SAN CARLOS COLLEGE

COLLEGE OF EDUCATION
San Carlos City, Pangasinan

Second Semester 2021-2022

MID TERM EXAMINATION IN THE ASSESSMENT OF LEARNING 1

March 12, 2022

Name: IRENE G. FRIAS Score:_____

PART I. Answer the following questions.

1. Draw/Illustrate and compare Bloom’s and Anderson’s Cognitive

Taxonomy. Explain?

Under the original Bloom’s Taxonomy, the table of learning objectives for the cognitive
domain is the most popular and applies to the development of the following intellectual
skills.
Bloom’s Taxonomy
1. Knowledge: Learner’s ability to recall information
2. Comprehension: Learner’s ability to understand information
3. Application: Learner’s ability to use information in a new way
4. Analysis: Learner’s ability to break down information into its essential parts
5. Synthesis: Learner’s ability to create something new from different elements of
information
6. Evaluation: Learner’s ability to judge or criticize information

In 2000, Bloom’s Taxonomy was revised by Lorin Anderson, a former student of

Bloom’s, and David Krathwohl, one of Bloom’s original research partners on cognition.
Their hope for the updates was to add relevance for 21st-century students and
teachers.
Anderson and Krathwohl’s Taxonomy
1. Remembering: Learner’s ability to recall information
2. Understanding: Learner’s ability to understand information
3. Applying: Learner’s ability to use information in a new way
4. Analyzing: Learner’s ability to break down information into its essential parts
5. Evaluating: Learner’s ability to judge or criticize information
6. Creating: Learner’s ability to create something new from different elements of
information
Anderson and Krathwohl Updates
The updates are reflective of a more active thought process and include three main
changes:
1. Category names were revised from nouns to verbs.
2. The last two stages of Bloom’s Taxonomy were switched so that evaluation
(evaluating) comes before synthesis (creating).
3. The knowledge (remembering) category was updated to reflect four knowledge
dimensions instead of three.

2. What are the recommended categories for Psychomotor Domain as

proposed by E. Simpson, Dave and A.S. Harrow? Cite also the Simplified
and Re-organized Categories and Levels of Learning in the
Psychomotor Domain.

Simpson (1972)
a. Perception - Sensory cues guide motor activity.
b. Set - Mental, physical, and emotional dispositions that make one respond in a
certain way to a situation.
c. Guided Response - First attempts at a physical skill. Trial and error coupled with
practice lead to better performance.
d. Mechanism - The intermediate stage in learning a physical skill. Responses are
habitual with a medium level of assurance and proficiency.
e. Complex Overt Response - Complex movements are possible with a minimum of
wasted effort and a high level of assurance they will be successful.
f. Adaptation - Movements can be modified for special situations.
g. Origination - New movements can be created for special situations.
Dave (1970)
a. Imitation - Observing and copying someone else.
b. Manipulation - Guided via instruction to perform a skill.
 c. Precision - Accuracy, proportion and exactness exist in the skill performance
without the presence of the original source.
d. Articulation - Two or more skills combined, sequenced, and performed
consistently.
e. Naturalization - Two or more skills combined, sequenced, and performed
consistently and with ease. The performance is automatic with little physical or
mental exertion.
Harrow (1972)
a. Reflex movements - Automatic reactions.
b. Basic fundamental movement - Simple movements that can build to more
complex sets of movements.
c. Perceptual - Environmental cues that allow one to adjust movements.
d. Physical activities - Things requiring endurance, strength, vigor, and agility.
e. Skilled movements - Activities where a level of efficiency is achieved.
f. Non-discursive communication - Body language.
Simplified and Re-organized Categories and Levels of Learning in the
Psychomotor Domain.
a. Observing - Active mental attending of a physical event.
b. Imitating - Attempted copying of a physical behavior.
c. Practicing - Trying a specific physical activity over and over.
d. Adapting - Fine tuning. Making minor adjustments in the physical activity in
order to perfect it.

3. Draw/Illustrate the Categories/Levels of Affective Domain Learning

Objectives Arrange Hierarchy and Explain?

Affective Level
a. Receiving - Learner is aware and receptive; otherwise, learning cannot take
place.
b. Responding - Learner actively participates in the process. Besides being aware,
the learner responds in some fashion.
c. Valuing - Valuing identifies the value an individual associates with an object or
behavior; can range from basic acceptance to a more complex commitment.
 d. Organizing - Learner can synthesize different information and values. Values can
be organized into priorities; values are compared and synthesized.
e. Characterizing (internalizing) - A belief or value becomes part of the system that
controls the learner’s behavior.

