TOPIC 2 Flashcards
Assessment Purposes, Learning Targets, and Appropriate Methods
[Purpose of classroom assessment]
refers to the use of assessment to
determine learners’ acquired knowledge and skills from instruction and
whether they were able to achieve the curriculum outcomes.
assessment OF learning
[Purpose of classroom assessment]
refers to the use of assessment to
identify the needs of learners to modify instruction of learning activities in
the classroom.
assessment FOR learning
[Purpose of classroom assessment]
refers to the use of assessment to help
learners become self-regulated.
assessment AS learning
[Purpose of classroom assessment]
It is generally summative in nature.
assessment OF learning
[Purpose of classroom assessment]
It is formative in nature, and it is meant to identify gaps in the learning experiences of learners so that they can be assisted in achieving the curriculum outcomes.
assessment FOR learning
[Purpose of classroom assessment]
It is formative in nature and meant to use assessment tasks, results, and feedback to help learners practice self-regulation and make adjustments to achieve the curriculum outcomes.
assessment AS learning
[Roles of classroom assessment in the teaching-learning process]
Teachers conduct assessments because they want to acquire information on the status and level of learners’ knowledge and skills or competencies.
formative
[Roles of classroom assessment in the teaching-learning process]
teachers may need information on learners during instruction to allow them to modify instruction or learning
activities to help learners achieve the learning outcomes.
formative
[Roles of classroom assessment in the teaching-learning process]
Teachers can use assessment to identify specific learners’ weaknesses or difficulties that may affect their achievement of the intended learning outcomes.
Diagnostic
[Roles of classroom assessment in the teaching-learning process]
Teachers conduct an assessment to measure learners’ performance or achievement for the purposes of making judgments or grading in particular.
evaluative
[Roles of classroom assessment in the teaching-learning process]
Classroom assessment may affect student learning. on the part of teachers, assessment can be used to improve instruction, while on the students, assessment allows them to evaluate and improve their own learning strategy. in both cases, student learning is facilitated
Facilitative
[Roles of classroom assessment in the teaching-learning process]
Classroom assessment can serve as a mechanism for learners to be engaged in learning and achievement in the
classroom.
Motivational
__________ are general statements about desired learner outcomes each year or during the duration of a program.
goals
________ are specific statements about what learners should know and can do at a particular grade level, subject, or course.
standards
___________ are specific statements of
learner performance at the end of an instructional unit.
educational objectives
educational objectives are also referred to as _______
behavioral objectives
the most popular taxonomy of educational objectives is
Bloom’s Taxonomy of Educational objectives
Three Domains of Bloom’s Taxonomy
- Cognitive - knowledge-based
- Affective - affective
- Psychomotor - skills-based
Blooms Taxonomy Cognitive (old/1956)
(top)
evaluation
synthesis
analysis
application
comprehension
knowledge
(bottom)
Blooms Taxonomy cognitive revised (2001)
(top)
create
evaluate
analyze
apply
understand
remember
(bottom)
[blooms taxonomy cognitive level]
Recall or recognition of learned materials like concepts, events, facts, ideas, and procedures
knowledge
[blooms taxonomy cognitive level]
Understanding the meaning of learned
material, including interpretation,
explanation, and literal translation
Comprehension
[blooms taxonomy cognitive level]
Use of abstract ideas, principles, or methods, to specific concrete situations
application
[blooms taxonomy cognitive level]
Separation of a concept or idea into
constituent parts or elements and an
understanding of the nature and association among the elements
analysis
[blooms taxonomy cognitive level]
Construction of elements or parts from
different sources to form a more complex or novel structure
synthesis
[blooms taxonomy cognitive level]
Making a judgment of ideas or methods based on sound and established criteria
evaluation
[Type of knowledge]
– The basic elements students must know to be acquainted with a discipline or solve a problem in it.
Factual knowledge
what are the subtypes of factual knowledge
-knowledge of terminology
-knowledge of specific detail and elements
[Type of knowledge]
The interrelationship among the basic elements within a larger structure that enable them to function together
Conceptual knowledge
subtypes of conceptual knowledge
- knowledge of classifications and categories
- knowledge of principles and generalizations
- knowledge of theories, models, and structures
[type of knowledge]
How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods
procedural knowledge
subtypes of procedural knowledge
- knowledge of subject-specific skills and algorithms
- knowledge of subject-specific techniques and methods
- knowledge of criteria for determining when to use appropriate procedures
[type of knowledge]
Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition
metacognitive knowledge
subtypes of metacognitive knowledge
-strategic knowledge
- knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
-self knowledge
– Retrieve relevant knowledge from long-term memory
remember
Construct meaning from instructional messages, including oral, written, and graphic communication
understand
Carry out or use a procedure in a given situation.
apply
Break material into its constituent parts and determine how the parts relate to
one another and to an overall structure or purpose
analyze
Make judgments based on criteria and standards
evaluate
Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure
create
cognitive processes under remember
- recognizing
-recalling
cognitive processes under understand
-interpreting
-exemplifying
-classifying
-summarizing
-inferring
-comparing
-explaining
cognitive processes under apply
executing
implementing
cognitive processes under analyze
differentiating
organizing
attributing
cognitive processes under evaluate
checking
critiquing
cognitive processes under create
generating
planning
producing
[Blooms affective domain]
Awareness,willingness to
hear, selected attention
Receiving Phenomena:
[Blooms affective domain]
Active participation on the part
of the learners. Attends and reacts to a
particular phenomenon. Learning outcomes may emphasize compliance
in responding, willingness to respond,
or satisfaction in responding (motivation)
Responding to Phenomena
[Blooms affective domain]
The worth or value a
person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to a more
complex state of commitment.
Valuing
[Blooms affective domain]
Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values.
organization
[Blooms affective domain]
Has a value system that controls
their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student’s general patterns
of adjustment (personal, social, emotional).
Internalizing values
(characterization)
[Bloom’s psychomotor domain]
The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.
Perception (awareness)
[Bloom’s psychomotor domain]
Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations
set or mindset
[Bloom’s psychomotor domain]
The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.
Guided Response
[Bloom’s psychomotor domain]
This is the intermediate stage in
learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.
Mechanism (basic proficiency):
[Bloom’s psychomotor domain]
The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation and automatic performance.
Complex Overt Response (Expert):
In the psychomotor domain, list the seven major categories from simplest behavior to most complex
- perception (awareness)
- set (mindset)
- guided response
- mechanism (basic proficiency)
- complex overt response (Expert)
- adaptation
- origination
In the affective domain, list the five major categories from simplest behavior to most complex
- receiving phenomena
- responding to phenomena
- valuing
- organization
- internalizing values
[Bloom’s psychomotor domain]
Skills are well developed and the
individual can modify movement patterns to fit special requirements.
Adaptation
[Bloom’s psychomotor domain]
Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.
Origination
