Assessment of Learning 1

TARGET
SETTING
Ms. Liz Aira S. Cruz
 At the end of this chapter, the students can:
• formulate appropriate learning objectives
and outcomes that are constructively
aligned with national standards.

• perform unpacking of learning

competencies.

• critique whether the given objectives are

properly formulated.
 Overview:

01 Appropriate
03
Targets

Standard-based Unpacking
Assessment Learning
02 Competencies
 Word Scramble

SANTDRAD STANDARD
EUTCAINOD EDUCATION
AESMSNSTSE ASSESSMENT
CNOSRTUVETIC CONSTRUCTIVE
AILGNENMT ALIGNMENT
Constructive
Alignment
STANDARD
is a concise, clearly written
description of what a student
should know and be able to
demonstrate at a particular
point in his or her education.
STANDARD-BASED
EDUCATION
Standard-based Education involves using
pre-determined standards to plan the scope
and sequence of instruction, as well as what
act i vi t i es and m a t e r i a l s w i l l b e u s e d t o
achieve the goals of each standard.
STANDARD-BASED
ASSESSMENT
STANDARD-BASED
ASSESSMENT
Standard-based assessment is an approach
that compares students’ performances to the
standards, rather than comparing them with
other students (Strater 2006).
CONSTRUCTIVE
ALIGNMENT
 CONSTRUCTIVE ALIGNMENT

A constructive alignment is an outcomes-based

approach to teaching in which the learning
outcomes that students are intended to achieve are
defined before teaching takes place. Teaching and
assessment methods are then designed to best
achieve those outcomes and to assess the standard
at which they have been achieved (Biggs, 2014).
DepEd Order
no. 8, s 2015
Policy Guidelines on Classroom Assessment
for K-12 Basic Education, DepEd Order no. 8, s
2015.
BASIC EDUCATION PROGRAM
- It covers from Kinder to Grade 12.
- Provide sufficient time for mastery
Classroom Assessment Types of Classroom
Assessment
1. FORMATIVE ASSESSMENT
Joint process that involves –
both teacher and learners. may be seen as assessment
FOR learning.

ASSESSMENT
2 . S U M M A T I V E
Process of gathering evidences ASSESSMENT – may be seen
of students’ performance. as assessment OF learning.
What is being assessed
in the classroom?
1. CONTENT STANDARDS – this answers
“What should learner know and do?”

2. PERFORMANCE STANDARD –
describe the abilities and skills that
learners are expected to demonstrate in
relation to the content standard.
 Learners are assessed in the classroom
through various process. Some process
may be use for both formative and
summative assessment. Individual or
collaborative.
H o w a r e
a r n e r s Formative Assessment in Different
le Parts of the Lesson
s e s s e d ? 1. Before the lesson
as 2. During the lesson
3. After the lesson
 Learners are assessed in the classroom
through various process. Some process
may be use for both formative and
summative assessment. Individual or
collaborative.
H o w a r e
a r n e r s 2. Summative Assessment
le a. Written Works
s e s s e d ? b. Performance Task
as c. Quarterly Examination
 What is grading system? How
learner progress recorded and
computed?
APPROPRIATE
TARGETS
 TYPES OF
APPROPRIATE
TARGETS
Competency

A general statement that describes the desired

knowledge, skills, and behaviors of a student
graduating from a program (or completing a course).
Objective

A very general statement about the larger

goals of the course or program.
Outcome

A very specific statement that describes

exactly what a student will be able to do in some
measurable way.
Characteristics
of Objectives
SMARTER Objectives

SMARTER objectives are set of goals and

objectives that are formed by factors and
merge structure and tractability. A factual
motion through an objective is produced by
SMARTER goal setting, along with a
projected timeline and clear milestones.
 Goals must be specif
ic.

SPECIFIC It is important given

it is understood
provide a clear path
that
to
and
u n d e rs ta n d th e p u rp
o se
of a particular goal
that
it directs to the object
ive.
 If a goal is measurab
le,
achieving it is simple
MEASURABLE the goal-setter. It may
a tool you use
for
be
to
determine your prog
ress
to w a rd a c h ie v in g y
our
goal and getting
the
expected result.
 Set objectives that can be
managed to accomplish.
ACHIEVABLE Establish realistic
objectives that will allow
you to accomplish them.
The easier the objective,
the more likely it is to be
achieved.
 Your objectives must be
relevant. You need to
RELEVANT discuss why you have
that objective. What does
it relate to? Finding the
meaning that fulfills the
requirement of relevance
is considered complete
and valuable.
TIMELY Set goals with deadlines.
 Every time a goal is
achieved, evaluation
EVALUATION must be your primary
tool. It is intended to
improve your
performance and
produce more precise
outcomes.
 Re-adjusting is a

