4 ASSESSMENT OF LEARNING 1 “exbook and Reviewer Chapter Exercises CHAPTER 2 ASSESSING LEARNING OUTCOMES es an EEnieeeeeeeemmemeee 3._ Discuss the different purposes of assessment. sean 4. What are the different roles of assessment in the instructional decisions? 7 5. How does diagnostic assessment differ from placement assessment? eet 6 ferentiate norm-referenced interpretation m. Identify some characteristics that from criterion-referenced interp! educational objectives/ instructional objectives specific/ behavioral objectives 7. Compare the diferent types of assessment. general expressive objectives assessment eeaeinngycntt 8. Present and discuss the different guidelines or effective student a , Sa 9. Differentiate norm-referenced interpretation from crtecion-referenced interpre- ee unobservable outcome 10. What ae the different issues related tothe assessment of students learning? comtive domata affective domain psychomotor domain educational taxonomy Learning Outcomes At the end of this chapter, the students should be able to: 1. define the following terms: goals, objectives, and educational objectives/ instructional objectives, specifc/behavioral objectives, general objectives, learning outcome, learning activity, observable out inob- servable outcome, cognitive domain, affective domain, psychomotor do- main, and educational taxonomy; earning outcomes; ede domain; write specific affective outcomes; write specific psychomotor outcomes; and write measureable and observable learning outcomes, 156 EARNING Reviewer 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 pro- vide guidelines for assessing the performance of the students. Assessing the learning ‘outcomes of the students is one of the very critical functions of teachers. A classroom teacher should classify the objectives ofthe lesson because itis very important for the selection of the teaching method and the selection of the instructional materials. The instructional material should be appropriate forthe lesson s0 that the teacher can mo- tivate the students properly. The objectives can be classified according tothe learning ‘outcomes of the lesson that will be discussed. PURPOSES OF INSTRUCTIONAL GOALS AND OBJECTIVES ‘The purposes of the instructional goals and objectives. 1. It provides direction forthe instructional process by clarifying the intended earning outcomes. 2. It conveys instructional intent to other stakeholders such as students, par- ents, school officials, and the public. 3._Itprovides basis for assessing the performance of the students by describing, the performance to be measured. GOALS AND OBJECTIVES The terms goals and objectives are two different concepts but they are related to cach other. Goals and objectives are very important, most es when you want to achieve something for the students in any classroom activities. Goals can never cannot get the objectives that you want are both tools that you need in achieve. Below are the diferent de- that goals and you can accomplish what you want scriptions between goals and objectives. Goals Objectives Siseemaneeeened (0 udesaabeastesnasteaato a Precise ‘Tangible Concrete Can be validated Long term. Short term aims what you want | to accomplish achieve Hard to quantify or put in a| Must be given a timel timeline _ | 10 be more effective broad statement of very general educat level of performance. It tend to change ressure, e.g, learn problem solving, appreciate the beauty of an art; be cre ea of grammar, General Educational Program of education: Instructional Objectives. Speciic statement ofthe learners behavicr or outcomes that are expected to be exhibited by the students after completing a Unit of instruction may mean: a two weeks lesson on polynomials; one ve after correlatives”; one class period on “katangian ng wika.” of the lesson the students should be able to add fractions with 100% accuracy; the stu- der id be able to dissect the frog following the correct procedures, are examples ictional objectives. ‘Typical Problems Encountered When Writing Objectives E rations Enortpes | ‘The objective is too broad in scope or is actually | Simplify or break apart more than one objective " 2 Too broad or complex objective does not | Be more spe we correct behavior, | sure th different problems encountered of instructional objectives and ctional objective.‘The third component of instructional objective is the special conditions under which the behavior must be displayed by the students. How? Under what the student be given or already circumstances will the learning occur? What \ bbe expected to know to accomplish the learning? 4, Stating Criterion Level ‘The fourth component of the in level. The criterion a specific set of criteria be met? Do you want total mastery hem to respond correctly 90% of the time, among others? A common (and totally non-scientific) setting is 90% of the time. ‘Always remember that the criterion level need not be specified in percent- age of the number of items correctly answered, It can be stated as, number of items correct; number of consecutive items correct; essential features included in essay question or paper; completion within a specified time or com- pletion with a certain degree of accuracy. ‘Types of Educational Educational objective is also known as instructional objective. There are two types of educational objectives: specific or behavioral objectives and general or expressive objectives s. Precise statement of behavior to be ion by which mastery of the objectives ye conditions under which behavior must Specific or Behavioral Objecti pi Wardrobe; (2) ) Understand the concept of normal distribution. These examples specify oni broad educational outcome. a Instructional objective is a clear and conc that students are expected to perform or exhibit after discussing a certain lesson or unit of instruction. The components, are observable behaviors, special conditions behavior must be exhibited and performance level considered sufficient to demonstrate mastery. When a teacher developed instru action verb that specifies learning outcomes. Some educators and educa- tion students are often confused with learning outcome and learning act ity. An activity that implies a certain product or end result of instructional objectives is called iearning outeome. If you write instructional objectives as ‘a means or processes of attaining the end product, then it is considered as dearning activity. Hence, revise itso that the product ofthe activity is stated. al objectives, he must include an Examples: Learning Activities Learning Outcomes study. identify read write watch recal listen list ‘TYPES OF LEARNING OUTCOMES20 ASSESSMENT OF LEARNING “etbok and Renew Examples of observable learning outcomes: 1. Recite the names of the characters inthe story MISERY by Anton Chechov. ‘Add two-digit numbers with 100% accuracy. 2 3. Circle the initial sounds of words, 4. Change the battery of an engine. 5. List the steps of hypothesis testing in order Examples of non-observable learning outcomes: 1. Be familiar with the constitutional provisions relevant to agrarian reforms. 2. Understand the process of evaporation. 3. Enjoy speaking Spanish. 4. Appreciate the beauty of an art. 5. Know the concept of normal distribution. ‘Types of Learning Outcomes to Consider Below are the lists of learning outcomes classified as a learning objective. The ‘more specific outcome should not be regarded as exclusive; there are merely sugges- tive as categories to be considered (Gronlund, Linn, an 2009). 1. Knowledge 11 Terminology 1.2. Specific facts 1.3. Concepts and principles 14 Methods and procedures 2. Understanding 21 Concepts and princi information 3.2. Concepts and principles Methods and procedures ‘roblem sol 4. Thinking skills Performance skills 53 Communication 54 Computational skills 55. Social skills & Appreciations 8.1 Literature, art, and music 82. Social and scientific achievements 9. Adjustments 91. Social adjustments 92. Emotional adjustments TAXONOMY OF EDUCATIONAL OBJECTIVES ing, reading pr sions. ‘Affective Domain des emphasize a feeling tone, an emotion, ora degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally conscience. We found a large number apprecia- 1964 as cited