4. Explain comprehensively the Kendall’s and Marzano’s New Taxonomy?

The New Taxonomy is two-dimensional. One-dimension addresses levels of mental

processing. Instead of categorizing learning activities, it describes six levels of
processing knowledge of mental process. And the other addresses three domains of
knowledge. The rows on the left-hand side of the figure represent three systems of
thought including Cognitive System, Metacognition System, and Self-System. The
column on the right-hand side of the figure depicts three different types or domains of
knowledge including information, mental procedures, and psychomotor procedures.
These domains provide the content. According to the six levels of processing
knowledge, the highest level (6) denotes the so-called Self-System that contains a
network of interrelated beliefs, attitudes and expectations that are involved in making
judgments as to whether to engage in a new task. It is at this level that the motivation
of accomplishing the goal is determined. If the decision is made to engage in a new
task, the metacognition system (Level 5) is activated. At this level, goals relative to new
task would be defined and the strategies would be developed for reaching these goals.
Finally, the Cognitive System (Level 1 to 4) is responsible for effective processing of the
knowledge. Retrieval objectives involve the recognition, recall, and execution of basic
information and procedures. Comprehension objectives involve identifying and
symbolizing the critical features of knowledge. Analysis objectives involved reasoned
extensions of knowledge. It involves five types of analysis processes: matching,
classifying, analyzing errors, generating, and specifying. Knowledge utilization
objectives are employed when knowledge is used to accomplish a specific task. It
includes four knowledge utilization processes: decision making, problem solving,
experimenting, and investigating.
 5. How essentials the principles in assessment of students learning starts
with the institution’s vision, mission and core values?

Assessment is a medium for educational advancement, not an end in itself. Its

effective practice, then, starts with and exacts a vision of the kinds of learning we most
value for students and try to assist them in achieving. Not only should educational
values guide what we assess, but also how we assess it. Assessment risks becoming an
exercise in evaluating what's simple rather than a process of improving what we
actually care about when considerations regarding educational mission and values are
skipped over.

6. Is Assessment works best when it is continuous, ongoing and not

episodic? Justify and how?

Assessment is a procedure with a cumulative effect. Though isolated, "one-shot"

assessments are preferable to none, development over time is best facilitated when
assessments involve a linked series of groups of learners; this may require gathering
the same examples of student performance or using the same instrument semester
after semester. The purpose is to keep track of how far you've come toward your
objectives in the concept of continual improvement. The assessment process should be
updated and adjusted along the process as new information becomes available.

7. Discuss the phases of outcome Assessment in the Instructional Cycle.?

a. Institutional Mission – statements provide various constituencies – students,

faculty, legislators, etc. – with the institution’s educational goals and guidance
concerning the achievement of these goals.
b. Program Goals – are broad statements of the kinds of learning we hope students
will achieve – they describe learning outcomes and concepts in general terms.
c. Subject Objectives – are brief statements that describe what students will be
expected to learn by the end of school year, course, unit, lesson, project or class
period.
d. Desired Student Learning Outcomes – are statements that describe significant
and essential learning that learners have achieved, and can reliably demonstrate
at the end of the course or program.
e. Diagnostic Assessment – is a type of assessment which examines what a student
knows and can do prior to a learning program being implemented.
f. Deciding on Lesson Focus – this is the time when the teacher is demonstrating,
modeling, and sharing his or her thinking with students.
g. Supporting Student Activities – Students apply principles of logical thinking and
persuasive argument in writing.
h. Formative Assessment Outcomes – refers to a wide variety of methods that
teachers use to conduct in-process evaluations of student comprehension,
learning needs, and academic progress during a lesson, unit, or course.
i. Review/Reteach – examine or assess formally with the possibility or intention of
instituting change if necessary.
j. Mastery Learning – is a method of instruction where the focus is on the role of
feedback in learning.
k. Summative Assessment of Outcomes – refers to the assessment of participants
where the focus is on the outcome of a program.

8. Illustrate and explain the principles of Constructive Alignment?

Constructive Alignment involves:

a. Thoughtfully determining intentions for what students should learn and how
they will demonstrate their achievement of these intended learning outcomes,
and clearly communicating these to students;
b. Designing teaching and learning activities so that students are optimally
engaged in achieving these learning outcomes; and
c. Creating assessments that will allow students to demonstrate their attainment
of the learning outcomes and allow instructors to discern how well these
outcomes have been achieved.
 9. Differential Traditional Assessment Methods to Authentic Assessment
Methods? Cite examples?

