CHAPTER 3:

Appropriateness and Alignment of Assessment

Methods to Learning Outcomes

 Why are you assessing?

 What do you want to assess?

 How are you going to assess?

“In truth, not all assessment methods are applicable to every type of
learning outcomes and teachers have to be skillful in selection of
assessment methods and design”.
BY:
JESSA T. EMPALMADO
DIANA ROSE E. SERAFICA
5 Standards of Quality Assessment
1. Clear Purpose
2. Clear Learning Targets
3. Sound Assessment Design
4. Effective Communication of Result
5. Student Involvement in the Assessment Process
 IDENTIFYING LEARNING
OUTCOMES
• A particular level of
knowledge, skills, and values a
student has acquired.
• Learning outcomes must be
simply and clearly described.
• Learning outcomes must be
capable of being validly
assessed.
4 Steps in a Student Outcomes
Assessment (ANDERSON ET AL.-
2005)
1. Create Learning Outcome
Statements
2. Design Teaching/Assessment to
achieve these Outcomes
Assesstment
3. Implement
Teaching/Assessment Activities
4. Analyze Data on Individual and
Aggregate Levels
 TAXONOMY OF LEARNING OUTCOMES

COGNITIVE PSYCHOMOTOR AFFECTIVE

(Knowledge-based) (Skills-based) (Values, Attitudes and Interests)

• Recognize and apply the basic • Demonstrate good classroom • Display a willingness to
principles of classroom presentation skills. cooperate with members of
management and discipline. • Perform laboratory practical teaching staff in their assigned
• Identify the key characteristics work in a safe and efficient school.
of high quality science manner. • Participate successfully in
teaching. Peer Assisted Learning
• Develop a comprehensive project.
portfolio of lesson plans.
Cognitive (Knowledge-based)
• The cognitive domain involves the development of knowledge and intellectual
skills.
Stressed that the revised Bloom’s taxonomy table is not used
Krathwohl (2002) to classify instructional and learning activities used to
achieve the objectives, but also for assessment employed to
determine how well learners have attained and mastered the
objectives.

Marzano & Kendall Four Levels of Cognitive System:

(2007)
1. Knowledge
2. Comprehension
3. Analysis
4. Knowledge Utilization
Table 3.1 Cognitive level and Processes (Anderson, et al., 2001)
Processes and Action Verbs Sample Learning
Levels Describing Learning Outcomes Competence

Remembering Processes: Recognizing, Recalling Define the four levels of mental

- retrieving relevant knowledge from Verbs: define, describe identify, label, processes in Marzano & Kendall's
long-term memory list, match, name, outline, reproduce, Cognitive System.
select, state

Understanding Processes: Interpreting, Exemplifying, Explain the purpose of Marzano &

- constructing meaning from
insructional messages, including oral,
written, and graphic communication
Classifying, Summarizing, Inferring, Kendall's New Taxonomy of
Comparing, Explaining Educational Objectives.
Verbs: convert, describe, distinguish,
estimate, extend, generalize, give
examples, paraphrase, rewrite,
summarize

Applying Processes: Executing, Implementing Write a learning objective for each

- carrying out or using a procedure in
a given situation
Verbs: apply, change, classify level of the Marzano & Kendall's
(examples of a concept), compute, Cognitive System.
demonstrate, discover, modify,
operate, predict, prepare, relate,
show, solve, use
 Processes and Action Verbs Sample Learning
Levels Describing Learning Outcomes Competence

Analyzing Processes: Differentiating, Compare and contrast the thinking

- breaking material into constituent Organizing, Attributing levels in the revised Bloom's
parts and determine how the parts Verbs: analyze, arrange, associate, Taxonomy and Marzano & Kendall's
relate to one another and to an compare, contrast, infer, organize, Cognitive System.
overall structure or purpose solve, support (a thesis)

Evaluating Processes: Executing, Monitoring, Judge the effectiveness of writing

- making judgments based on Generating and learning outcomes using
criteria and standards Verbs: appraise, compare, conclude, Marzano & Kendall's Taxonomy.
contrast, criticize, evaluate, judge,
justify, support (a judgment) verify

Creating Processes: Planning, Producing Design a classification scheme for

- putting elements together to form a Verbs: classify (infer the writing learning outcomes using the
coherent or functional whole; classification system), construct, levels of cognitive system developed
reorganize elements into a new create, extend, formulate, generate, by Marzano & Kendall.
pattern or structure synthesize
Psychomotor (Skills-based)
 The psychomotor domain focuses on physical and mechanical skills
involving coordination of the brain and muscular activity
Identified five levels of behavior in the psychomotor
Dave (1970) domain: Imitation, Manipulation, Precision,
Articulation, and Naturalization

Simpson (1972) Laid down seven progressive levels: Perception, Set,

Guided Response, Mechanism, Complex Overt
Response, Adaptation and Origination.

