Republic of the Philippines

Region XI
DAVAO ORIENTAL STATE COLLEGE
Guang-guang, Dahican, City of Mati, Davao Oriental

EDUC I07:
ASSESSMENT IN
LEARNING I
(LESSON I MODULE)

Submitted to:
Mr. Renaldo Fernandez Jr.
Submitted by:
Angel Rhon C. Salisad BPED-III

SEPTEMBER 2021
Modul 1 - BASIC CONCEPTS IN
e No. ASSESSMENT
and
Title 

Lesso 1 – Terminologies and General

n No. Principles of Assessment
and
Title 

Learni ∙ Defined the basic concepts/terms

ng of assessment; 
Outco
∙ Discriminated the different
mes 
purposes of assessment; and ∙
Explain the 4 roles of
assessment in classroom
instruction.

Time 4hours
Frame 

Introd Assessment of learning refers to

uction  strategies designed to confirm  what
students know, demonstrate whether
or not they have met  curriculum
outcomes or the goals of their
individualized  programs, or to
certify proficiency and make
decisions about  students' future
programs or placements.

Activi Search for the meaning of

ty  these different terminologies:
Assessment, Testing,
Measurement and
Evaluation.

Assessment
Rowe, 2012 define
assessment as an on-going
self- assessment by students
in order to monitor their own
learning, which is
characterized by students
reflecting on their own
learning and making
adjustment so that they
achieve deeper
understanding. De Guzman
and Adamos, 215 also stated
that assessment pertains to
diagnostic and formative
assessment tasks which are
used to determining learning
needs, monitoring academic
progress of students during a
unit or block of instruction
and guide instruction. To
sum it up, assessment is the
systematic gathering and
analysis of data with the goal
of improving student
learning.

Testing
It is an act or practice of
giving tests to measure
someone’s knowledge or
ability (Cambridge
Dictionary, 2019).

Measurement
According to Gabuyo (2012),
measurement is a process of
quantifying or assigning
number to the individual’s
intelligence, personality,
attitudes and values, and
achievement of the students.
In other words, express the
assessment data in terms of
numerical values and answer
the question “how much”.

Evaluation

According to Lardizabal, et
al., (2002), evaluation is a
process of determining the
change in the child as a result
of teaching and his
 experiences. It is a systematic
attempt at ascertaining the
amount of progress made in
the child’s education directed
towards the realization of
objectives in education.

Analy How do these terms differ with one

sis another? What do you think is the main
purpose of assessment especially in
classroom instruction?

The main purpose of assessment in

classroom instruction

Abstra Classroom assessment procedures can

ction be classified according to  the nature
of assessment, formative assessment,
used in the  classroom instruction and
methods of interpreting the results 
(Gronlund and Linn, 2000). 
Refer to the following links for the
discussion of topics found  below. 
Different Terminologies - 
https://www.academia.edu/31111200/CH
APTER_1_MEASUREMEN
T_ASSESSMENT_AND_EVALUATIO
N 
Nature of Assessment-
https://prezi.com/kdbdzcc5j5mj/maximu
m performance-vs-typical-performance/ 
Format of Assessment -
https://prezi.com/wpqncnzo2yt8/fixed
choice-tests-complex-performance-
assessments/ 
Roles of Assessment – SLIDE 6 – 18,  
https://www.slideshare.net/kaycesaliendrez/
role-of-assessment-in- instructional-
decision-kaye

Closur Teaching and learning are reciprocal

e  processes that depend on and  affect
one another (Swearingan, 2002). The
information obtained  from the
assessment is used to evaluate the
teaching and  methodologies and
 strategies of the teacher. It is also
used to make  teaching decisions.

Module No.
and Title 

Lesson No. 3 – Other Types of Assessment and Guidelines for Effective  

and Title  Student Assessment

Learning ∙ Explained the different guidelines for effective student assessment; and 
Outcomes  ∙ Differentiated the different types of Assessment.

