Classroom Assessment

What Teachers Need To Know

Seventh Edition Chapter 2

Standards and Cognitive

W. James Popham
Professor Emeritus, University of California, Los Angeles

Learning Targets

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Outline
Classroom Assessment
What Teachers Need To Know
Seventh Edition
•Cognitive Learning
• 21st Century Knowledge, Skills, and Dispositions
• Core Subject Area
• Cognitive and meta-cognitive skills
W. James Popham
• Technology Skills
• Goals
Professor Emeritus, University of California, Los Angeles

• Standards (content, performance….)

• Common Core State Standards
• Educational Objectives
• Bloom’s Taxonomy of Objectives
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Bloom’s
2008,Revised Taxonomy
2005, 2002
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Classroom Assessment
What Teachers Need To Know
•Learning Targets
Seventh Edition
• Components of Learning Targets (content and criteria)
• Types of Knowledge Targets
• Knowledge Representation
➢ Knowledge Dimensions (factual, conceptual, and procedural knowledge)
W. James ➢ Cognitive
Popham process dimension (remember, understand, apply, evaluate, and create)
• Declarative knowledge and understanding
Professor Emeritus, University of California, Los Angeles
• Procedural knowledge and understanding
• Deep understanding and reasoning
• Criteria for Selecting Learning Targets

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Classroom Assessment
Cognitive Standards
What Teachers Need To Know
Seventh Edition

• Good classrooms assessment begins with appropriate

standards
• Knowing where your students are going
W. James• ArmingPophamstudents with many skills and attitude, not simply subject-area
Professor Emeritus,
knowledgeUniversity of California, Los Angeles

• Learning about the nature of standards and complex cognitive learning targets
• Identify and understand end-of-instruction targets

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Classroom Assessment
What
st Teachers Need To Know
21 Century Knowledge, Skills, and Dispositions
Seventh Edition
• Cognitive skills
• Problem solving, decision making, and critical thinking
• Meta-cognition (self-regulation skills)
• Creativity and innovation
• Dispositions
W. James Popham
• Motivation,
Professor engagement,
Emeritus, University of California,and perseverance
Los Angeles
• Initiative, self-direction, flexibility, and adaptability

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 • Technology skills
Classroom Assessment
• Digital
What and media
Teachers Need literacy
To Know
• Using networking tools and digital technology
Seventh Edition
• Collaborative skills
• Teaming, manage conflicts, interpersonal, and
cooperative
• Communicating
W. James Popham
• Speaking and writing
Professor Emeritus, University of California, Los Angeles

• Global understanding (cross-cultural skills)

• Core subject area knowledge
• English, Mathematics, Science, social science
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Classroom Assessment
Goals
What Teachers Need To Know
• Goals are
Seventh Edition
very general statements desired student
outcomes
• Goals cover in a board terms what will be
emphasized during extended learning times
W. James Popham
•Professor
Nowadays, goals are less used and the focus is
Emeritus, University of California, Los Angeles
much more on the 21st century learning skills

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Standards
Classroom Assessment
What Teachers
• Standards Need To Know
are statements about what students
should Edition
Seventh know and be able to do
• Standards are more specific than goals
• Different types of educational standards have
been established
W. •James
ContentPopham
(outcomes in a content area)
Professor Emeritus, University of California, Los Angeles
• Performance(competence)
• Developmental (growth & change)
• Grade-level (outcomes for a grade)

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Classroom Assessment
What Teachers Need To Know
◼Content Standards
Seventh➢DescribesEdition the knowledge or skills students need to learn
(students will understand …….)
◼Performance Standards
➢Identifies what learners do to demonstrate competence
(students will explain, will compare…..)
W. James Popham
◼ developmental Standards
Professor Emeritus, University of California, Los Angeles
➢ Derives meaning
➢Applies knowledge (students will apply the rules….)
◼Grade - level Standards
➢Investigates and Analyses (students will explore,
examine…)
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Common
ClassroomCoreAssessment
State Standards
(CCSS)
What Teachers Need To Know
SeventhaEdition
• Creates common set of standards for states
• Mathematics
• English language arts (ELA)
• Accepted by most states
• So
W. James Popham
much content
Professor Emeritus, University of California, Los Angeles
• No provision for depth of understanding and
recognizing
• Represents major efforts to clarify students outcomes
• Are not helpful for deciding what to teach and assess on
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aPearson
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basis
Classroom Assessment
Educational Objectives
What Teachers Need To Know
Seventh Edition
Educational objectives are relatively statements of student
performance demonstrated at the end of a unit. They are
sometimes referred to as behavioral, performance, or
terminal.
W. James Popham
◼Too specific behavioral objectives are mostly characterized
Professor Emeritus, University of California, Los Angeles
by the use of action verbs such as : add, state, define, list,
categorize, count…