Develop her own taxonomy with six categories organized

Harrow (1972) according to degree of coordination: Reflex Movement,
Basic Fundamental Movement, Perceptual, Physical
Activities, Skilled Movement and Non-discursive
Communication
Table 3.2 Taxonomy of Psychomotor Domain
Levels Action Verbs Describing Learning Sample Learning
Outcomes Outcomes

Observing Describe, detect, distinguish, Relate music to a particular dance

- active mental attending of a physical differentiate, describe, relate, select step.
event

Imitating Begin, display, explain, move, Demonstrate a simple dance step.

- attempted copying of a physical proceed, react, show, state, volunteer
behaviour

Practicing Bend, calibrate, construct, Display several dance steps in

- trying a specific physical activity over differentiate, dismantle, fasten, fix, sequence.
and over grasp, grind, handle, measure, mix,
organize, operate, manipulate, mend

Adapting Arrange, combine, compose, Perform a dance showing new

- fine tuning. Making minor construct, create, design, originate, combinations of steps.
adjustments in the physical activity in rearrange, reorganize
order to perfect it.
Affective (Values, Attitudes and Interests)

• The affective domain emphasizes emotional knowledge. It

tackles the question: What actions do I want learners to
think or care about?

• Demonstrated by behaviors indicating attitudes of awareness,

interest, attention, concern, responsibility, ability to listen,
respond in interactions with others, and ability to demonstrate
those attitudinal characteristics or values which are appropriate
to the test situation and the field of study.
Table 3.3 Taxonomy of Affective Domain (Krathwohl, et al., 1964)
Levels
Receiving
- being aware of or attending to
something in the environment.
Responding
- showing some new behaviours as a
result of experience.
Valuing
- showing some definite involvement or
commitment.
Organizing
- integrating a new value into one's
general set of values, giving it some
ranking among one's general priorities.
Internalizing Values
- characterization by a value or value
complex. Acting consistently with the new
value.
Action Verbs Describing Learning Sample Learning
Outcomes Outcomes
Asks, chooses, describes, follows, Listen attentively to volleyball
gives, holds, identifies, locates, introducion.
names, points to, selects, sits erect,
replies, uses
Answer, assist, comply, conform, Assist voluntarily in setting up
discuss, greet, help, label, perform, volleyball nets.
practice, present, read, recite, report,
select, tell, write
Complete, describe, differentiate, Attend optional volleyball matches.
explain, follow, form, initiate, invite,
join, justify, propose, read, report,
select, share, study, work
Adhere, alter, arrange, combine, Arrange his/her own volleyball practce.
compare, complete, defend, explain,
generalize, identify, integrate, modify,
order, organize, prepare, relate,
synthesize
Act, discriminate, display, inlfuence, Join intramurals to play volleyball twice
listen, modify, perform, participate, a week.
propose, qualify question, revise,
serve, solve, use, verify
 1.Selected-Response Format
Types of
Assessment 2.Constructed-Response Format
Methods
by McMillan 3.Teacher Observations
(2007)
4.Student Self-Assessment
 TYPES OF
ASSESSMENT METHODS
1.Selected-response Format
• This is an OBJECTIVE assessment.
- refers to method of scoring (no judgment)
• Students select from a given set of options to answer a
question or a problem.
• Items are very efficient - once the items are created, you
can assess and score a great deal of content quickly.
Selected-Response Format
 Multiple-choice
 consists of a stem (question or statement form) with four or five answer
choices (distracters).
Selected-Response Format
 Alternate Response (True/False)
 questions are binary choice type; the reliability of true/false items is
not generally high because of the possibility of guessing.
Selected-Response Format
 Matching Types
 consist of set or column of descriptions and words, phrases or images.
 Disadvantages of
Advantages of Selected
Selected Response
Response Format
Format

• Can be answered quickly. • Subject to guessing correct

• The teacher can assess and score
a great deal of content quickly.
• Using Scantron Sheets (LET) and
optical mark readers make it easy
to score large of items efficiently.
answer.
• Favor students that are test-
wise.
• Questions reward guessing
rather than knowing.
• Do not test higher levels of
cognition (applying, analyzing,
evaluating, and creating)
 TYPES OF
ASSESSMENT METHODS
2.Constructed-response Format
• This is a SUBJECTIVE assessment.
• Assessment items that ask students to apply knowledge,
skills, and critical thinking abilities to real-world, standards-
driven performance tasks.
• Sometimes called “open-response” items.
• Constructed-response require students to “construct” or
develop their own answers without the benefit of any
suggestions or choices.
 4 Categories of Constructed-response Format
1. Brief-constructed Response Items - require only short response item.
- fill in the blanks at the end of statement or sentence completion.
- labelling a diagram.
- answering mathematical problems showing their solutions.
2. Performance Assessments - require students to perform a task rather than select from a given set of
options.
- are called authentic or alternative assessments.
- provide opportunities for students to apply their knowledge and skills in real-world context.
- evaluated with establish criteria and rubrics.
3. Essay Assessments - involve answering a question or proposition in written form. It is powerful in the
sense that it allows students to express themselves and demonstrate their reasoning.
- rubric is use to score essays.
4. Oral Questioning - is a common assessment method during instruction to check on student
understanding.
- it’s an effective way to stimulate student’s motivation and participation.
- it focuses student’s attention and develops interest and curiosity.
- it provides students with opportunities to practice self-expression.
- it stimulates logical and critical thinking .
 TYPES OF
ASSESSMENT METHODS
3.Teacher Observations
• These are a form of ongoing assessment, usually done in
combination with oral questioning.
• Teachers regularly observe students to check on their
understanding. By watching how students respond to oral
questions and behave during individual and collaborative
activities, the teacher can get information if learning is taking
place in the classroom.
 TYPES OF
ASSESSMENT METHODS
4. Student-Self Assessment
• It is a process where the students are given a chance to
reflect and rate their own work and judge how well they
have performed in relation set of assessment criteria.
• Students track and evaluate their own progress or
performance.
Example:
MATCHING LEARNING TARGETS WITH ASSESSMENT METHODS:
Learning Target - is defined as a description of performance that
includes what learners should know and able to do.
Table 3.4 Learning Target and Assessment Methods ( McMillan 2007)