Time Frame  2 hours

Introduction  There are ways of describing classroom tests and other assessment 
procedures. This table is a summary of the different types of  assessment
procedures that was adapted and modified from  Gronlund, Linn and Miller
(2009).

Activity Read the given PPT which summarizes Gronlund, Linn and Miller  (2009)
assessment procedures.

Analysis Compare the different types of assessment. What have you 

observed? Are there types which possess the same function?

Abstraction Types of Assessment 

Refer to PPT Slides 15 – 33  
https://www.slideshare.net/villacorteza/james-robert-villacorteza-final report
Guidelines for Effective Classroom Instruction 
Refer to PPT Slides 33 – 38  
https://www.slideshare.net/villacorteza/james-robert-villacorteza-final report

Closure When choosing which type of assessment activity to use, it is  important to
take into consideration the increasingly diverse  students’ background and
variety is important to cater for learners’  difference.
Module No. 2 – Assessing Learning Outcomes
and Title 

Lesson No. 1 - Instructional Goals and Objectives

and Title 

Learning ∙ Defined the following terms: goals, objectives, and educational  objectives/
Outcomes  instructional objectives, write specific and general  objectives; 
∙ Addressed problems/concerns in writing objectives;

Time Frame  2 hours

Introduction  Instructional goals and objectives play a very important role in both 
instructional process and assessment process. This serves as a  guide for
both teaching and learning process, communicate the  purpose of instruction
to other stakeholders, and to provide  guidance for assessing the
performance of the students. Paragraph  a classroom teacher should classify
the objectives of the lesson  because it is very important for the selection of
the teaching method  and the selection of the instructional materials.

Activity Search and read about the purposes of instructional goals and  objectives.

Analysis In what manner does instructional goal differ to instructional  objectives?

How do these concepts differ? How do they relate with  each other?

Abstraction Goals and objectives are very important most especially when  you want
to achieve something for student in any classroom  activities.
 Typical Problems Encountered when Writing Objectives

Four Main Things that Instructional Objective should Specify 

To avoid different problems encountered in writing objectives, let us discuss the

components of instructional objectives and other terms related to constructing a
good instructional objective. Refer to this link. 
https://revadigital.com/2015/06/4-components-clear-learning-objectives/ Example

of a SMART learning objective 

By the end of a 1 hour discussion (time-bound), all of the IV- ECE students will be
able to describe (action-oriented) four major factors (specific, measurable,
reasonable) that affect foreign markets for electronics.
 
Closur Properly written learning objective are critical to any given  learning process.
e They guide how the learning activities are made  and the choice of learning
materials among other things.
Module No. 2 – Assessing Learning Outcomes
and Title 

Lesson No. 2 – Types of Learning Outcomes

and Title 

Learning ∙ Formulated learning outcomes and learning activities; ∙

Outcomes  Determined observable outcome and non-observable  learning
outcomes.

Time Frame  2 hours

Introduction  After developing learning outcomes, the next step the teacher must 
consider is to identify whether the learning outcome is stated as a 
measurable on observable behavior or non-measurable and non observable
behavior.

Activity Determine which of the following verbs are observable or non

observable. 
 draw understand be familiar 
 build recite know 
 list appreciate value 

Analysis  In what manner do you distinguish observable learning outcomes  from

non-observable learning outcomes?
Abstraction How do we write an observable and measurable learning 
outcome? Refer to this link (pages 2-4)  
https://www.gavilan.edu/research/spd/Writing-Measurable-Learning
Outcomes.pdf 

Examples of observable learning outcomes: 

1. Recite the names of the characters in the story misery by  Anton
Chechov. 
2. Add two digit numbers with 100% accuracy.