Traditional assessments refer to conventional methods of testing, usually

standardized and use pen and paper with multiple-choice, true or false or matching
type test items.
Examples:
 True or False; multiple choice tests
 standardized tests
 achievement tests
 intelligence tests
 aptitude tests
Authentic assessments refer to assessments wherein students are asked to perform
real-world tasks that demonstrate meaningful application of what they have learned.
Examples:
 demonstrations
 hands-on experiments
 computer simulations
 portfolios
 projects
 multi-media presentations
 role plays
 recitals
 stage plays
 exhibits

10. Is portfolio essential? Why? Discuss the different types of

Portfolios in the context of education?

Portfolios can encourage students to take more ownership and responsibility over
the learning process. In some schools, portfolios are a way for students to critique and
evaluate their own work and academic progress, often during the process of deciding
what will be included in their portfolios.
There are three types of portfolios in education:
a. A showcase portfolio contains products that demonstrate how capable the owner
is at any given moment.
b. An assessment portfolio contains products that can be used to assess the
owner’s competences.
 c. A development portfolio shows how the owner (has) developed and therefore
demonstrates growth. This type of portfolio will often also contain products from
various stages of the process, stages in which feedback has been received, and
possibly also products from work still in progress.

11. Explain the difference between Analytic Rubric to holistic Rubric?

Cite empirical examples?

Analytic rubrics identify and assess components of a finished product.

Example of Analytic rubrics:
Needs Developing (2) Sufficient Above
Improvement (1) (3) Average (4)

Clarity The purpose of the The central The central The central
(Thesis student work is not purpose of the purpose of the purpose of the
supported by well-defined. Central student work is student work is student work is
relevant ideas are not identified. Ideas clear and ideas clear and
information focused to support are generally are almost supporting
and ideas.) the thesis. Thoughts focused in a way always focused ideas always
appear that supports in a way that are always well-
disconnected. the thesis. supports the focused. Details
thesis. Relevant are relevant,
details illustrate enrich the
the author’s work.
ideas.

Holistic rubrics assess student work as a whole.

Example Holistic Rubric
Articulating thoughts through written communication— final paper/project.
4. Above Average: The audience is able to easily identify the focus of the work and
is engaged by its clear focus and relevant details. Information is presented
logically and naturally. There are no more than two mechanical errors or
misspelled words to distract the reader.
3. Sufficient: The audience is easily able to identify the focus of the student work
which is supported by relevant ideas and supporting details. Information is
presented in a logical manner that is easily followed. There is minimal
interruption to the work due to misspellings and/or mechanical errors.
2. Developing: The audience can identify the central purpose of the student work
without little difficulty and supporting ideas are present and clear. The
information is presented in an orderly fashion that can be followed with little
difficulty. There are some misspellings and/or mechanical errors, but they do not
seriously distract from the work.
 1. Needs Improvement: The audience cannot clearly or easily identify the central
ideas or purpose of the student work. Information is presented in a disorganized
fashion causing the audience to have difficulty following the author's ideas.
There are many misspellings and/or mechanical errors that negatively affect the
audience's ability to read the work.

12. How would you employ effective and efficient assessment on

multiple intelligences?

Multiple intelligences assessments should be as varied as the learning styles

themselves. Teachers should be mindful that using one method of testing, such as an
essay, would naturally play to the strengths of some learners, such as linguistics, while
failing to address the weaknesses of others, such as spatial learners. When establishing
your learners' multiple intelligences, consider avoiding the standard techniques of
testing and replacing them with authentic assessments.

13. How is assessment of Learning Outcomes in the K to 12 Program

practices in DepEd Order 8, s.2015 give clear guidance of all teachers?

The Department of Education is adopting the enclosed Policy Guidelines on

Classroom Assessment for the K to 12 Basic Education Program in accordance with the
implementation of the Enhanced Basic Education Act of 2013 (Republic Act No. 10533).
Assessment in the classroom is an important aspect of curriculum implementation. It
enables teachers to monitor and assess their students' development and change their
instruction accordingly. The learners, as well as their parents and guardians, are
informed about their progress through classroom evaluation.

Good Luck………..