◼Too broad behavioral objectives are statements that indicate

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what students should be able to do (think critically, compare
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and contrast, construct a bar graph…)
Classroom Assessment
What Teachers Need To Know
Bloom’s Taxonomy:
Seventh Edition

◼Classification of educational objectives

- Published in 1956, revised in 2001

- Taxonomy = classification
W. James Popham
- Emeritus,
Professor Cognitive levels
University of California, (lower
Los Angeles higher)
- Provides way to express outcomes

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Classroom Assessment
Bloom’s Taxonomy in
What Teachers Need To Know
Assessment
Seventh Edition

•Three types of assessment domains

•Cognitive
W. James Popham
•Affective
Professor Emeritus, University of California, Los Angeles

•Psychomotor

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Classroom
Cognitive Assessment
Assessment Domain
What Teachers Need To Know
Seventh
◼AssessEdition
intellectual operations
◼Represent knowledge and cognitive skills
◼Contain six levels, each represents an increasingly
complex type of cognition:
W. James Popham (recalling and remembering)
◼Knowledge
Professor Emeritus, University of California, Los Angeles
◼Comprehension(understanding and grasping)
◼Application (demonstrating and using)
◼Analysis (distinguishing and classifying)
◼Synthesis (assembling and composing)
◼Evaluation (judging and evaluating)
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Classroom
Affective Assessment
Assessment Domain
What Teachers Need To Know
Seventh Edition
• Assess student’s attitudes, interests, and values
(it is relating to moods and feelings)
W. James Popham
•Professor
Diagnose students’
Emeritus, University strengths and weaknesses
of California, Los Angeles

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 Classroom Assessment
Psychomotor AssessmentDomain
What Teachers Need To Know
Seventh Edition

• Assess student’s large-muscle or small-muscle skills

• Examples include tests of the keyboarding skills,
W.shooting a basketball skills
James Popham
Professor Emeritus, University of California, Los Angeles

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 Classroom Assessment
What Teachers Need To Know
Bloom’s
Seventh Revised
Edition Taxonomy of Objectives
◼The revised taxonomy was first proposed because the
original was not aligned very well with recent researches. It
usesW.a James
two-dimensional
Popham model as a framework:
◼The knowledge
Professor Emeritus, Dimension that includes
University of California, four levels
Los Angeles

➢ Factual, conceptual, procedural, and meta-cognitive

◼The Cognitive Process Dimension that includes six major categories
➢Remember, understand, apply, analyze, evaluate, and
create
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Classroom Assessment
What Teachers Need To Know
Seventh Edition

W. James Popham
Professor Emeritus, University of California, Los Angeles

© 2014, 2011, 2008, 2005, 2002

Pearson Education, Inc. All rights reserved.
Classroom Assessment
What Teachers Need To Know
Seventh Edition

W. James Popham
Professor Emeritus, University of California, Los Angeles

© 2014, 2011, 2008, 2005, 2002

Pearson Education, Inc. All rights reserved.
ClassroomTargets
Learning Assessment
What Teachers Need To Know
Seventh Edition
◼A learning target is defined as a statement of student performance
that will be achieved in a single lesson.
◼Learning targets contain both:
➢ Content: a description of what students should know, understand, and do
W. James Popham
➢ Criteria: it is judging the level of performance
Professor Emeritus, University of California, Los Angeles
Clearly articulated criteria will help in:
➢ Defining what teachers mean by “excellent, good ,..”
➢ Communicating instructional goals to parents
➢ providing guidelines for making unbiased judgments
➢ Documenting how judgments are made
➢ Helping students evaluate their own work
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Classroom Assessment
Relationship
What Teachersof Goals,
Need Standards, Objectives,
To Know
and Learning Targets
Seventh Edition
Standards:
Educational Goals:
- Content and performance
-Broad, general Outcomes
- State and Common Core
- 21st century knowledge, skills,
- Designed for a course, curriculum,
and dispositions
W. James Popham or grade level
Professor Emeritus, University of California, Los Angeles

