ASSESSMENT AND LEARNING 1

The Bloom's Taxonomy of Educational Objectives

Bloom's Taxonomy consists of three domains: cognitive, affective, and
psychomotor. These three domains correspond to the three types of goals that
teachers want to assess: knowledge-based goals (cognitive), skills-based goals
(psychomotor), and affective goals (affective).
The most popular among the three taxonomies is the Bloom's Taxonomy of
Educational Objectives in the Cognitive Domain, also known as Bloom's Taxonomy
of Educational Objectives for Knowledge-Based Goals.
The taxonomy describes six levels of expertise:
Knowledge, comprehension, application, analysis, synthesis, and evaluation.

Table 2.1. Bloom's Taxonomy of Educational Objectives in the Cognitive Domain

Cognitive Level Description Illustrative Verbs Sample Objective
Knowledge Recall or Defines, recalls, Enumerate the six
recognition of names, levels of expertise
learned materials enumerates, and in the Bloom's
like concepts, labels taxonomy of
events, facts, objectives in the
ideas, and cognitive domain.
procedures
Application Use of abstract Applies, Demonstrate how
ideas, principles, demonstrates, to use Bloom's
or methods to produces, taxonomy in
specific concrete illustrates, and formulating
situations uses learning
objectives.
Analysis Separation of a Compares, Compare and
concept or idea contrasts, contrasts the six
into constituent categorizes, levels of expertise
parts or elements classifies, and in Bloom's
and an calculates taxonomy of
understanding of objectives in the
 the nature and cognitive domain.
association among
the elements
Synthesis Construction of Composes, Compose learning
elements or parts constructs, targets using
from different creates, designs, Bloom's taxonomy.
sources to form a and integrates
more complex or
novel structure
Evaluation Making judgment Appraises, Evaluate the
of ideas or evaluates, judges, congruence
methods based on concludes, and between learning
sound and criticizes targets and
established criteria assessment
methods.

The Revised Bloom's Taxonomy of Educational Objectives

Anderson and Krathwohl proposed a revision of the Bloom's Taxonomy in the
cognitive domain by introducing a two-dimensional model for writing learning
objectives (Anderson and Krathwohl, 2001). The first dimension, knowledge
dimension, includes four types: factual, conceptual, procedural, and metacognitive.
The second dimension, cognitive process dimension, consists of six types:
remember, understand, apply, analyze, evaluate, and create. An educational or
learning objective formulated from this two-dimensional model contains a noun
(type of knowledge) and a verb (type of cognitive process). The Revised Bloom's
Taxonomy provides teachers with a more structured and more precise approach in
designing and assessing learning objectives.

Table 2.2. Cognitive Process Dimensions in the Revised Bloom's Taxonomy of

Educational Objectives.
Cognitive Process Definition Illustrative Verbs Sample Objective
Create Combining parts Compose, Propose a
to make a whole produce, develop, program of action
formulate, devise, to help solve
prepare, design, Metro Manila's
construct, traffic congestion.
propose, and re-
 organize
Evaluate Judging the value Assess, measure, Critique the latest
of information or estimate, film that you have
data evaluate, critique, watched. Use the
and judge critique guidelines
and format
discussed in the
class.
Analyze Breaking down Analyze, Classify the
information into calculate, following chemical
parts examine, test, elements based
compare, on some
differentiate, categories/areas.
organize, and
classify
Apply Applying the facts, Apply, employ, Solve the
rules, concepts, practice, relate, following
and ideas in use, implement, problems using
another context carry- out, and the different
solve measures of
central tendency.
Understand Understanding Describe, Explain the
what the determine, causes of
information means interpret, malnutrition in the
translate, country
paraphrase, and
explain
Remember Recognizing and identify, list, Name the 7th
recalling facts name, underline, president of the
recall, retrieve, Philippines.
locate
Table 2.3. Knowledge Dimensions in the Revised Bloom's Taxonomy of
Educational Objectives
Knowledge Description Sample Question
Factual This type of knowledge is What is the capital city of
basic in every discipline. the Philippines?
It tells the facts or bits of
information one needs to
know in a discipline. This
 type of knowledge
usually answers
questions that begin with
"who", "where", "what",
and "when".
Conceptual This type of knowledge is What makes the
also fundamental in Philippines the "Pearl of
every discipline. It tells the orient seas"?
the concepts,
generalizations,
principles, theories, and
models that one needs to
know in a discipline. This
type of knowledge
usually answers
questions that begin with
"what".
Procedural This type of knowledge is How do we develop
also fundamental in items for an achievement
every discipline. It tells test?
the processes, steps,
techniques,
methodologies, or
specific skills needed in
performing a specific
task that one needs to
know and be able to do
in a discipline. This type
of knowledge usually
answers questions that
begin with "how".
Metacognitive This type of knowledge Why is Engineering the
makes the discipline most suitable course for
relevant to one's life. It you?
makes one understand
the value of learning on
one's life. It requires
reflective knowledge and
strategies on how to
solve problems or
 perform a cognitive task
through understanding of
oneself and context. This
type of knowledge
usually answers
questions that begin with
"why". Questions that
begin with "how" and
what could be used if
they are embedded in a
situation that one
experiences in real life.
Learning Targets
A learning target is "a statement of student performance for a relatively restricted
type of learning outcome that will be achieved in a single lesson or a few days" and
contains "both a description of what students should know, understand, and be
able to do at the end of instruction and something about the criteria for judging the
level of performance demonstrated" (McMillan 2014, p. 43). In other words,
learning targets are statements on what learners are supposed to learn and what
they can do because of instruction. Compared with educational goals, standards,
and objectives, learning targets are the most specific and lead to more specific
instructional and assessment activities.
Mcmillan (2014, p. 53) proposed five criteria for selecting learning targets: (1)
establish the right number of learning targets (Are there too many or too few
targets?); (2) establish comprehensive learning targets (Are all important types of
learning included?); (3) establish learning targets that reflect school goals and 21st
century skills (Do the targets reflect school goals and 21st century knowledge,
skills, and dispositions?); (4) establish learning targets that are challenging yet
feasible (Will the targets challenge students to do their best work?); and (5)
establish learning targets that are consistent with current principles of learning and
motivation (Are the targets consistent with research on learning and motivation?).
Types of Learning Targets
Many experts consider four primary types of learning targets: knowledge,
reasoning, skill, and product. Table 2.4 summarizes these types of learning
targets.
Table 2.4. Description and Sample Learning Targets
Type of Learning Targets Description Sample
Knowledge targets Refers to factual, I can explain the role of
conceptual, and conceptual framework in
procedural information
 that learners must learn a research.
in a subject or content
area
Reasoning targets Knowledge-based I can justify my research
thought processes that problems with a theory.
learners must learn. It
involves application of
knowledge in problem-
solving, decision-making,
and other tasks that
require mental skills
Skills targets Use of knowledge and/or I can facilitate a focus
reasoning to perform or group discussion (FGD)
demonstrate physical with research
skills participants.
Product targets Use of knowledge, I can write a thesis
reasoning, and skills in proposal
creating a concrete or
tangible product
Lesson 3
When do we use educational and psychological assessments?

