assessment lesson 3

2. General Purpose of
Classroom Assessment
1. Assessment OF Learning
2. Assessment FOR Learning
3. Assessment AS Learning

3. General Purpose of
Classroom Assessment
1. Assessment OF Learning
- refers to the use of assessment to determine
learner’s acquired knowledge and skills from
instruction and whether they achieve the curriculum
outcomes

4. General Purpose of
Classroom Assessment
2. Assessment FOR Learning
- refers to the use of assessment to identify the
needs of learners in order to modify instruction or
learning activities in the classroom
- it is meant to identify gaps in the learning
experiences or learners

5. General Purpose of
Classroom Assessment
3. Assessment AS Learning
- refers to the use of assessment to help learners
become self-regulated.
- it is meant to use assessment tasks, results,
feedback to help learners make adjustments to
achieve the curriculum outcomes

6. The Roles of Classroom
Assessment in the Teaching-
Learning Process
1. Formative
2. Diagnostic
3. Evaluative
4. Facilitative
5. Motivational

7. The Revised BLOOM’S TAXONOMY
- Anderson and Krathwohl proposed the revision of
Bloom’s Taxonomy
- the Bloom’s taxonomy has a two-dimensional
model of writing the objectives
- a. cognitive process dimension
- b. knowledge dimension

8. The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
a. Remember
b. Understand
c. Apply
d. Analyze
e. Evaluate
f. Create

9. The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
a. Remember
- Recognizing and recalling facts
illustrative verbs:
identify, list, name, underline, recall, retrieve,
locate

10. The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
b. Understand
- understanding what the information means
illustrative verbs:
describe, determine, interpret, translate,
paraphrase, explain

11. The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
c. Apply
- applying the facts, rules, concepts, and ideas, in
another context
illustrative verbs:
apply, employ, practice, relate, use, implement,
carry-out, solve

12. The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
d. Analyze
- breaking down information into facts
illustrative verbs:
analyze, calculate, examine, test, compare,
differentiate, organize, classify

13. The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
e. Evaluate
- judging the value of information or data
illustrative verbs:
assess, measure, estimate, evaluate, critique,
judge

14. The Revised BLOOM’S TAXONOMY
6 Types of Cognitive process dimensions
f. Create
- combining parts to make a whole
illustrative verbs:
compose, produce, formulate, devise, prepare,
design, construct, propose, re-organized

15. The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
a. Metacognitive
b. Procedural
c. Conceptual
d. Factual

16. The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
a. Metacognitive
- makes the discipline relevant to one’s life
- 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
-

17. The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
b. Procedural
- it 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

18. The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
c. Conceptual
- it tells the concepts, generalizations, principles,
theories, and models that one needs to know in a
discipline

19. The Revised BLOOM’S TAXONOMY
4 Types of Knowledge dimensions
d. Factual
- it tells the facts or bits of information one needs
to know in a discipline

20. LEARNING TARGETS
- A statement of a student performance for a
relatively restricted type of learning outcome that
will be achieved in single lesson or a days lesson
- Contains both a description of what students
should know, should understand, and be able to do
at the end of the instruction
- Statements of what learners are supposed to learn
and what they can do because of instruction

21. LEARNING TARGETS
5 criteria for selecting learning targets
1. Establish the right number of learning targets
2. Establish comprehensive learning targets
3. Establish learning targets that reflect schools
goals and 21st century skills
4. Establish learning targets that are challenging yet
feasible
5. Establish learning targets that consistent with
current principles of learning and motivation

22. LEARNING TARGETS
TYPES OF LEARNING TARGETS
1. Knowledge Targets
2. Reasoning Targets
3. Skills Targets
4. Product Targets
5. Affective Targets