Episode 3

Using Different Assessment Methods, Tools and Task

My Learning Episode Overview

There are different assessment methods/tools/task can assess all forms of learning. With
Gardner learner’s multiple intelligences, learning when assessed can be demonstrated in nine (9)
different ways and therefore can be assassin nine (9) different ways, too. Teacher, therefore,
should make use of varied assessment tool and task. In fact, one principle of assessment is to
make use varied methods and tools.
In this Episode, you will see which method, tools and tasks are used for learners with
varied multiple intelligences and in different domains of learning.

My Intended Learning Outcomes

At the end of this Episode, I must able to
 Identify different assessment methods, assessment tools and assessment tasks and
 Select the appropriate assessment method /tool/task for different domains of learning and
for the nine 9 intelligences.

My Performance Criteria
I will be rated along the following:
A. Quality of my observation and documentation
B. Completeness and depth of my analysis,
C. Depth and clarity of my classroom observation-based reflections,
D. Completeness, organization, clarity of my portfolio and
E. Time submission of my portfolio.

My Learning Essentials
Assessment methods can be classified as traditional and authentic. Traditional assessment
methods refer to the usual paper-and-pencil test while authentic assessment refers to non-paper-
and-pencil test. Authentic assessment is also called alternative assessment. It being an alternative
to the traditional.
 The paper-and-pencil test (traditional assessment) assesses learning in the cognitive
domain (Bloom) or declarative knowledge (Kendall and Marzano 2012).
Assessment tools for the cognitive domain (declarative knowledge) are the different
paper-and-pencil tests. Basic examples of pear-and-pencil tests are shown in Figure 2.

Selected response Constructed response

Alternate response Completion

Short answer
Matching type

Essay retricted or non-

Multiple choice restricted

Problem solving

Examples of authentic assessment tools are the demonstration of what have been learned by
either a product or a performance. (Refer to Figure 3).

Product Performance

Product Output Performance task

Visual e.g. graph collage reflective e.g. experiments, oral

- journal presentation, dramatization.

Figure 3. Groups and Examples of Authentic Tasks.

 We make use varied methods because there are many forms of learning-cognitive,
affective and psychomotor (Bloom). For Kendall and Marzano there are also three (3) –
information (declarative knowledge), metacognitive procedures (procedural knowledge) and
psychomotor procedures (physical / motor / manipulative / skills. (See Figure 4)

Metacognitive procedures
(procedural knowledge)

Information Psychomotor procedures

(physical, motor/manipilative
(declarative knowledge) skills)

Kendall's and
marzano's new
taxonomy

Figure 4. Kendall’s and Marzano’s New Taxonomy

Learners have multiple intelligences and varied learning styles. Students must be given
the opportunity to demonstrate learning that is aligned to their multiple intelligences and to their
learning styles. It is good for teachers to consider the multiple intelligences of learners to enable
learners to demonstrate learning in a manner which makes them feel comfortable and successful.
Linguistic Intelligence (“word smart”)

Linguistic Intelligence is a part of Howard Gardner's multiple intelligence theory that

deals with sensitivity to the spoken and written language, ability to learn languages, and capacity
to use language to accomplish certain goals.

Logical-Mathematical Intelligence (“number/reasoning smart”)

Logical-mathematical intelligence refers to the capacity to analyze problems logically,

carry out mathematical operations, and investigate issues scientifically.

Spatial Intelligence (“picture smart”)

Spatial intelligence features the potential to recognize and manipulate the patterns of
wide space (those used, for instance, by navigators and pilots) as well as the patterns of more
confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists,
or architects.

Bodily-Kinesthetic Intelligence (“body smart”)

Bodily kinesthetic intelligence is the potential of using one’s whole body or parts of the
body (like the hand or the mouth) to solve problems or to fashion products.

Musical Intelligence (“music smart”)

Musical intelligence refers to the skill in the performance, composition, and appreciation
of musical patterns.
People with musical intelligence, such as Beethoven and Ed Sheeran, have an ability to
recognize and create musical pitch, rhythm, timbre, and tone.
Interpersonal Intelligence (“people smart”)

Interpersonal intelligence is the capacity to understand the intentions, motivations, and

desires of other people and consequently to work effectively with others.

Intrapersonal Intelligence (“self-smart”)

Intrapersonal intelligence is the capacity to understand oneself, to have an effective

working model of oneself-including own’s desires, fears, and capacities—and to use such
information effectively in regulating one’s own life.

Naturalist intelligence (“nature smart”)

Naturalistic intelligence involves expertise in the recognition and classification of the

numerous species—the flora and fauna—of his or her environment.
Existential Intelligence
People who are sensitive to deep questions about human existence, such as the meaning
of life, why do we die and how do we get here. There are more on reflecting on the meaning of
human existence.
My Reflections
1.What happens when your assessment method and tool do not match with your domain of
learning?
Teaching and learning process would not be as effective if assessment tools do not match
the domain of learning. There would be confusion on the part of the learners if this happened.
Also, this practice does not reflect good and proper teaching.

2. Have you been fair to learners whom we learned and equipped with multiple
intelligences when in the past we only used paper-and-pencil test which was most fit only
for the linguistically intelligent learners?

Yes, I think it’s just fair that we recognize the learners with multiple intelligences. This
way, we can assess them more effectively. As we always say, every learner is unique and
different in their own way. They learn differently from one another. Knowing their unique
qualities, a teacher can properly plan his/her lesson to accommodate his/her learners.

My Learning Portfolio
1. Refer to the K to 12 Curriculum guide. Select at least one competency for each domain of
learning and give an appropriate assessment tool/task.

Domains of Learning
(Bloom, Kendall and Marzano)
1. Cognitive / Declarative
Knowledge / process
2. Psychomotor / Motor
Skills
3. Affective
Competency Assessment Tool/Task
Identifies the sellers and Pen and paper exam
buyers
Produces simple products Actual product like cooked
foods or delicacies
Posts and shares materials Online blog or social media
on Wikis in a safe manner

2. Give the 9 Multiple Intelligences cited by Gardner. Give at least 1 example of assessment
tool/task to assess this particular intended learning outcome: “to explain the meaning of
Pygmalion effect”

Ex.: Language smart – In 3 sentences, explain the meaning of Pygmalion effect.

 Explain ways to use Pygmalion effect in classroom setting to promote good
Logic Smart
academic performance to learners.

Picture smart Create a graphic organizer demonstrating Pygmalion effect in education.

Nature smart Observe how Pygmalion effect influences student learning

Body smart Recite in front of the class what you have learned from Pygmalion effect

Music smart Write a song about Pygmalion effect

Self-smart Write a journal on your thoughts and ideas about Pygmalion effect

People smart Create a group and discuss your thoughts about Pygmalion effect with each other

Spirit smart Reflect on how Pygmalion effect can influence behavioral change to students

3. Research on 2 assessment tools/tasks for learning in the affective domain. Present them here.
Cite your references.

a. SELF-REPORT – it requires an individual to provide an account of his attitude or feelings

toward an account of his attitude or feelings toward a concept or idea or people.

b. RATING SCALE – this is a set of categories designed to elicit information about a quantitative
attribute in social science.

Reference: https://logcero.blogspot.com/2014/01/assessment-tools-in-affective-domain.html