3. Circle the initial sounds of words.  

4. Change the battery of an engine.  
5. List the steps of hypothesis testing in order. 
Examples of non observable learning outcomes: 
1. Be familiar with the constitutional provisions relevant to  agrarian reforms. 
2. Understand the process of evaporation.  
3. Enjoy speaking Spanish. 
4. Appreciate the beauty of an art. 
5. Know the concept of normal distribution. 
Types of Learning Outcomes to Consider 
1. Knowledge – terminology, specific facts, concepts and  principles,
methods and procedures, 
2. Understanding - concepts and principles, methods and  procedures, materials,
graphs, maps and numerical data problem  situations 
3. Application - factual information, concepts and principles,  methods and
procedures, problem-solving skills 
4. Thinking skills - critical thinking scientific thinking 5. General skills -
laboratory skills, performance skills,  communication skills,
computational skills, social skills 6. Attitudes - social attitude scientific
attitude 
7. Interest – personal, educational, vocational 
8. Appreciation – literature, art and music, social and scientific  achievements 
9. Adjustments – social, emotional
Closur When writing learning outcomes, focus on student behavior and  use simple,
e specific action verbs to describe what students are  expected to demonstrate.

Module No. 2 – Assessing Learning Outcomes

and Title 

Lesson No. 3 - Taxonomy of Educational Objectives

and Title 

Learning ∙ Identified the different levels of Bloom’s taxonomy; ∙

Outcomes  Explain each level of Bloom’s Taxonomy and its  
importance.

Time Frame  2 hours

Introduction  Taxonomy of educational objectives is a useful guide for  developing a

comprehensive list of instructional objectives. A  taxonomy is primarily
useful in identifying the types of learning  outcomes that should be
considered when developing a  comprehensive list of objectives for
classroom instruction.

Activity Search for the meaning of these words: COGNITIVE, AFFECTIVE,

PSYCHOMOTOR

Analysis Those three words above are exactly the three domains of learning. Why do
you think the educational process comprise the cognitive, affective and
psychomotor domain?

Abstraction Benjamin S. Bloom (1948, as cited by Gabuyo, 2011) a well known

psychologist and educator, took the initiative to lead in formulating and
classifying the goals and objectives of the educational processes. The three
domains of educational activities where determine: the cognitive, affective
and psychomotor domain. 
The cognitive domain aims to develop the mental skills and the acquisition
of knowledge of the individual. It encompasses of six categories which
include knowledge; comprehension; application; analysis; synthesis; and
evaluation. 
The affective domain includes the feelings, emotions and attitudes of the
individual. The categories of affective domain include receiving
 phenomena; responding to phenomena; valuing; organization; and
characterization (Anderson et al, 2011). 
The psychomotor domain includes utilizing motor skills and the ability to
coordinate them. The sub domains of psychomotor include perception; set;
guided response; mechanism; complex overt response; adaptation; and
origination. 

Further Readings: 
Learning Outcome vs. Learning Activity 
Specific vs. General Objective 
Matching Test items to Instructional Objectives -
https://prezi.com/ybojoep9pvgg/matching-test-items-with-instructional objectives/
 
Closur A holistic lesson developed by a teacher requires the inclusion of  all the three
e domains in constructing learning tasks for students.

Module No. 2 – Assessing Learning Outcomes

and Title 

Lesson No. 4 - Bloom’s Revised Taxonomy

and Title 

Learning ∙ Identified the different levels of Krathwohl’s 2001  revised

Outcomes  cognitive domain. 
∙ Explain the main changes in this taxonomy. 
∙ Cite the importance of this taxonomy.

Time Frame  2 hours

Introduction  Lorin Anderson was once a student of the famed Benjamin Bloom,  and
David Krathwohl was one of Bloom’s partners as he devised  his 1956
classic cognitive taxonomy. They called together a group  of educational
psychologists and educators to help them with the  revisions. Their
combined efforts led to a revised version of  Bloom’s famed taxonomy.
Activity Read about this lesson. 
https://thesecondprinciple.com/essential-teaching-skills/blooms
taxonomy-revised/

Analysis Why is Bloom's taxonomy important? Why was it revised? How  does the old
taxonomy differ with the revised taxonomy? Are the  two versions of
taxonomy equally important? Why or why not?
Abstractio
n

Please do further reading. Refer to these links. 

