PED 06 ASSESSMENT LEARNING I ILLUSTRATIVE VERBS

Compare, Contrast, categories, classified,

calculate
Blooms Taxonomy in Educational
Objectives SAMPLE OBJECTIVES
Blooms Taxonomy consist of three domains: Compare and contrast the six level of
COGNITIVE, AFFECTIVE AND expertise in Bloom’s Taxonomy of objectives
PSYCHOMOTOR. These three domains in the Cognitive Domain
correspond to the three types of goals that
teacher want to assess:
5. SYNTHESIS - Construction of elements
The taxonomy described six level of
or parts from different sources to form a
expertise:
more complex or novel structure.
1. Knowledge - Recall or recognition of
ILLUSTRATIVE VERBS
learned materials like concept, events,
facts, ideas and procedure Compos, Construct, Creates, Design and
Integrates
ILLUSTRATIVE VERBS
SAMPLE OBJECTIVES
Defines, recalls, names, enumerates, and
labels Compose learning targets using Bloom’s
Taxonomy
SAMPLE OBJECTIVES
Enumerate the six levels of expertise in the
Bloom’s taxonomy of objectives in the 6. EVALUATION - Making judgements of
Cognitive Domain ideas or methods based on sound and
established criteria
ILLUSTRATVE VERBS
2. COMPREHENSION - Understand the
meaning of a learned materials, including Appraise, Evaluates, Judge, conclude and
interpretation, explanation, and literal Criticize
translation
SAMPLE OBJECTIVES
ILLUSTRATIVE VERBS
Evaluate the congruence between learning
Explain, Described, Summarize, discuss, targets and assessment methods
and translate
SAMPLE OBJECTIVES
REVISED BLOOM’S TAXONOMY
Explain each of the six levels of expertise in
the Bloom’s Taxonomy of objectives in the
Cognitive Domain 1. REMEMBER – recall facts and basic
concepts.

3. APPLICATION - Use of abstract ideas, (define, duplicate, list, memorize, repeat,

principles or methods to specific concrete state)
situation
ILLUSTRATIVE VERBS 2. UNDERSTAND - Explain ideas or
Applies, Demonstrate, Produce, Illustrate, concepts.
and Uses (classify, describe, discuss, explain, identify,
SAMPLE OBJECTIVES locate, recognize, report, select, translate)

Demonstrate how to use Bloom’s Taxonomy

in formulating learning objectives 3. APPLY – Use information in new
situations.

4. ANALYSIS - Separation of a concept or (execute, implement, solve, use,

ideas into constituent parts or elements and demonstrate, interpret, operate, schedule,
an understanding of the nature and sketch)
association among the elements
4. ANALYZE – Draw connection among SOLO TAXONOMY
ideas.
SOLO stands for structural of observed
(differentiate, organize, relate, compare, learning outcomes.
contrast, distinguish, examine, experiment,
PROPESED BY: John B. Bigggs & Kevin F
question, test)
Collins in 1982
SOLO TAXONOMY MODEL – classifying
5. EVALUATE – Justify a stand or decision. learning outcomes in terms of their
complexity, enabling us to assess student’s
(appraise, argue, defend, judge, select,
work in terms of the quality.
support, value, critique, weigh)
1. PRE- STRUCTURED
- The student doesn’t have any knowledge
6. CREATE – Produce new or original work.
or understand about the topic.
(design, assemble, construct, conjecture,
2. UNI- STRUCTURED
develop, formulate, author, investigate)
- student have limited knowledge of the
topic.
TEACHER-MADE-TEST vs
3. MULTI- STRUCTURAL
STANDARDIZED TEST
- students know a few facts about the topic.
Teacher-made tests are created by
instructors to align closely with the 4. RELATIONAL
curriculum and are tailored to the material
- student are able to link together and
covered in the classroom.
explain ideas around a related topic.
standardized tests are developed by
5. EXTENDED ABSTRACT
experts to measure the performance of
students across different schools or districts - Not only students able to link lots of
on a common scale. related videos together, but they link these
to others bigger ideas and concepts.
SOLO can be used not only in assessment,
POWER TEST VS SPEED TEST
but in designing the curriculum in terms of
the level of learning outcomes intended.
SPEED TEST – consist of easy item that PENCIL AND PAPER VS PERFORMANCE
need to be completed within a time limit. TEST
PENCIL AND PAPER TEST – traditional
assessment method
POWER TEST – consist of item with
increasing level of difficulty, but time is PERFORMANCE TEST - a way of
sufficient to complete the whole test. evaluating a student learning by having
them demonstrate their knowledge and
skills through real word tasks.
NORM- REFERENCED VS CRITERION
REFERENCED TEST
ACHIEVEMENT VS. APTITUDE TEST

ACHIEVEMENT TESTS
CRITERION REFERENCED TEST – has a
given set of standards, and the scores are - An achievement test is a type of
compared to the given criterion. assessment that measures an
individual's knowledge, skills, and
mastery of specific subjects, tasks,
NORM- REFERENCED TEST – interprets or competencies.
results using the distribution of score of a
APTITUDE TESTS
sample group. The mean and standard
deviations are computed for the group. - Type of assessment that measures
an individual’s natural abilities,
talents, and potential.