7 One of the greatest
minds to influence the field of education, was born on
February 21, 1913 in Lansford, Pennsylvania. He originally
cognitive learning domain or the
devised the levels of
“Bloom’s Taxonomy”
Lorin Anderson together with
Engelhart, Furst, Hill & Kratwohl. Since his retirement, he has
spent his time consulting with educators and policy makers
on the revised Bloom’s Taxonomy, curriculum development,
and effective teaching strategies for children of poverty in
States, Eastern Europe, and South America.
the United
David Reading Krathwohl
An American educational psychologist who has served
education in a multitude of educational settings. While
studying with Benjamin Bloom, he co-authored the
Taxonomy of Educational Objectives, (also known as
Robert Marzano 8 A Senior Scholar at
Mid-continent Research for Education and Learning
(McREL). Marzano is a speaker, trainer, and educational
researcher in the United States. He has done
educational research and theory on the topics of
standards based assessment, cognition, high-yield
teaching strategies, and school leadership, including
the John S. Kendall
development of practical programs and tools for
teachers and administrators in K-12 schools An
internationally recognized expert in the
development and improvement of standards for
education. He is a Senior Director in
research at McREL. There he directs a technical
assistance unit that develops and provides
standards-related services for schools,
9
The three
cognitive
learning domains
Psychomotor
affective
cognitive
The three learning domains 10
affective Psychomotor
Involves knowledge of intellectual skills includes the recall or
and the development (Bloom, 1956). This recognition of specific
facts, procedural emotionally, such movement,
patterns, and as feelings, values, coordination, and use
concepts that serve in appreciation, of the motor-skill
the development of enthusiasms, areas. Development
intellectual abilities motivations, and of these skills requires
attitudes. The five practice and is
measured in terms of
Includes the
manner in which
we deal with things Includes physical
BLOOM’S TAXONOMY TAXONOMY
REVISED BLOOM’S 11
Anderson's taxonomy was developed directly from Bloom's Cognitive taxonomy,
with three important differences:
1) Bloom uses nouns, and Anderson uses verbs. This is
important because it affects the way we demonstrate these
abilities as things we perform.
2) The Anderson taxonomy introduces the idea of creativity,
Cognitive domain
Applying
Creating
Evaluating Understanding Bloom’s
Remembering revised
Analyzing taxonomy
12
Bloom’s revised taxonomy
REMEMBER ING
13 Recall or retrieve previous
learned information or labels
knowledge from long-term lists matches names
memory. outlines recalls recognizes
reproduces selects states
KEYWORDS: defines
describes identifies knows
Remembering
Bloom’s revised taxonomy
Remembering
UNDERSTAN
14
Constructing meaning
from DING
instructional messages,
Understanding including oral, written or
graphic communication.
KEYWORDS: Comprehends
converts defends, distinguishes
estimates explains extends
generalizes example
infers
interprets paraphrases predicts rewrites summarizes translates
APPLYING Bloom’s revised
15
taxonomy
Carrying out or using a
procedure in a given situation.
KEYWORDS:
applies changes computes constructs
Bloom’s revised
Applying taxonomy
Understanding
Remembering
demonstratediscovers
manipulates modifies operates
predicts prepares produces Analyzing
relates
shows Applying
solves
uses Understanding
structure or purpose.
ANALYZIN
16 analyzes
KEYWORDS:
G breaks down compares
Breaking material into contrasts
diagrams
its
deconstructs differentiates
constituent parts ad discriminates distinguishes
determine how the identifies illustrates infers
parts relate to one outlines relates selects
another and to an separates
overall
Remembering
Bloom’s revised
taxonomy EVALUATI
17
NG
Evaluating Analyzing Making judgments based
on criteria and standards.
Applying
Understanding
contrasts criticizes critiques
defends describes discriminates
evaluates explains
interprets justifies relates
summarizes supports
KEYWORDS:
appraises compares concludes
Remembering
CREATING Bloom’s revised
18
taxonomy
Remembering
Creating
Putting elements
Evaluating together to form a
coherent or functional
Analyzing whole; reorganize
elements into a new
Applying pattern or structure.