Assessment Methods

Selected-response and
Targets Brief-constructed Essay Performance Task Oral Questioning Student Self
Observation
response Assessment

Knowledge and simple

Understanding 5 4 3 4 3 3

Deep Understanding and

Reasoning 2 5 4 4 2 3

Skills
1 3 5 2 5 3
Product
1 1 5 2 4 4
Affect
1 2 4 4 4 5
Note: Higher number indicator better matches ( e.g. 5=excellent, 1=poor )
“Constructive Alignment” (Biggs&Tang, 2007)
Constructive

• The students construct understanding for themselves through learning activities. “Teaching is simply a
catalyst for learning” (Biggs).
• “If students are to learn desired outcomes in a reasonably effective manner, then the teacher’s
fundamental task is to get students to engage in learning activities that are likely to result in their
achieving those outcomes….It is helpful to remember that what the student does is actually more
important in determining what is learned than what the teacher does”.

Alignment

• Alignment refers to what the teacher does in helping to support the learning activities to achieve the
learning outcomes.
• The teaching methods and the assessment are aligned to the learning activities designed to achieve the
learning outcomes.
• Aligning the assessment with the learning outcomes means that students know how their achievements
will be measured.
“Constructive Alignment” (Biggs&Tang, 2007)
 Knowledge and simple understanding pertains to mastery of substantive subject matter
and procedures.

Reasoning is the mental manipulation and use of knowledge in critical and creative
ways. Deep understanding and reasoning involve higher order thinking skills of analyzing,
evaluating and synthesizing.

To assess skills, performance assessment is obviously the superior assessment

method. Products are most adequately assessed through performance tasks. A product is a
substantial and tangible output that showcases a student’s understanding of concepts and
skills and their ability to apply, analyze, evaluate, and integrate those concepts and skills.

Student affect can’t be assessed simply by selected-response or brief-constructed

response tests. The best method for this learning target is self-assessment. Oral questioning
may also work in assessing affective traits.

The K-12 Basic Education Curriculum has a balanced assessment program. It utilizes
both traditional and authentic assessment tools and techniques to get valid and reliable
evidences of student learning.

What to Assess
• Content of the curriculum
• Facts and information that
learners outcome
• Cognitive operation that
learners perform on facts and
information for constructing
meaning
• Explanation
• Interpretation
• Application
• Learners authentic task as
evidence of understanding
• Multiple intelligences
Table 3.5 Guide for assessing Learning Outcomes for Grade 1
How to Assess (Suggested assessment Tools / How to Score /Rate
How to utilize Result
Strategies) Learning
1. Quizzes Raw scores To identify individual learner with specific
• Multiple choice needs for academic intervention and
• True or False Rubrics individual instruction
• Matching Types Raw Score
• Constructed response
2. Oral Participation
3. Periodical Test
1. Quizzes Raw score To identify learners with similar needs for
• Outlining, organizing, analyzing, interpreting, academic interventions and small group
translating, converting or expressing the instruction.
information in another format
• Drawing or painting picture To assess effectiveness of teaching and
1. Oral participation learning strategies.
Rubrics
1. Quizzes Raw Score To evaluate instructional materials used.
• Explain/justify something based on facts/data,
phenomena or evidence
• Make connection of what was learned in real
life situation
1. Oral Discourse/recitation To design instructional materials
2. Open-ended test Rubrics
Rubrics
1. Participation project Rubrics To assess and improve classroom instruction.
2. Homework To design in-service training program of
3. Experiments teachers in the core subject of the curriculum.
4. Portfolio
5. Others
 Table 3.6 Sample Elements of a Learning Plan

Learning Outcomes Topics Activities Resources Assessment

Perform algebraic • Constant and • Lecture – • LCD projector • Board-work

operation using variables Demonstration • Paper and pen activities
algebraic expression • Order of • Peer teaching • Worksheet • Problem-
with grouping symbols operations • Cooperative solving
and or exponential • Integral learning: Spin exercises
expression, and Exponents and Think • Performance
explain solutions • Fundamental tasks
through board work Operation of
Algebraic
expression
BY: JESSA EMPALMADO & DIANA ROSE SERAFICA