Educational Taxonomies with examples, example questions and  example
activities 
http://www.homeofbob.com/pedagogy/theories/taxonomies/blomstax.ht ml 
Cognitive Domain Verbs and Sample questions 
https://teachingwithtech.lss.wisc.edu/Documents/Cognitive_question_p rompts.pdf

Closure Anderson and Krathwohl (2001) revised Bloom's taxonomy to be  more
adaptive to our current age by proposing another taxonomy  that will meet
curriculum designers, teachers, and students needs  better.

MODULE ASSESSMENT
1. In your own words, differentiate testing, measurement, assessment
and evaluation. 
 Testing is a method of gathering data for the aim of evaluation.
 Measurement quantifies the learner’s accomplishments, personality,
attitudes, habits, and skills.
 Assessment refers to the different components and activities of different
schools. An assessment can be used to students learning and in
comparing student learning with the learning goals of an academic
program. Assessment is also an act or progress of collecting and
interpreting information about student learning. Oral questioning,
observations, projects, performances and portfolios are the other
assessment examples.
 Evaluation is a process of summing up the results of measurements or
tests, giving learners some meaning based on value judgements.

2. How does diagnostic assessment differ from placement assessment?  

Diagnostic assessment is intended to identify learning difficulties during
instruction. A diagnostic test for instance can detect commonly held
misconception in a subject. Placement assessment on the other hand, is
used to determine a learner’s entry performance, done at the beginning of
instruction, teachers assess through a readiness pre-test whether
students possess prerequisite skills needed prior to instruction.
3. Explain the 4 roles of assessment in classroom instruction through an
advance organizer.

(TREE MAP GRAPHIC ORGANIZER)

 ROLES OF ASSESSMENT IN CLASSROOM
INSTRUCTION

PLACEMENT FORMATIVE DIAGNOSTIC SUMMATIVE

ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT

 It is used to determine  A form of assessment  Diagnostic  A sort of assessment

a learner’s entry that is used to track assessment is given at the
performance, done at students' progress intended to identify conclusion of a course
the beginning of throughout class. learning difficulties unit.
instruction.  It mediates the during instruction.  It determines the
 The goal of a teaching and learning  A sort of assessment extent to which the
placement process. provided at the start of students have attained
assessment is to  It is learner-centered the course. Its goal is the learning
figure out what and teacher directed to determine the outcomes.
abilities required, how and occurs during students' strengths
well you know the instruction. and weaknesses in
material, and what  The following are the relation to the themes
learning method is objectives of formative to be presented.
appropriate for you. assessment: instant
Teacher’s asses a feedback, recognize
readiness pre-test and correct learning
whether students mistakes. changing
possess prerequisite the instructions
skills needed prior to enhance both learning
instruction. and teaching.

4. Compare the different types of assessment. 

Assessments aid in the shaping of the learning process and provide information
into student learning at all stages. Now, there are different types of assessment
according to Gronlund, Linn & Miller (2009). In the form of assessment, the first is
maximum performance, which is used to determine what students can do when
they are performing at their best. Aptitude tests and achievement tests are
examples of such instruments. The second is typical performance, which is used
to predict what individuals will behave in natural situations. Third is fixed-choice
test, an assessment used to effectively and efficiently measure knowledge and
skills. The example instrument is a standard multiple choice. The fourth type of
 assessment is complex-performance assessment, which is used to test a
learner's performance in situations and on tasks that are valuable in and of
themselves. Instruments used include hands-on labs, experiments, projects,
essays, and oral presentations.