KEYWORDS:
Understanding categorizes combines compiles
composes creates devises
designs explains summarizes tells
generates modifies organizes
plans rearrange, reconstructs
relates
reorganizes revises rewrites
writes
COGNITIVE PROCESSES AND 19
LEVELS OF KNOWLEDGE MATRIX
BY ANDERSON AND KRATHWOHL
Factual
The basic acquainted Concept interrelationsh
elements with a ips among the
students must discipline or u al basic
know to be solve The elements
within a larger something, algorithms, general, as
structure that methods of Metacog well as
Procedur inquiry, and
n itive
awareness
criteria for and
al Knowledge of
using skills, knowledge of
How to do cognition in
COGNITIVE PROCESSES AND LEVELS OF KNOWLEDGE 20
MATRIX
KRATHWOHL
THE
BY ANDERSON AND
METACOGNITIV
DIMENSIONFACTUAL CONCEPTUAL PROCEDURAL
KNOWLEDGE APPLYING
UNDERSTANDIN G
CREATING E
EVALUATING ANALYZING
COGNITIVE PROCESSES AND LEVELS OF KNOWLEDGE 21
MATRIX
BY ANDERSON AND
THE
KRATHWOHL
METACOGNITIV
DIMENSIONFACTUAL CONCEPTUAL PROCEDURAL
KNOWLEDGE
CREATING GENERATE ASSEMBLE PROCEDURAL CREATE EVALUATING SELECT DETERMINE
JUDGE REFLECT ANALYZING SELECT DIFFERENTIATE INTEGRATE DECONSTRUCT
APPLYING RESPOND PROVIDE CARRY OUT USE
UNDERSTANDIN
SUMMARIZE CLASSIFY CLARIFY PREDICT
G
MARZAN LEVEL OF
22
O&
KENDALL ’S NEW
TAXONO MY OF
EDUCATI
DIFFICULTY
6. SELF SYSTEM THINKING
5. METACOGNITION
4. KNOWLEDGE UTILIZATION
3. ANALYSIS
2. COMPREHENSION 1. RETRIEVAL
THE 3
SYSTEM
S OF
THINKIN
G
COGNI TIVE
SYSTE
FOUR LEVELS OF COGNITIVE SYSTEM 23
UTILIZATIO N
4. KNOWLEDG E
Comprises decision-making,
problem -solving , experimental based and project based
inquiry and investigation – learning.
processes essential in problem
Involves processes of matching, classifying, error
3. ANALYSIS
analysis, generalizing and specifying.
knowledge into a form
2. COMPREHE NSION appropriate for storage in
permanent memory.
The activation and transfer of
1. RETRIEVAL knowledge from permanent
Responsible for translating
memory to working memory,
where it
INTERNALIZIN
24
G VALUES
LEX Affective
MOST COMP
RESPONDING TO
PHENOMENA VALUES,
RECEIVING ATTITUDES, AND
PHENOMENA INTERESTS
“What actions
domain
SIMP LEST
ORGANIZATIO N do I want
learners to
VALUING think or care
Awareness,
willingness to
MOST COMP LEX hear, selected
attention.
Keywords
(Illustrative
Verbs)
SIMP LEST
25
RECEIVING
gives
holds
identifies
asks
chooses
describes
follows
PHENOMENA
locates
a particular phenomenon.
Learning outcomes may
emphasize
MOST COMP LEX
compliance in responding,
Active participation on the part
willingness to respond, or
of
26 satisfaction in responding
the learners. Attend and react to
(motivati
on). asks
RESPONDING Keywords
TO chooses
(Illustrative
SIMP PHENOMENA
Verbs)describes
follows
LEST gives identifies
RECEIVING holds
PHENOMENA
VALUING
MOST COMP LEX
RESPONDING TO
PHENOMENA
RECEIVING
PHENOMENA
SIMP LEST
The worth or value a internalization of a
person set of specified
27 values, while clues to
attaches to a these values are
particular object, expressed in the
phenomenon, or learner's overt
behavior. This ranges behavior and are
from simple appreciates
acceptance to the often identifiable.
more complex state
of
commitment. Valuing cherish
is based on the Keywords
treasure demonstrates
initiates invites
(Illustrative Verbs)
justifies proposes between them, and
respect shares creating an unique
MOST COMP
ORGANIZATIO
Organizes values
into priorities
28
by contrasting
different values,
resolving conflicts
joins
LEX
compares relates synthesizes
values.