Learning Targets:
Objectives:
-Statements of specific learning
outcomes and criteria -Statements of Specific learning
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Pearson
outcomes at the end of an
(what Education, Inc. Allknow,
students should rights understand,
reserved. and
do/ dimensions used judging students’ instructional unit
performance)
- Bloom
 Classroom Assessment
Criteria
What Teachers Need To Know
◼Clearly articulated criteria will make your professional judgments
Seventh
about Edition
students’ performance clear to students. It will help in many
ways:

➢Defining what you mean by “excellent, good, average

W.work……”
James Popham
➢Communicating
Professor Emeritus, University of instructional
California, Los Angeles goals to parents

➢Providing guidelines for making unbiased and consistent

judgments
➢Documenting how judgments are made
➢Helping students evaluate their own work
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 Classroom Assessment
Types of Knowledge
What Teachers Need To Know
Targets
Seventh Edition

◼The word “knowledge” is pretty vague. We need to be more

precise to be able to measure the type of learning that is desired.
W. James Popham
◼In Bloom’s
Professor new taxonomy,
Emeritus, University knowledge is defined as
of California, Los Angeles

remembering something (facts, definitions, terms, procedures….)

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 Classroom Assessment
What Teachers Need To Know
Seventh Edition
Knowledge Representation
we have three types of knowledge representation that have
direct application to assessment: declarative, procedural ,
andW.deep understanding
James Popham
Professor Emeritus, University of California, Los Angeles

➢Declarative Knowledge (DK): remembering information that is retained about something,

knowing that is existed
➢Procedural Knowledge (PK): understanding and knowing how to do something
➢Deep Understanding / Reasoning(DU): reasoning and understanding from “higher levels”
cognition with which students analyze, evaluate, and create.
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Reasoning:
Classroomwe can identify three ingredients to
Assessment
reasoning.
What Teachers Need To Know
1- Mental skill: which is needed to perform a task
Seventh Edition
2- Knowledge: that could be either declarative or
procedural
3- Task: which is to draw inferences, solve problems,
or W. James
make Popham
a judgment
Professor Emeritus, University of California, Los Angeles

►In fact, the mental skills are used in conjunction

with knowledge to perform the task. In other words, the
task is to employ knowledge to interpret and solve a
problem.
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Classroom Assessment
What Teachers Need To Know
Seventh Edition Mental
skills

W. James Popham
Professor Emeritus, University ofKnowledge
California, Los Angeles

Task
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 Classroom Assessment
Criteria for Selecting Learning Targets
What Teachers Need To Know
Seventh Edition
• Establish the right number of learning targets
• Establish comprehensive learning targets
• Establish learning targets that reflect school goals and 21st
W. James Popham
century skills
Professor Emeritus, University of California, Los Angeles

• Establish learning targets that are challenging yet feasible

• Establish learning targets that are consistent with current
principles of learning and motivation
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 Classroom Assessment
Summary
What Teachers Need To Know
▪Goals are broad statements about student learning
Seventh Edition
▪States have established grade-level standards that have
ubiquitous implications
▪Common Core State Standards identify national standards
in W.
Mathematics,
James PophamEnglish, Arts… for many states
Professor Emeritus, University of California, Los Angeles
▪Learning targets need to contain as much about criteria as
possible and be feasible
▪Exemplars and anchors are important examples that help
students understand how teachers assess
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 Classroom Assessment
What Teachers Need To Know
Seventh Edition

▪Criteria should be clearly stated dimensions

▪One should strive or the right number of comprehensive,
challenging
W. James Popham targets that will reflect school goals and will be
Professor Emeritus, University of California, Los Angeles
consistent with current principles of learning and motivation

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Pearson Education, Inc. All rights reserved.