GROUP 2 ASSESSMENT OF LEARNING 1

EDUC. 8

CHAPTER 2

MOTIVATION

PRINCIPLES OF HIGH QUALITY ASSESSMENT 2.1 CLARITY OF LEARNING TARGETS Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible.

LEARNING TARGETS:
- KNOWLEDGE

- SKILLS - PRODUCTS AND EFFECTS

 LEARNING TARGETS NEED TO BE STATED IN BEHAVIORAL TERMS OR TERMS WHICH DENOTE SOMETHING WHICH CAN BE OBSERVED THROUGH THE BEHAVIOR OF THE STUDENTS. OBJECTIVE: To understand the concept of buoyancy

2.1.1 COGNITIVE TARGETS

As early as the 1950s Bloom (1954), proposed a hierarchy of educational objectives at the cognitive level. These are: Level 1. Knowledge Level 2. Comprehension Level 3. Application Level 4. Analysis

Level 5. Synthesis Level 6. Evaluation and Reasoning In this model, aptitude, quality of instruction, ability, perseverance, and time for learning are significant variables which can be determine teaching and learning success.

BLOOMS MASTERY LEARNING MODEL

 The end of this model is mastery; and thus, incorporate the value of evaluation. It must be noted that Blooms taxonomy of educational objectives has become the basis for developing and writing classroom objectives.

Refers to the acquisition of facts, concept and theories. Knowledge of historical facts. Knowledge forms the foundation of all other cognitive objectives for without knowledge, it is not possible to move up to the next higher level of thinking skills in the hierarchy of educational objectives.

Refers to the same concept as understanding. It is a step higher than mere acquisition of facts and involves a cognition or awareness of the interrelationships of facts and concepts.

Transfer of knowledge from one field of study to another or from one concept to another concept in the same discipline. EXAMPLE: Classic experiment of Pavlovs on dogs showed that animals can be conditioned to respond in a certain stimuli.

Refers to the breaking down of a concept or idea into its components and explaining the concept as a composition of these concepts.

Refers to the apposite of analysis and entails putting together the components in order to summarize the concept.

 Refers to the valuing and judgment or putting the worth of a concept or principle.

COGNETIVE LEARNING TARGETS

GENERAL INSTRUCTIONAL OBJECTIVES KNOWLEDGE SPECIFIC LEARNING OUTCOMES Defines Names Describes Outlines Identifies Select Reproduces States Labels List Matches

COMPREHENSION

Converts Paraphrases Give examples Infers Distinguishes Estimates Predicts Explains Rewrites Extends Summarizes Generalizes

APPLICATION

Changes Predicts Computes Prepares Demonstrates Produces Discovers Relates Manipulates Shows Modifies Solves Operates Uses

ANALYSIS

Breakdown Infers Diagrams Outlines Differentiates Points out Discriminates Relates Distinguishes Select Identifies Separate Illustrates Subdivides

SYNTHESIS

Categories Organizes Combines Plants Complies Rearrange Composes Reconstruct Relates Creates Devises Revises Designs Explains Rewrites Generates Summarizes Tells Modifies writes

EVALUATION

Appraises Compares Discriminates Concludes Explains Contrast Justifies Criticizes Interprets Describes Summarizes

Learning outcome: convert/Solve/Identify

COMPREHENSION 1. How many cm are there in 1.5 km? a. 15x10 cm c. 1.5 x10 cm b. 1.5 x 10 cm d. 1.5 x 10 cm APPLICATION 1.Potential energy is energy possessed by stationary body. If a body is 2m above the ground (m=2kg) what is its potential energy? a. 39.2 KG b. 39.2 n c. 39.2 J d. 39.2 cc

ANALYSIS 1. Which of the following particles is not in the nucleus of the atom? a. electrons b. neutons

PREPARING THE TABLE OF SPECIFICATION

- A table of specification is a one way table that relates the instructional objectives to the course content. To simplify the table, only the general instructional objectives and the major areas of the content are included. The relative stress on the number of items in the table of specifications should reflect the emphasis given in the instructional objective.

2.1.2 SKILLS,COMPETENCIES AND ABILITIES TARGETS

Skills refers to specific activities or tasks that a student can proficiently do. - Skills in coloring, language skills. Skills can be clustered together to form specific competencies. birthday card making. Related competencies characterize a students ability.(DACUM,2000). It is important to recognize a students ability in order that the program of study can be designed as to optimize his/her innate abilities.

 Abilities can be roughly categorized into: cognitive, psychomotor and affective abilities. For instance, the ability to work well with others and to be trusted by every classmates (affective abilities) is an indication that the student can most likely succeed in work that requires leadership abilities. Others are programming and web designing (cognitive) therefore they would be good at highly technical individualized

2.1.3 PRODUCTS,OUTPUTS AND PROJECTS TARGETS

Products, outputs and projects are tangible and concrete evidence of a students ability. A clear target for products and projects need to clearly specify the level of workmanship of such projects. - expert level, skilled level or novice level outputs.

2.2 APPROPRIATENESS OF ASSESMENT METHODS Once the learning targets are clearly set, it is now necessary to determine an appropriate assessment procedure or method.

2.2.1 WRITTEN-RESPONSE INSTRUMENT

Written-response instruments include objective test (multiple choice, true-false, matching or short answer) tests, essays, examination and checklist. Objective test are appropriate for assessing the various levels of hierarchy of educational objectives. Multiple choice test in particular can be constructed in such way as to test higher order thinking skills.

 Example: (Poor) Write an essay about the first EDSA revolution. (Better) write an essay about the first EDSA revolution giving focus on the main characters of the revolution and their respective roles.

2.2.2 PRODUCT RATING SCALES

A teacher is often tasked to rate products. Example of products that are frequently rated in education are book reports, maps, charts, diagrams, notebooks, essays and creative endeavors of all sorts.

books

To develop a product rating scale for the various products in education, the teacher must possess prototype products over his/her years of experience.

END THANK YOU AND GOD BLESS

REPORTED BY: REAH C. LATUBE PRINCESS LACDANG BSED- ENGLISH/ 3RD YEAR MR. VICENTE ARDAMOY PROF. EDUC 8. REFERENCE: ASSESSMENT OF LEARNING 1