RESPONDING TO
PHENOMENA
RECEIVING
generalizes
PHENOMENA Keywords
SIMP LEST
value system. The integrates
N emphasis is (Illustrative Verbs)
adheres
on comparing,
VALUING relating, and alters
synthesizing
VALUES
ORGANIZATIO N
MOST COMP LEX
modifies VALUING
prepares
relates RESPONDING TO
defends PHENOMENA
completes RECEIVING
arranges SIMP LEST PHENOMENA
INTERNALIZIN G Has a value system
that controls
29 patterns of
their behavior. The adjustment
behavior is (personal, social,
pervasive, emotional). acts
consistent, discriminates displays
predictable, and influences
most important Keywords
characteristic of the modifies performs
learner. qualifies questions
Instructional (Illustrative Verbs)
objectives are
concerned with the revises
student's general serves
solves
verifies
BASED SET
ORIGINAT ION
ADAPTATI ON PERCEPT
COMPLEX
OVERT ION
Psychomotor MECHAN
30
RESPONSE
domain ISM
GUIDED “What actions
RESPONSE do I want the
SKILLS-
learners to be perform?”
able to
31
The ability to
Keyword
use sensory stimulation,
cues to guide through cue
motor activity. selection, to
This ranges
from sensory
ION
s: chooses
describes
detects
differentiates distinguishes
identifies
isolates
relates
translation.PERCEPT selects
act. It includes mental,
physical, and emotional sets. These three sets are
dispositions that
predetermine a person's
response to different
situations
SET PERCEPT ION
32
Keyword
begins s:
displays
explains
moves
proceeds
reacts
shows
states
volunteers
33
The early
stages in trial and error.
learning a Adequacy of
complex skill performance is
that includes achieved by
imitation and practicing.
RESPONSE SET s:
traces
follows
PERCEPT react
reproduce
ION responds
GUIDED
Keyword copies
stage in
learning a
complex skill. Learned
responses have become
habitual and the
movements can be
performed with some
confidence and
MECHAN ISM
GUIDED
RESPONSE
SET PERCEPT ION
34
Keyword
s: assembles
calibrates
constructs
dismantles
displays
fastens
fixes
grinds
heats
manipulates
measures
mends
e su
performance of motor acts that involve complex
movement
patterns.
Proficiency is indicated by a quick, accurate, and highly
coordinated performance, requiring a
minimum of energy.
COMPLEX
OVERT
MECHAN
RESPONSE
ISM
GUIDED
RESPONSE
SET PERCEPT ION
35
Keyword
s: assembles
calibrates
constructs
dismantles
displays
fastens
fixes
grinds
heats
manipulates
measures
mends
36
ADAPTATI Keyword
Skills are well
the individual movement
developed and can modify patterns to fit
special s:
requirements.
ISM adapts
GUIDED
alters
ON RESPONSE
changes
COMPLEX SET rearranges
OVERT
reorganizes
MECHAN PERCEPT revises
RESPONSE
ION varies.
ORIGINAT
37
Keyword
ION
Skills are well
developed and
ON SET
COMPLEX
the individual OVERT
can modify MECHAN PERCEPT
movement RESPONSE ION
patterns to fit
special
ISM s: assembles
GUIDED
requirements. RESPONSE calibrates
ADAPTATI constructs
dismantles displays grinds manipulates
fastens heats measures mends
fixes
ORIGINAT ION GUIDED
RESPONSE
ADAPTATI ON
COMPLEX
SET PERCEPT
Psychomotor OVERT
MECHAN ION
domain RESPONSE 38
ISM
39
TYPES OF
ASSESSME
NT
METHODS
40
1. Selected-response format
In a 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. ✔ The licensure
examination for teachers is a selected type
response. Scantron sheets and optical mark
readers make it easy to score a large
number of items efficiently.
Selected-response format
Types of selected-response format commonly used to
assess students:
Stem (Question or
✔ Multiple-choice statement form) Four or
five answer choices (distracters)
(true/false) -> Binary
✔ Alternate
choice
response
✔ Matching Type ✔ Interpretative
consist of a set or column of descriptions and
words, phrase, or image
consists of a series of objective items based on a
common set of data.
42
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
only require only identification and
recognition.
✔ More useful in targeting higher levels of cognition
✔ Demands that students create or produce
their own answers in response to a question
, problem or task.
✔ There are 4 types: Brief-constructed response
items, performance assessments, essay
assessments and oral questioning
Constructed-response format category
43
Sentence completion
Require only short responses from
students.