READJUST method for considering

your wor k . D o e s t h e
procedure work well
enough to achieve those
objectives? It is looking
to identify the issue.
LEARNING DOMAINS
AND TAXONOMIES
Three domains of Learning

Cognitive Affective Psychomotor

(knowledge) (attitudes) (skills)

Psycho -
motor
● Cognitive domain: Knowledge = Think

Affective Cognitive ● Affective Domain: Attitude = Feel

● Psychomotor Domain: Skills = Do

a. Cognitive
Domain
● Based on the 1956 work, The Handbook
I-Cognitive Domain, behavioral objectives
that dealt with cognition could be divided
into subsets. These subsets were
arranged into a taxonomy and listed
according to the cognitive difficulty —
simpler to more complex forms. In 2000-
01 revisions to the cognitive taxonomy
were spearheaded by one of Bloom’s
former students, Lorin Anderson, and
Bloom’s original partner in defining and
publishing the cognitive domain, David
Krathwohl.
 Taxonomies
of the
Cognitive Domain
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s
Taxonomy 2001

1. Knowledge 1. Remembering
2. Comprehension 2. Understanding
3. Application 3. Applying
4. Analysis 4. Analyzing
5. Synthesis 5. Evaluating
6. Evaluation 6. Creating
BLOOM’s SPECIFIC TYPES OF
KNOWLEDGE Anderson And
q Terminology Krathwohl 4 Levels Of
q Specific facts Knowledge
q Conventions
q Trends and sequences
q Classifications and categories 1) Factual Knowledge
q Criteria
q Methodology
2) Conceptual Knowledge
q Principles and generalizations 3) Procedural Knowledge
q Theories and structures 4) Metacognitive
Knowledge
b. The Affective
Domain
 Affective objectives can be categorized in a
h i e r a r c h y j u st l i k e c o g n i t i v e o n e s
(according to Krathwohl). Feelings or
emotions, as well as social and emotional

f f e c t i v e learning and skills, are discussed in this

A
D o m a i n domain. Again, the taxonomy is
organized from less complex to more
complex emotions. David Krathwohl is
credited as the primary author of the
1964 description of this domain.
1. Receiving
- asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits
erect, replies, uses
2. Responding
- answers, assists, complies, conforms,
discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports,
selects, tells, writes
3. Valuing
- completes, describes, differentiates, explains,
follows, forms, initiates, invites, joins, justifies,
proposes, reads, reports, selects, shares, studies,
work
4. Organization
- adheres, alters, arranges, combines,
compares, completes, defends, explains,
generalizes, identifies, integrates, modifies,
orders, organizes, prepares, relates, synthesizes
5. Characterization
- acts, discriminates, displays, influences,
listens, modifies, performs, practices, proposes,
qualifies, questions, revises, serves, solves, uses,
verifies
 Fully integrated it by
participat i n g i n t h i s n e w
event regularly and
A s s i m i l aconsistently.
te, internalize, and
prioritize its importance with
other events.
Accept of recognize the value of the event
by participating more.

Participate in the event.

Be aware or willing to learn or listen about

an event.

Reference: Adopted from "Affective Domain." (n.d.). [Link] domain?module_item_id=2641977

 c.
Psychomotor
Domain
 c h o m o to r This domain is characterized by
P sy progressive levels of behaviors from
d o m a in observation to mastery of a physical skill.
 In the early seventies, Ravindra H. Dave
(1970), Elizabeth J. Simpson (1972) and
Anita S. Harrow (1972) recommended
categories for the Psychomotor Domain
which included physical coordination ,
movement and use of the motor skills body
parts.

Level and definition Outcome verbs

Observing watch, detect, distinguish, differentiate,

describe, relate, select
Imitating begin, explain, move, display, proceed, react,
show, state, volunteer
Practicing bend, calibrate, construct, differentiate,
dismantle, display, fasten, fix, grasp, grind,
handle, measure, mix, operate, manipulate,
mend
Adapting organize, relax, shorten, sketch, write, re-
arrange, compose, create, design, originate
 Other Taxonomies (SOLO
Taxonomy and SOLO Kendall
& Marzano`s Taxonomy)
[Link] of Observed Learning The five Levels of SOLO
Outcomes (SOLO) Taxonomy
Taxonomy

● SOLO Taxonomy is a
systematic way of describing q Pre-structural
how learners’ understanding q Unistructural
develops from simple to q Multi structural
complex when learning q Relational
q Extended abstract
different subjects or tasks.
 Pre-structural Unistructural

