Assessment Purposes, Learning Targets, and Appropriate Methods

Introduction

• Previous Lesson: Basic concepts and principles of assessing learning.
• Current Lesson: Assessment purposes, learning targets, and appropriate methods.

Assessment Purposes

1. Assessment of Learning

• Purpose: Determine learners' acquired knowledge and skills from instruction.
• Nature: Summative.
• Examples: Summative tests, major exams, weekly tests, and monthly tests.
• Outcome: Measures how much students have learned; scores are recorded and graded.

2. Assessment for Learning

• Purpose: Identify learners' needs to modify instruction or activities.
• Nature: Formative.
• Method: Teacher questioning during lessons to gauge understanding.
• Outcome: Not graded; used to adjust teaching strategies and improve learning experiences.

3. Assessment as Learning

• Purpose: Help learners become self-regulated and reflective about their learning.
• Nature: Formative.
• Examples: Self-assessment questions and reflective tasks.
• Outcome: Encourages self-regulation and understanding of one's own learning process.

Role of Classroom Assessment in Teaching-Learning Process

1. Formative: Acquires information on learners' current status, aiding in lesson planning.
2. Diagnostic: Identifies learners' weaknesses and strengths to tailor instruction.
3. Evaluative: Measures learners' performances for grading purposes.
4. Facilitative: Provides information to improve instruction and learning strategies.
5. Motivational: Encourages learners to engage and improve their performance.

Learning Targets

Definitions

• Goals: General statements about desired learner outcomes over a program or year.
• Standards: Specific statements about what learners should know at a particular grade level or course.
• Educational Objectives: Specific expected performance at the end of an instructional unit.
• Learning Targets: Specific student performance outcomes to be achieved in a lesson or a few days, stated from the learner's point of view.

Bloom's Taxonomy (Cognitive Domain)

1. Knowledge: Recall/recognition (verbs: define, recall, enumerate).
2. Comprehension: Understand meaning (verbs: explain, describe, summarize).
3. Application: Use knowledge in concrete situations (verbs: apply, demonstrate).
4. Analysis: Break down into parts (verbs: compare, contrast, classify).
5. Synthesis: Combine parts to form a whole (verbs: compose, create).
6. Evaluation: Make judgments based on criteria (verbs: evaluate, critique).

Updated Bloom's Taxonomy (Anderson & Krathwohl)

• Create: Highest level (verbs: produce, develop).
• Evaluate: (verbs: judge, critique).
• Analyze: (verbs: compare, classify).
• Apply: (verbs: use, demonstrate).
• Understand: (verbs: explain, summarize).
• Remember: (verbs: recall, list).

Types of Learning Targets

• Knowledge Target: Factual, conceptual, and procedural information (e.g., explain the role of a conceptual framework in research).
• Reasoning Target: Application of knowledge in problem-solving and decision-making (e.g., justify research problems).
• Skills Target: Use of knowledge or reasoning to perform physical skills (e.g., facilitate a group discussion).
• Product Target: Creating a tangible product (e.g., write a thesis proposal).
• Affective Target: Development of emotional or affective characteristics (e.g., appreciate ethical issues in research).

Appropriate Assessment Methods

• Knowledge: Multiple-choice, short answer tests, etc.
• Reasoning: Problem-solving, essays.
• Skills: Performance-based tasks, demonstrations.
• Product: Project-based assessments, portfolios.
• Affective: Surveys, self-assessment tasks.

Conclusion

• Questions: Comment on Google Classroom for any clarifications.
• Activity: Second activity to be uploaded in Google Classroom.

References

• Further reading and study materials provided by the instructor.