PROF. ED.

7 ASSESSMENT OF STUDENT LEARNING

Activity #1 : DEFINITION OF KEY TERMS

• Assessment : is a process that is used to keep track of learners’ progress in relation to learning
standards and in the development of the 21 st century skills. To promote self-reflection and
personal accountability among students about their own learning and to provide bases for the
profiling of students performance on the learning competencies and standards of the
curriculum.
• Evaluation : is the process of gathering and interpreting evidence regarding the problems and
progress of individuals in achieving desirable educational goals. It can help educators determine
the success of their academic programs and signal efforts to improve student achievement.
• Measurement : refers to the use of educational assessments and the analysis of the data such as
scores obtained from educational assessments to infer the abilities and proficiencies of
students. It is the process of determining or describing the attributes or characteristics of
physical objects generally in terms of quantity.
• Test : is a tool comprised of a set of questions administered during a fixed period of time under
comparable conditions for all students.
• Testing : is a formal systematic procedure for gathering information
• Formative Assessment : tells us how well the student is doing as work progresses. It allows the
teacher to redirect and refocus the course of teaching a subject matter. Like for example the
quizzes.
• Placement Assessment : determining the appropriate area where the students could do well
both in terms of achievement and aptitude. It tells us where a student would most likely excel.
Example is the NCAE or the National Career Assessment Examination.
• Diagnostic Assessment : determining the gaps in learning or learning processes. Hopefully to be
able to bridge this gap. Diagnostic tells us what the student needs to learn. Example we have the
SRA or The Science Research Associates, where after finishing the set, students will be
diagnosed of their problems on grammar, vocabulary, comprehension and others.
• Summative Assessment : tells us how well the student did at the end of a unit or task. It
determines the extent to which learning objectives for a course are met and why. Example are
Final examination and periodical test.
• Traditional Assessment : focus on learners ability of memorization and recall which are lower
level of cognition skills. Best examples of traditional assessment are paper and pencil tests or
quizzes, these are standardized written assessment where it is given one time shot. Students are
given limited answers to choose from and time bounded. Moreover traditional assessments are
indirect and inauthentic measures of students learning outcomes.
• Portfolio Assessment : refers to the collection of projects and works of students that exemplifies
their skills, attitude and interests within a certain period of time. It is a compilation of students
best works and materials, which are essential to assess their progress or achievement. Examples
of portfolio are poems, song , letters and drama scripts.
• Performance Assessment : is a direct and systematic or systematic observation of the actual
performance of the students based on the predetermined performance criteria. The students
demonstrates his or her understanding of a particular concepts to show mastery of learning.
Activity #2 : Paragraph not less than 200 words relating your degree to learning process or teaching
profession.

Activity #3 : Definition of Key Terms

 Goals- relating to the aims such as critical thinking, transfer of content or creativity
 Objectives - is something that our efforts or actions are intended to attain or accomplish.
 Educational Objectives / Instructional Objectives – are statement that describes what the
learners will be able to do upon completion of the learning experience.
 Specific / Behavior Objectives – a way of describing the objectives of a training course In terms
of what the trainees should be able to do at the end of that training.
 General / Expressive Objectives
 Learning Outcome –are statements that describe significant and essential learning that learners
have achieved, and can reliably demonstrate at the end of a course or program. In other words,
learning outcomes, identify what the learner will know and be able to do by the end of a course
or program.

 Observable Outcome – an entity, structure or process that can be observed with the naked eye.
 Unobservable Outcome - an entity, structure or process that cannot be observed with the naked
eye.
 Cognitive Domain – involves knowledge and development of intellectual skills according to
bloom.
 Affective Domain – the growth in feelings or emotional areas and also the third one
psychomotor or the physical skills
 Educational Taxonomy is a classification of learning objectives within education

Activity #4 :

1. Identify the different levels of Blossoms Taxonomy and explain each level.

Blossoms Taxonomy is one of the ways of gauging competence in the world of learning and
development. It basically consists of levels and how will you understand a topic.

A learner would start his oral learning journey from the bottom level which is knowledge and
proceed along until he reaches the level of evaluation. KNOWLEDGE, the very basic level is the
very first level of the taxonomy and here you’re only expected to do basic things like recall facts
terms and the basic concepts relating to the subject of your interest. For example, if the subject
of your interest is geography. For instance geography of the United Kingdom. Then you’ll be
 expected top know what the biggest city in the United Kingdom, is just knowing that would
enable you to be at this level of taxonomy.

The second level is COMPREHENSION, wherein you should be able to compare like terms,
combine basic information and then interpret the information together. Now, for instance let’s
interpret a series of blocks and see what shape they form once they put the 1 to put them
together as simple as that. So, if you’re learning about designs, this is the level where you’d be
expected.

APPLICATION is the next level. Higher up and here you’d be expected to be able to use the
knowledge acquired in the previous levels to solve problems in new situations. Now for
instance, if you’re a student of architecture and you design stuff , you’d expected to know the
flaws in the structure if at all there are any that means you’re applying your knowledge onto
something new and you’re taking it to the next level in that way.

Next level is ANALYSIS, this is one of the more advanced stages where would you able to break
up any of the new information acquired to parts you know into their basic components and then
to identify things like reasons, motives, etc. and then also find evidence to support any of your
views on the topic of your interest. For instance you can start a debate on why dolphins are
called mammals because, because, you are an expert in that figure at the level of analysis, you
should be able to do that.

The next level higher up is SYNTHESIS, in this advanced level you are expected to combine
different types of information from different sources and then able to form alternate solutions.
For instances, if English grammar, basic English grammar was subjected of their interest then
you should be able to put these word together words together easily.

The final level of the taxonomy, EVOLUTION. Basically if you are on this level of taxonomy you
are expected to be an expert of the field of your interest. For instance, you will be able to
defend your opinions, you would be able to hold debates, you would be able to defend your
opinion based on evidence based on your studies. Others can give their views but you would
base them on evidence and nothing more. So, you are an expert in the subject, you will be able
to understand

2. Explain the elements of an observable learning outcome.

4. Differentiate Blooms cognitive taxonomy from krathwolhs 2001 cognitive taxonomy