At this level, the learner is simply

acquiring bits of unconnected At this level, the learner has
information. It has no only a basic concept about the
organization and does not make subject or task. They are able
sense to them. The learner does to make simple and obvious
not understand the information, connections, but the broader
therefore, cannot demonstrate significance of the information
understanding. is not understood.
 Multi structural Relational

At this level, the learner can

understand several aspects of the At this level, the learner can
subject or task, but its relationship understand the significance of
to each other and to the whole the parts in relation to the
remains separated. Ideas and whole. Ideas and concepts are
concepts around a the topic is not linked, and they provide a
connected. The learner can make coherent understanding of the
a number of connections, but the whole.
significance of the whole is not
understood.
 B. Kendall`s and
Extended abstract
Marzano`s Taxonomy
At this level, the learner can
Instead of categorizing
make connections not only
learning activities which
within the given subject field,
Bloom, and Anderson did,
but also make connections
John S. Kendall and Robert J.
beyond it. They can
Marzano 2007 reframed the
generalize and transfer the
three domains of knowledge
principles and concepts from
by describing six levels of
one subject area into a new
processing knowledge.
and different domain.
 The Six Levels of
Retrieval
Difficulty Retrieval
Process:
q Retrieval  Executing
q Comprehension  Recalling
q Analysis  Recognizing
q Knowledge Utilization
q Metacognition Comprehension
q Self-System Thinking
Process:
 Symbolizing
 Integrating
 Analysis
Knowledge Utilization
Process:
 Specifying
 Generalizing Process:
 Analyzing  Investigating
 Classifying  Experimenting
 Matching  Problem Solving
 Decision-Making
Metacognition Self – thinking skill
Process:
 Examining Motivation Process:
 Specifying Goals  Examining Importance
 Process Monitoring  Examining Efficacy
 Monitoring Clarity  Examining emotions
 Monitoring Accuracy
 Unpacking Learning
Competences using 5Ps
What is Unpacking?

Unpacking is the process of deconstructing student

learning outcomes into component parts or
competencies to identify key life-long transferable
learning skills and the types of learning experiences,
activities, tasks, and assessments that align with
those outcomes.

67
 Unpacking Learning
Competencies using 5 Ps

q The ultimate purpose of any school leader, at any level,

is to ensure that learners receive teaching of the
highest quality. The planning is linear and often the
starter is set in stone by the time the main activities
are planned.
Mark Whalley introduced an approach
called the 5Ps. This suggested that before
formally building a lesson plan, teachers
ought to consider 5 key areas all of which
contribute to a successful lesson. The 5Ps
stand for:
 1. Purpose

q What are you teaching?

q Why are you teaching this?
q Where does it fit into the 2. Preparation
curriculum/Schemes of Learning?
q Do you have the right resources?
q Is the classroom fit for purpose?
 3. Pitch

q D e s c r i b e t h e t y p e a n d ra n g e o f
differentiation required.
q Identify the range of ‘Levelness’ and 4. Pace
what this looks like. q What are the activities for the lesson
going to be?
q How frequently will the activities
change?
5. Progress

q How will you know that progress has been

made?
q When will pupils refer to and reflect on the
Learning Objectives?
 ABCD of the
Statement Objectives
ABCD of the LEARNING OBJECTIVES
● Audience
● Behavior
● Condition
● Degree
Writing Objectives from
Competencies
Introduction.
There are various ways of writing objectives.
Besides referring to themes, you might also
classify according to educational domains.
The three groups of domains identified by
educational psychologist, Benjamin Bloom
are commonly used to group objectives and
learning outcomes.
Definition and purpose.

 Objectives are specific results that the teacher aims to achieve within a
timeframe and with available resources.
 Well stated Objectives help teachers clarify what they want their students
to learn.
 Using objectives. Teachers can evaluate whether their students have
learned and whether their own teaching has worked.
In order for objectives to provide a useful basis for creating test questions, they
must contain verbs that describe observable, measurable, achievable actions and
specific levels of thinking, because these are things that can be tested.

Guidelines:
● Describe specific activities a student will do to show that he or she has learned.
● Include 2-10 learning objectives for each learning competency (main idea or
skill).
● Audience + Behavior + Condition + Degree = Learning Objective (ABCD)
Four major steps in writing objectives from competencies

 Decide on the learning outcomes.

 Breakdown the general outcome into more specific objectives.
 Figure out how you will assess the outcomes. What evidence? Will you
accept that student have achieved an understanding?
 Plan lessons and activities that will help students achieve those outcomes.
Difference of goal, standards and objectives

● Goal- can be general or specific

● Standards- include general outcome statements
● Objectives – are specific action

Short-term or long-term

● Objectives are short term because they describe the learning outcome
expected in days, weeks, or months.
● Goals and Standards describe learning outcomes expected to occur at the end
of a longer period.
THANK
YOU!