LESSON-2-ASSESSMENT-IN-LEARNING_052032.pptx

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1. ASSESSMENT PURPOSE, LEARNING TARGETS, AND APPROPRIATE METHODS Lesson 2

2. Objectives: At the end of this lesson , you are expected to ; Identify and describe the different purpose of classroom assessment, Formulate learning targets for specific lessons, and Match appropriate assessment method with specific learning targets.

3. Introduction Assessment are not merely evaluations; they serve a purpose, have specific targets, and require appropriate methods for effective implementation. Teachers should understand their roles and know how to formulate the best learning objectives for their students.

4. Purpose of Classroom Assessment 01

5. Refers to the use of assessment to determine the learner’s acquired knowledge and skills from instruction and whether they were able to achieve the curriculum outcome. Assessment Of Learning Refers to the use of assessment to identify the needs of learners in order to modify instruction or learning activities in the classroom. Assessment For Learning 03 01 What is the Purpose of Classroom Assessment? 02 Assessment For Learning Refers to the use of assessment to help learners became self-regulated.

6. Roles of Classroom Assessment in the Teaching-Learning Process 02

7. Roles of Classroom Assessment in the Teaching-Learning Process Teachers assess students to understand their knowledge and skills, which helps in designing and adjusting instruction to better meet their needs and support their learning. Assessment identifies learners’ weaknesses, allowing teachers to address specific needs with targeted instruction. This can lead to differentiated instruction or individualized learning plans if necessary. Assessments measure learners’ performance for grading and to determine if they have met learning outcomes, which also informs decisions about their promotion to the next educational level. Formative Diagnostic Evaluative

8. Roles of Classroom Assessment in the Teaching-Learning Process Classroom assessment aids student learning by helping teachers refine instruction and allowing students to self-monitoring and improve their learning strategies. Assessment can boost student motivation and engagement by emphasizing progress, giving constructive feedback, using creative tasks, and providing support. The impact of grades on motivation depends on how they are utilized. Facilitative Motivational

9. What are Learning Targets? 03 E ducational Goals, Standards and Objectives

10. Educational Goals, Standards and Objectives Goals. Are general statements about desired learner outcomes in a giver year or during the duration of a program. (e.g., senior high school) Defines what students should know and be able to do at specific grade levels, subjects, or courses. McMillan(2014) identifies four types: (1) content, (2) performance, (3) developmental, (4) grade-level. Educational Objectives 01 02 03 Standards. Are specific statements describing what learners should achieve by the end of an instructional unit, often using action verbs.

11. Bloom’s Taxonomy of Learning Objectives 04

12. Bloom’s Taxonomy of Learning Objectives Bloom’s Taxonomy is a framework for categorizing educational goals and objectives. Developed by Benjamin Bloom and his colleagues in 1956, it classifies cognitive skills into a hierarchy of levels , ranging from simple to complex. This taxonomy helps educators design curriculum and assessments by providing a structured approach to developing higher-order thinking skills.

13. Bloom’s Taxonomy of Learning Objectives

14. Bloom’s Taxonomy of Learning Objectives Bloom's taxonomies of educational objectives provide teachers with a structured guide in formulating more specific learning targets as they provide an exhaustive list of learning objectives. The taxonomies do not only serve as a guide for teachers but also as a guide for the assessment of the student learning in the classroom. This well then inform the assessment method required to properly asses student learning.

15. Revised Bloom's Taxonomy of Educational Objectives 05

16. Rived Bloom’s Taxonomy of Learning Objectives Anderson and Krothwohl proposes a revision of the Bloom's taxonomy in the cognitive domain by introducing a two-dimensional model for writing learning objectives and it published in the year of 2001.

17. The Revised Bloom’s Taxonomy of Educational Objectives Knowledge dimension Factual tells the facts or bits of information one needs to know in a discipline. (Who, where, what, when) Conceptual tells the concepts, generalizations, principles, theories, and models that one needs to know in a discipline. (What) First dimension

18. The Revised Bloom’s Taxonomy of Educational Objectives Procedural tells 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. (How) Metacognitive it 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. (How /why) First dimension

19. Cognitive process dimension Remember recognizing and recalling facts. (Identify, list, name, underline, recall, retrieve, locate) Understand understanding what the information means. (Describe, determine, interpret, translate, paraphrase, explain) Apply applying the facts, rules, concepts and ideas in another context. (Apply, employ, practice, relate, use, implement, carry-out, solve) Second dimension The Revised Bloom’s Taxonomy of Educational Objectives

20. Analyze breaking down information into parts. (Analyze, calculate, examine, test, compare, differentiate, organize, classify) Evaluate judging the value of information or data. (Assess, measure, estimate, evaluate, critique, judge) Create combining parts to make a whole. (Compose, produce, develop, formulate, devise, prepare, design, construct, propose, re-organize) Second dimension The Revised Bloom’s Taxonomy of Educational Objectives

21. Learning Targets 06

22. Learning Targets Learning targets are clear, specific statements that outline what students should know and be able to do after a lesson. They are more detailed than educational goals and help guide teaching and assessment. Learning targets should align with standards, be communicated to students, and often use "I can" statements to clarify expectations.

23. McMillan (2014) five criteria for selecting effective learning targets: Determine the right number of targets. Ensure targets cover all essential types of learning. Align targets with school goals and 21st-century skills. Make targets challenging yet achievable. Ensure targets are feasible and encourage students to do their best work. Learning Targets

24. Types of Learning Targets Type of Learning Targets Description Sample Knowledge targets Refers to factual, conceptual, and procedural information that learners must learn in a subject or content area. I can explain the role of conceptual framework in a research. Reasoning targets Knowledge-based thought processes that learners must learn. It involves application of knowledge in problem solving, decision-making, and other tasks that require mental skills. I can justify my · research problems with a theory. Skills targets Use of knowledge and/or reasoning to perform or demonstrate physical skills. I can facilitate a focus group discussion (FGD) with research participants. Product targets Use of knowledge, reasoning, and skills in creating a concrete or tangible product. I can write a thesis proposal.

25. Appropriate Methos of Assessment 07

26. Learning Targets Selected Response Constructed Response Multiple Choice True or False Matching Type Short Answer Problem Solving Essay Knowledge ✓✓✓ ✓✓✓ ✓✓✓ ✓✓✓ ✓✓✓ ✓✓✓ Reasoning ✓✓ ✓ ✓ ✓ ✓✓✓ ✓✓✓ Skills ✓ ✓ ✓ ✓ ✓✓ ✓✓ Product ✓ ✓ ✓ ✓ ✓ ✓ Learning Targets Project based Portfolio Recitation Observation Knowledge ✓ ✓✓✓ ✓✓✓ ✓✓ Reasoning ✓✓ ✓✓ ✓✓✓ ✓✓ Skills ✓✓ ✓✓✓ ✓ ✓✓ Product ✓✓✓ ✓✓✓ ✓ ✓

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