• Short answers to open-ended questions
• Labelling a diagram
• Answering a mathematics problem by showing
solution
Constructed-response format category
44
Require students to perform a task rather than
to select from a given set of options. Also
called “authentic/ alternative assessment”
because students are required to demonstrate
what they can do through activities, problems
and exercises.
• A scoring rubric containing performance
criteria is needed when grading performance
tasks
• Provide opportunities for students to apply their
knowledge and skills in real-world contexts.
• May be “product-based” or “skills-oriented”
Constructed-response format category
45
Performance assessments
product-based
skills-oriented
✔ Written reports
✔ Projects ✔ Audio-visual
✔ Poems materials ✔
✔ Portfolio Spreadsheets
✔ Speech Debate
✔ ✔ Recital
Demonstration ✔ Role play
✔ Dramatic ✔ athletics
reading ✔
✔ Web pages
Constructed-response format category
46
Involves answering a question or
proposition in written form. It is powerful
because it allows students to express
themselves and demonstrate their
reasoning. An essay item that requires a
few sentences is called
“restricted-response”.
• Require much thought on the part of
the teacher. • A rubric is need to
score essays.
• Must be clear so that students can
organize their thoughts quickly and
directly.
Constructed-response format category
47
Common assessment method during
instruction to check on student’s
understanding. By mastering the art of
questioning teachers can keep students
attention, receive acceptable responses,
elicit various types of reasoning from the
students. • Strengthen student’s confidence
• Teachers can probe deeper to find out if
the student really knows what he/she is
talking about.
• Assessed using a scoring system or rating
scale.
48
3. Teacher observations
A form of on-going assessment, usually done in
combination with oral questioning. By watching
how students respond to oral questions and
behave during individual and collaborative
activities, the teacher can get information if
learning is taking place in the classroom.
✔ Non-verbal cues how communicate how
learners are doing. ✔ Can be used to assess the
effectiveness of teaching strategies and
academic interventions.
✔ Reveal the strengths and weaknesses of
individual students or the class as a whole.
49
4. Students self-assessment
One of the standards of quality assessment. A
process where the students are given the chance
to reflect and rate their own work and judge how
well they have performed in relation to a set of
assessment criteria.
✔ Activity checklists, diaries,self-report inventories
and questionnaires or surveys to be filled out by
students to reveal their attitudes and beliefs about
themselves and others are one of the few examples.
✔ Provides opportunity to students to reflect on
their performance, monitor their learning
progress and motivates them to do well.
Matching learning
targets with
assessment methods
Constructive alignment
• Provides “how-to’’ by verifying that the
teaching-learning activities (TLA) and the
assessment tasks (ATs) activate the same verbs as
in the ILOs.
• The Revised Bloom’s Taxonomy table can
increase the alignment of learning outcomes and
instruction.
• A “ learning target” is defined as a description of
performance that includes what learners should know
and be able to do. The definition is similar of to that
of a learning outcome.
LEARNING TARGETS AND ASSESSMENT
METHODS ASSESSMENT METHODS
TARGETS
KNOWLEDGE & SIMPLE
UNDERSTANDI NG
DEEP
UNDERSTANDI NG &
REASONING SKILLS
PRODUCTS
Selected
response and Brief
constructed response
Essay
Perform ance
Tasks
Oral
Question ing
Observati on
Student Self
Assessme nt
LEARNING TARGETS AND ASSESSMENT
METHODS ASSESSMENT METHODS
and Brief ance ing Student
constructed Tasks Self
TARGETS KNOWLEDGE response Essay
Observati Assessme
Selected Oral
Perform on nt
response Question
REASONING
& SIMPLE
543433254423
UNDERSTANDI NG
DEEP
UNDERSTANDI NG &
SKILLS 1 3 5 2 5 3 PRODUCTS
LEARNING TARGETS
KNOWLEDGE
& SIMPLE UNDERSTAN DING REASONING SKILLS
DEEP
UNDERSTAN DING &
meaningful context, it becomes
PRODUCTS “authentic assessment”.
Pertains to the mastery of Substanstial and tangible output
substantive subject matter and that showcases student’s
procedures. understanding of concepts and
skills and their
Mental manipulation and use of
knowledge in critical and creative
ways.
The superior assessment method.
When used in real-life and