Educational assessment refers to the systematic process of gathering, analyzing,

and interpreting information to evaluate the learning progress, skills, knowledge,
and abilities of students. It aims to provide insight into students' academic
performance, identify areas for improvement, and guide teaching strategies.
There are three main types of educational assessments:
Formative Assessment: Conducted during the learning process to monitor
progress and provide feedback for improvement. Examples include quizzes, class
discussions, and peer reviews.
Summative Assessment: Administered at the end of a unit or course to evaluate
overall achievement. Examples include final exams, standardized tests, and end-
of-term projects.
Diagnostic Assessment: Used to identify students' strengths, weaknesses, and
specific learning needs before instruction begins. Examples include pre-tests or
skill evaluations.
Educational assessments are essential for measuring educational outcomes,
shaping curriculum development, and ensuring accountability in teaching and
learning.
Psychological assessment is a process of using standardized tools and techniques
to evaluate an individual's cognitive, emotional, behavioral, and psychological
functioning. It aims to understand a person's mental health, personality traits,
intellectual abilities, and overall psychological well-being.
Key components include:
Standardized Tests: Tools like IQ tests, personality inventories, or
neuropsychological tests (e.g., Wechsler Intelligence Scale, MMPI).
Interviews: Structured or unstructured discussions to gather personal, emotional,
or behavioral insights.
Observations: Monitoring behavior in natural or controlled settings.
Collateral Information: Input from family, teachers, or medical records to provide
a comprehensive view.
Psychological assessments are used in various contexts, including diagnosing
mental health conditions, assessing learning disabilities, guiding therapy, or
evaluating suitability for specific roles or interventions. The results inform treatment
planning and decision-making.
When do we use paper-and-pencil and performance-based type of assessments?

Paper-and-pencil assessment is a traditional method of evaluating knowledge,

skills, or abilities where students respond to questions or tasks on paper using a
pen or pencil. This type of assessment often involves written tests, quizzes, or
exams that may include multiple-choice, true/false, short answer, essay, or
matching questions.

Performance-based assessment is a type of evaluation that requires students to

demonstrate their knowledge, skills, and abilities through real-world tasks or
projects. Instead of selecting answers on a test, students actively perform tasks
that reflect practical applications of what they have learned.

How do we distinguish teacher-made from standardized test?

Non-standardized or teacher-made tests are usually intended for classroom

assessment. They are used for classroom purposes, such as determining whether
learners have reached the learning target. These intend to measure behavior (such
as learning) in line with the objectives of the course. Examples are quizzes, long
tests, and exams. Formative and summative assessments are usually teacher-
made tests.

Standardized tests have fixed directions for administering and scoring. They can
be purchased with test manuals, booklets, and answer sheets. When these tests
were developed, the items were sampled on a large number of target groups called
the norm. The norm group's performance is used to compare the results of those
who took the test.

Can a teacher-made test become a standardized test? Yes, as long as it is valid,

reliable, and with a standard procedure for administering, scoring, and interpreting
results.

What information is sought from achievement and aptitude tests?

Achievement tests are standardized assessments designed to measure an

individual's knowledge and skills in specific subject areas, reflecting what they
have learned or mastered over a particular period. These tests are commonly used
in educational settings to evaluate academic progress and proficiency.

Aptitude tests are assessments designed to measure an individual’s potential or

ability to learn, perform, or succeed in specific areas. Unlike achievement tests,
which evaluate what someone has already learned, aptitude tests focus on
predicting future performance or capacity to acquire skills.

How do we differentiate speed from power test?

Speed tests consist of easy items that need to be completed within a time limit.
Power tests consist of items with increasing level of difficulty, but time is sufficient
to complete the whole test.

How do we differentiate norm-referenced from criterion-referenced test?

A norm-referenced test (NRT) is a type of assessment in which an individual's

performance is compared to the performance of a larger, predetermined group,
called the "norm group" or "reference group." The goal is to rank students relative
to others and determine where they stand in relation to the overall population.

A criterion-referenced test (CRT) is an assessment that measures a student's

performance against a specific set of predefined criteria or learning standards,
rather than comparing the student to others. The focus is on whether the student
has mastered the content or skills outlined in the curriculum, regardless of how
other students perform.