Assessment

Tests
are Only
Tools!
 Assessments – Using them correctly

We need to view assessments as tools that can

contribute to the process of evaluating students,
planning appropriate curriculum, and teaching
methods. We always need to question the status,
data, and power given to these tests and their results.

• Tests need to be used appropriately.

• Tests need to be well designed.
• Tests need to be given by well trained people.
• Good tests can be poorly affected – purpose
and population.
• There is no “one size fits all” test.
Georgia Department of Education

• http://www.doe.k12.ga.us
• http://www.georgiastandards.org

• Pinecrest Standards
 Learning Outcomes
The student will know………

The student will be able to………….

Taxonomy of Educational Objectives:
Bloom’s Taxonomy
Devised by Bloom, Englehart, Hill,
Furst and Krathwohl

Taxonomy of Educational
Objectives

Cognitive Domain Affective Domain

The Psychomotor Domain
Knowledge Receiving (Attending)
(Includes most behaviors)
Responding
Comprehension Speaking
Valuing
Application Writing
Organization
Analysis Eating
Characterization by a
Synthesis Jumping
value
Flying, etc.
Evaluation
Creating Assessments using the levels of the
Cognitive Domain from the lowest to the
highest level
Level 1 Knowledge
- Exhibit memory if previously learned material by
recalling facts, terms, basic concepts and answers.

Key words: who, what, why, when, where, which,

choose, find, how, define, label, show, spell, list,
match, name, relate, tell, recall, select

Questions: What is…? How is…? How would you

explain…? Which one…? Who were the main…? Can
you recall…? Can you select…?
 Level 2 Comprehension
Demonstrate understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas.

Key Words - compare, contrast, demonstrate, interpret,

explain, extend, illustrate, infer, outline, relate,
rephrase, translate, summarize, show, classify

Questions – How would you classify..? How would you

compare/contrast….? Will you state or interpret in
your own words…? What facts or ideas show…? Which
statements support…? How would you summarize...?
Which is the best answer…? What is the main idea…?
 Level 3 Application
Solve problems to new situations by applying acquired
knowledge, facts, techniques and rules in a different way.

Key Words – apply, build, choose, construct, develop,

interview, make use of, organize, experiment with, plan,
select, solve, utilize, model, identify

Questions – How would you use…? What examples can you

find to…? How would you organize__ to show…? What
questions would you ask in an interview with…? What
facts would you select to show…? What other way would
you plan to…?
 Level 4 Analysis
Examine and break information into parts by identifying
motives or causes. Make inferences and find evidence to
support generalizations.

Key Words – analyze, categorize, classify, compare, contrast,

discover, dissect, divide, examine, inspect, simplify, survey,
take part in, test for, distinguish, list, distinction, theme,
relationships, function, motive, inference, assumption,
conclusion

Questions – How is ___related to…? What is the theme…?

What conclusions can you draw…? Can you list the parts…?
How would you classify…? Can you identify the different
parts…? What is the function of…? Why do you think…?
 Level 5 Synthesis
Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions.

Key Words – build, choose, combine, compile, compose,

construct, create, design, develop, estimate, formulate,
imagine, invent, make up, originate, plan, predict, propose,
solve, solution, propose, discuss, modify, change, original,
improve, adapt, delete, test, elaborate, change, happen,
improve

Questions – How would you improve..? Can you invent…? What

changes would you make to solve…? How could you change or
modify the…? How would you test…? Can you predict the
outcome…? What facts can you compile…? Can you think of an
original way for the…? How would you estimate the results
for…? What would happen if…? Can you elaborate on the
reason…?
 Level 6 Evaluation
Present and defend opinions by making judgments about
information, validity of ideas or quality of work based on a set
of criteria.

Key Words – Award, choose, conclude, criticize, decide, defend,

determine, dispute, measure, compare, rate recommend,
select, interpret, explain, assess, disprove, prove, estimate,
deduct, judge, justify

Questions – What is your opinion of…? Would it be better if…?

How would you evaluate…? What would you select…? What
judgment would you make about…? How would you justify…?
Why did they choose…? Do you agree with the actions…? …
with the outcome…? How could you determine…? Why was it
better that…? How would you compare the ideas…? People…?
Bloom’s Revised Taxonomy
Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
 REMEMBERING
Recalling information.

Recognizing
Listing
Describing
Retrieving
Naming
Finding
 UNDERSTANDING
Explaining ideas or concepts.

Interpreting
Summarizing
Paraphrasing
Classifying
Explaining
 APPLYING
Using Information in another
familiar situation.

Implementing
Carrying Out
Using
Executing
 ANALYZING
Breaking information into parts to
explore understandings and
relationships.

Comparing
Organizing
Deconstructing
Interrogating
Finding
 EVALUATING
Justifying a decision or course of
action.

Checking
Hypothesizing
Critiquing
Experimenting
Judging
 CREATING
Generating new ideas, products,
or ways of viewing things.

Designing
constructing
planning
producing
inventing
 ’ s
B l o om Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
 Assessment Formats

- True-False items
- Matching items
- Multiple Choice
- Fill in the Blank
- Short Answer
- Restricted Response Essay