Classroom assessment is a pivotal aspect of education, guiding instructional decisions and evaluating student learning. To ensure its effectiveness, educators must meticulously plan assessments, distinguishing between aims, goals, and objectives. Aims represent the broad purpose of education, while goals and objectives offer specific, measurable outcomes. Aligning assessment outcomes with Bloom's Taxonomy provides a structured framework for evaluating cognitive skills across a hierarchy, from remembering to creating. In differentiating between aims, goals, and objectives, educators gain clarity in defining the purpose and outcomes of their teaching. Aims set the overarching direction, goals specify measurable outcomes, and objectives delineate observable behaviors students should demonstrate. This hierarchy allows for a focused and organized approach to assessment planning. Bloom's Taxonomy, with its hierarchical classification of cognitive skills, plays a pivotal role in shaping assessment outcomes. It encompasses remembering, understanding, applying, analyzing, evaluating, and creating, offering a comprehensive perspective on cognitive development. The integration of general and specific outcomes ensures a balanced evaluation of students' cognitive abilities. A robust framework for assessment involves careful consideration of various components. These include clearly defining the assessment's purpose, selecting appropriate methods aligned with learning objectives, establishing criteria for success, providing constructive feedback, and employing scoring rubrics. Guidelines for designing such a framework emphasize alignment with learning objectives, diversity of assessment methods, validity, reliability, clear instructions, authenticity, and flexibility. In conclusion, effective classroom assessment requires meticulous planning, alignment with cognitive development hierarchies like Bloom's Taxonomy, and the creation of a comprehensive assessment framework. These elements not only ensure accurate measurement of student learning but also contribute to the holistic development of cognitive skills. A well-designed assessment strategy is integral to creating a positive learning environment and fostering continuous improvement in education.

1. Planning Classroom
Assessment
“Let’s Learn”

2. Presented By :
1. Fatima Manzoor 5.
Shahzaib Kamran
2. Muhammad Mubashir 6.
Atif Khakhi
3. Maryam Sadiq 7.
Aiman Adnan
4. Muhammad Zeeshan

3. InstructionalAims:
➡️ Aimmeans“pointingatargetorpurpose toachieve
something”.
➡️ Astartingpointgivingdirection toplanforfuture.
➡️ Providesgeneralframework for educationalprocess.
➡️ Inspirationalandvisionaryincharacter ,openended.

4. According to Bloom :
➡️ Aimsprovidedirection andguidancetoschool system.
➡️ Nothelpful toteachers inclassroom instruction.
➡️ Providedirection topolicymakersatdifferent level.
i.e
•Local
•Provincial
•National

5. Aims
Goals
• General statements
that provide
direction to
educational action.
• Statements of
educational purpose
which are more
specific than aims
• Written in shapeless
terms and not
directly measurable
• Either in unstructured
language language or
more specific
behavioral terms.

6. InstructionalObjectives:
➡️ Describes a skill that students posses after completion
of instruction.
➡️ Must include in starting point for designing course.
➡️ Usually specific statements of educational target.

7. ➡️ Foundation upon which you can build lessons
and
assessments
➡️ Arrows you shoot towards your target
➡️ Determine the intended outcome of
instruction.
➡️ Describes a measurable performance.
➡️ Can be entertained at class or school level.
InstructionalObjectives:

8. General
Outcomes
Specific
Outcomes
• Involves assessment
of overall
understanding of
subject matter
• Assessing mastery of
specific concepts &
skills covered in
course
• Tracking progress of
pupils to measure
growth in learning
• Evaluating aquisition
and application of
specific skills.
General vs Specific
Outcomes

9. • Provide insights to
adjust teaching
strategies & course
• Access retention of
information showing
potency of teaching &
learning
• Modification of future
lessons based on
assessment results
• Evaluating ability to
apply learned concepts
to solve real life
problems
• Enabling teacher to
tailor instructions to
adapt diverse learning
styles
• Guide pupils to
improve studies by
giving feedback on
learning strategies

10. Taxonomy of Educational
Objectives
➡️ Idea was presented by “Benjamin Bloom” in 1950s.
➡️ Developed a framework into which objectives can be
classified.
➡️ So educational objectives can be divided into 3 main
domains.
1. Cognitive Domain
2. Affective Domain
3. Psychomotor Domain

11. Cognitive Domain:
➡️ Designed to increase individual’s knowledge.
➡️ Bloom describes following categories of cognitive
learning.
• Knowledge - Remembering information
• Comprehension - Understanding information
.

12. • Application – Ability to use information
• Analysis - Breaking information into parts to get it better.
• Evaluation - The ability to check and judge materials.
• Synthesis - Put materials together to create something new.
Cognitive Domain:

13. Affective Domain:
➡️ Designed to change an individual's attitude, choices, and
relationships.
➡️ Krathwohl and Bloom has given a hierarchy for
affective domain.