When it comes to classroom instruction, the types of assessments that are

employed are placement, formative, diagnostic and summative assessment. The
learner's required skills and degree of mastery of the course goals are
determined through a placement assessment. While in the first stages of
preparing education, formative assessment is used. The purpose is to keep track
of student progress and provide comments. It aids in the detection of the first
holes in your training. You'll know what to concentrate on for future extension of
your instruction based on this feedback. Diagnostic assessment on the other
side, is a type of assessment given at the beginning of the course. Its purpose is
to determine the pupils' strengths and weaknesses in respect to the next themes.
The summative assessment function is also to measures how well students have
met the most essential learning objectives at the end of the lesson. it also
assesses the effectiveness of learning, as well as responses to instruction and
long-term effects. Following students who attend your class or test can help you
assess the long-term benefits. You may examine if and how they apply what
they've learned in terms of knowledge, skills, and attitudes.

Finally, there are two types of assessment for interpreting results: criterion-
referenced and norm-referenced. Criterion-referenced describes student
performance in terms of a specific domain of clearly defined learning tasks,
whereas norm-referenced describes student performance in terms of relative
place within a known group.

5. Present and discuss the different guidelines for effective student assessment.

Assessment design that is effective improves student learning and engages

students with various learning styles. What a student views as the most essential
learning goals for a course is influenced by assessment.

Gronlund (1998) outlined fundamental rules for efficiently utilizing student

assessment. According to Gronlund (1998), effective assessment necessitates a
comprehensive understanding of all targeted learning goals, as well as the
utilization of a variety of assessment methodologies. The instructional relevance
of the approach must be considered. An adequate sample of student
performance is also required for effective assessment, and the techniques must
be equitable to all students. Criteria for measuring effective performance must be
 specified, as well as comments to students stressing strengths and flaws that
must be remedied. Finally, a thorough grading and reporting system must be in
place to facilitate effective assessment.

6. Differentiate norm-referenced interpretation from criterion-

referenced interpretation. 

To make it simple, norm-referenced measurements compare an individual's

knowledge or skills to the norm group's knowledge or skills. It's a norm-
referenced interpretation to remark, "A student is third in reading comprehension
in a class of 50." In norm-referenced interpretations, percentile ranks are the
most typically utilized scores.

Whereas, the interpretation of a test score as a measure of an individual's or

group's knowledge, skills, and abilities from a clearly defined content or behavior
area is referred to as criterion-referenced interpretation. Advanced Placement
examinations and the National Assessment of Educational Progress, both
standardized tests given to students, are well-known examples of criterion-
referenced tests.

7. What are the different issues related to the assessment of students learning?

8. Define the following terms: goals, objectives, educational

objectives/instructional objectives, learning outcome, learning activity, observable
outcome cognitive domain, affective domain, psychomotor domain, bloom's
taxonomy. 

Goals
 Goals are assertions about what should be taught that are broad and
universal. Consider them a "hit" or a target to be attained.
Objectives
 Lessons, assessments, and teaching that can be proven to satisfy your
overall course or lesson goals are built on the foundation of objectives.
Educational objectives/instructional objectives
 An instructional objective is a statement that describes what the learner
will be able to do once the course is completed.
Learning outcome
 Learning outcomes are simple statements that describe what pupils will be
able to perform at the end of a certain amount of time.
Learning activity
 Learning activities, as the name implies, are activities that the instructor
designs or does in order to facilitate or provide the circumstances for
learning.
Observable outcome cognitive domain
Affective domain
Psychomotor domain
Bloom's taxonomy

9. Write 5 specific and 5 general objectives in your area of interest.

10. Determine observable learning outcomes and non-observable

learning outcomes in five specific objectives in number 2. 

11. Differentiate Bloom's cognitive taxonomy from Krathwohl's 2001 cognitive

taxonomy. 