14. Level Definition
Receiving
Respondin
g
Valuing
Organizing
Characteri
Being aware of something in environment
Showing some new behaviors as a result
of experience
Showing some definite involvement or
commitment
Integrating new values into a general set
of values

15. Psychomotor Domain:
➡️ Designed to build a physical skill.
➡️ Progressive levels of behaviors from observation
to mastery of skill.
➡️ Simpson (1972) built this taxonomy on the work of
Bloom and others

16. Sensory cues guide motor activity.
Mental, physical, and emotional dispositions
that make one respond in a certain way to a
situation.
First stage . Trial and error coupled with
practice lead to better performance.
Responses are habitual with a medium level of
assurance and proficiency.
Perception
Set
Guided
response
Mechanism

17. Complex
overt
response
Adaptation
Organizati
on
Complex movements are possible with a
minimum of wasted effort and a high level of
assurance
Movements can be modified for special
situations.
New movements can be created for special
situations.

18. Developing Assessment
Framework
➡️ Included on the whole assessment process.
➡️ Clears all relevant process of assessment by describing
rules and strategies.
➡️ Provides complete structure of assessment and finalizes it.
➡️ Guide test maker to construct appropriate test
➡️ Provides complete data about learner

19. Developing assessment frame
may include:
I. Objectives of assessment V.
Test specification
II. Procedures VI.
Principles/ rules
III. Content included
VII. Scoring procedures

20. 1. Objectives of Assessment - Outline intended goals of
assessment
2. Procedure - Step by step approach to conduct
assessment
3. Content Included - Defines scope of assessment
4. Types of Tests – specify different formats or structures of assessment

21. 5. Test Specification - elaborates on the details of each
test type
6. Principals / Rules - set ethical & procedural guidelines for
assessment
5. Scoring Procedure - delineates how responses are evaluated & assigned
scores
8. Grading Process - explains how scores from assessment is translated
into grades

22. Developing Test Specification
➡️ It acts as a guide for test construction
➡️ It’s table is a 3d chart showing lists of
• Instructional objectives - across top of table
• Content areas - down left side of table
• Types of Items – lower side of table

23. Steps of Developing Test
Specipication
1. Determining weightage of
different Instructional
objectives:
➡️ All the subject do not contain different
learning
objectives.
➡️ So weightage assigned to them is
planned accord
to worth of certain objective of

24. 2. Determining weightage of
different content areas:
➡️ Weightage given to each unit keeping
worth of that
chapter in mind.
➡️ Decided on basis of pages of topic, total
pages in book
& number of items to be prepared.
Steps of Developing Test
Specipication

25. 3. Determining types of items to be
included:
➡️ Items used in test construction are
divided into two types
I. Objective type items
II. Essay type items
➡️ Appropriate item types should be
selected accord to
Steps of Developing Test
Specipication

26. Selection of Types of Test Items
• Accord to objectives, a test blueprint should be create that
specifies:
➡️ Types of Outcomes
. ➡️ Types of items you plan to assess those outcomes
• Supply Type Tests (access lower order outcomes)
• Essay Type & some MCQ’s (higher order outcomes)
➡️ Difficulty level of items

27. Suggestions To Select
Appropriate Test Type:
➡️ Select tests that meet intended purpose & are suitable
for intended test takers.
➡️ Define the purpose for testing, the content and skills
to be tested.
➡️ Select suitable test by thorough review of available
information.
➡️ Select type of tests that provide clear, accurate, and
complete
required information.

28. ➡️ Tests must prepared by the test makers who have enough
knowledge, skills,
and training.
➡️ Evaluate samples of questions , answer sheets & score
reports before
selecting tests.
➡️ Evaluate procedures & materials used in tests to ensure
aggressive
content is avoided
➡️ Select tests with appropriately modified forms for tests.
Suggestions To Select
Appropriate Test Type:

29. SUMMARY OF CHAPTER
Let’s review

30. Instructional
Aims Goals
Objectiv
es
Direction for
future
More
specific
Skill Development
Overall educational
process
Cover full program
Foundation of
accessment
Guide for
action
Broad &
Generalized
Class and School
level

31. Specific
Outcomes
•
access expertize
•
applying skills
•
prior knowledge
•
learning feedback
General
Outcomes
•
• access
understanding
• learning growth
• excel and
weakness
• instructional
planning

32. Bloom’s
Taxonomy
Cognitive
Affectiv
e
Psycho
motor
Increase individual
knowledge
Change
individual
attitude
Build physical skill
Lower order skills Values
Progressive
behaviors
Higher order
skills
Emotion based
From observation
to mastery

33. Types of
Tests
Procedures
Content
Included
Objectives
of
Assessment
DEVELOPING
THE
0
3
0
1
0
4
0
2
Grading
Process
Scoring
Procedure
Principals/
Rules
Test
Specification
ASSESSMENT
FRAMEWORK
0
7
0
5
0
8
0
6

34. Developing Test
Specification
Determining
weightage of
instructional
objectives
Determining
weightage of
content areas
.
Determining types
of items to be
included
1
2
3

35. Selecting suitable
type tests
Types of
Outcomes
Types of
Items
Difficulty
Level
Lower order
outcomes
Objective
type
access lower
order skills
Higher order
outcomes
Essay type
Access higher
order skills