BLOOM'S COGNITIVE TAXONOMY

Bloom identified six levels within the cognitive domain, ranging from simple fact
recall or recognition at the lowest level to increasingly complex and abstract
mental levels, culminating in appraisal at the highest level. Here is a list of verb
examples that reflect intellectual work, as well as a description of the six levels.

Remembering previously learnt content is referred to as knowledge. This may

include recalling a wide range of knowledge, from individual facts to full theories,
but all that is required is that the proper information be brought to mind. In the
cognitive domain, knowledge is the least advanced degree of learning outcomes.

Comprehension is the ability to grasp the meaning of information. This can be

demonstrated by converting information from one form to another (words to
numbers), analyzing information (explaining or summarizing), or forecasting
future trends (predicting consequences or effects). These learning outcomes
represent the lowest degree of knowledge and go beyond basic memorization of
material.
Application is the ability to apply knowledge in new and real settings. Rules,
procedures, concepts, principles, laws, and theories can all be used in this way.
This type of learning necessitates a higher level of comprehension than
comprehension-based learning.

Analysis is the ability to break down material into its component elements in
order to understand its organizational structure. This could entail identifying the
components, analyzing the linkages between them, and recognizing the
organizational principles at play. Because they demand an understanding of both
the content and the structural form of the information, learning outcomes here
represent a higher intellectual level than comprehension and application.

The ability to break down material into its component elements in order to
understand its organizational structure is referred to as analysis. This could entail
identifying the components, analyzing the linkages between them, and
recognizing the organizational principles at play. Because they demand an
understanding of both the content and the structural form of the information,
learning outcomes here represent a higher intellectual level than comprehension
and application.

Synthesis is the ability to combine pieces to generate a new whole. This could
entail creating a one-of-a-kind message (theme or speech), a strategy (research
proposal), or a set of abstract relationships (scheme for classifying information).
In this domain, learning outcomes emphasize creative activities, with a focus on
the development of new patterns or structures.

Evaluation is the ability to appraise the worth of material (a statement, a novel, a

poem, or a research report) for a certain purpose. The decisions must be made
using a set of criteria. These can be internal (organizational) or external
(purpose-related), and the student can choose or be given the criteria. Because it
includes elements from all of the other categories, as well as conscious value
judgments based on clearly defined criteria, learning outcomes in this domain
rank highest in the cognitive hierarchy.

KRATHWOHL'S 2001 COGNITIVE TAXONOMY.

Former Bloom student Anderson (1990) updated and revised Bloom's taxonomy
to reflect relevance to 21st-century work for both students and teachers.
Anderson made three major changes to the taxonomy: vocabulary, structure, and
emphasis. Anderson changed Bloom's categories from nouns to verbs, altering
the original wording. Anderson renamed the knowledge, comprehension, and
synthesis categories to recall, understand, and create, respectively. Anderson
also rearranged the synthesis order, putting it at the top of the triangle under the
name Create. Thus, the revised Bloom's taxonomy of Anderson and Krathwohl
(2001) became: Remember, Understand, Apply, Analyze, Evaluate, and Create.

The original Bloom's taxonomy was likewise restructured by Anderson and

Krathwohl (2001). In the updated taxonomy, Anderson regarded two dimensions
instead of one, a products dimension. 1) knowledge (or the type of knowledge to
be gained) and 2) cognitive process (or the cognitive processes to be used in
learning knowledge) are the two dimensions.

12. Are Bloom's and Krathwohl's taxonomy equally important? Why or why not?
13. Explain the main changes in Krathwohl's 2001 cognitive taxonomy. 

Anderson and
Krathwohl's
Taxonomy is based
on Bloom's
Cognitive taxonomy,
although there are
three key changes.
Bloom used nouns,
but Anderson
employs verbs. This
is significant because it has an impact on how we display these abilities as tasks.
Second, the Anderson taxonomy introduces the concept of creativity and places
it at the very top of the learning hierarchy, as the highest type of learning. Third,
there is some slight reorganization of taxonomic levels.