Chapter 2: PRINCIPLES OF ASSESSMENT

1. Appropriateness and Alignment of

Assessment Methods to Learning Outcomes
“If assessments are misaligned with learning objectives or instructional strategies, it can
undermine both student motivation and learning.”
- https://www.cmu.edu/teaching/assessment/basics/alignment.html

Learning Targets
[

To keep the quality and credibility of assessment high in an outcome-based

education, it should conform to certain principles. One of these principles of assessment
is appropriateness and alignment of assessment methods to learning outcomes along
with validity and reliability; practicality and effieciency; and ethics.

Appropriateness and alignment of assessment methods to learning outcomes

focus on “What do you want to assess?” which pertains to the student learning outcomes
– what the teacher would like their students to know and be able to do at the end of the
section or unit. Once targets or outcomes are defined, “How are you going to assess?”
refer to assessment tools that can measure the learning outcomes. Assessment
methods and tools should be parallel to the learning targets or outcomes to provide
learners with opportunities that are rich in breadth and depth and promote deep
understanding.
 LEARNING OUTCOMES

At the end of this lesson, you are must have:

▪ Identify and define learning targets and its levels, correctly; ▪
Differentiate learning outcomes and competency, correctly;
and ▪ Classify and propose a set of learning outcomes.

Let’s Do It!

The following statements are learning objectives. Underline and identify the verb used in
each if it is Cognitive, Psychomotor, or Affective. Write your response on the space
provide before the number.

______________ 1. Identify parts of a microscope and their functions. ______________

2. Perform jumping over a stationary object several times in

succession, using forward-and-backward and side-to-side

movement patterns.

______________ 3. Follow written and verbal directions.

______________ 4. Exhibit correct body posture.

______________ 5. Work independently and with others under time constraints.

 Let’s Connect the Dots

Based from your observation in the “Let’s Do It!” activity, describe/define in your own
words the following terms or explain, Why did you think that the verbs used fall under
such category?

1. Cognitive

2. Psychomotor

3. Affective

Let’s
Talk about
It

Obviously, the previous activities focused on learning targets. So, the question
is, what is a learning target? Where do we base the crafting of learning targets?

LEARNING TARGET
 A learning target is defined as a description of performance that includes what learners

should know and be able to do. It contains the criteria used to judge student

performance.

It is derived from national and local standards. This definition is similar to that of

a learning outcome , which pertains to a particular level of knowledge, skills and values
that a student has acq uired at the end of a unit or period of study as a result of his/her

engagement in a set of appropriate and meaningful learning experiences.

An organized set of learning outcomes helps teachers plan and deliver appropriate

instruction and design valid ass essment tasks and strategies. This is also

called as a learning objective.

There are five steps in a student outcomes assessment according to Anderson, et.al.
(2005). These are (1) create learning outcomes statements; (2) design teaching /

assessments to achieve these outcomes statements; (3) implement teaching /

assessment activities; (4) analyze data on individual and aggregate levels; and (5) reassess
the process. For this chapter, you will focus on steps 1 and 2. Hence, to fully

understand the principle of appropriateness of assessment methods to learning

outcomes, you need to revisit the taxonomy of learning domains and look at the

different assessment methods.

So what are the Taxonomy of Learning Domains?

Learning outcomes are statements of performance expectations – these are

cognitive, psychomotor, and affective . These three are the broad domains of
learning characterized by change in a learner’s behavior. Within each domain are
levels of expertise that drives assessment.

TAXONOMY OF LEARNING DOMAINS

A. Cognitive
(Knowledge -based)
•The cognitive domain involves the
development of knowledge and
intellectual skills.
•It answers the question, "What do I
want learners to know?"

B. Psychomotor
• The psychomotor domain focuses on
(Skills-based) physical and mechanical skills involving
coordination of the brain and muscular
activity.
• It answers the question, "What actions
do I want learners to be able to
perform?"

• The affective domain

emphasizes emotional
C. Affective knowledge.
(Values, Attitudes, and • It tackles the question, "What
Interests)
actions do I want learners to
think or care about?"
 Learning targets are crafted based from the learning competency.
What is a learning competency? Where can this learning competency be taken
from?

LEARNING COMPETENCY

A learning competency is a statement of a complex trait or behavior that is

targeted for instruction and acquired by the learner that assessment has to
capture if attained or not. This trait requires integration of knowledge, skills,
attitudes and values that can be acquired as a result of a series of learning
opportunities. This statement should be stated using observable behaviors fro
them to be measured objectively and accurately within the time available for

assessment.

A learning competency can be chunked into two or more learning targets /

objectives. These learning competencies are taken from the curriculum guide like
that of the curriculum guide in the Department of Education in the Philippines.
(See the Philippines K to 12 Curriculum Guide).

And, on the other hand, there are certain levels that categorize each taxonomy of
learning domains. What are those?

The following tables are the levels and processes of each learning domains:

Table 3.1 Cognitive Levels and Processes (Anderson, et.al., 2001)

 Process and Action Verbs Sample Learning
Levels
Describing Learning Outcomes Competencies
Remembering Process: Recognizing, Recalling Define the four
Retrieving Verbs: define, describe, identify, label, levels of moral
relevant list, match, name, outline, reproduce, processes in
knowledge from select, state Marzano &
longterm memory. Kendall’s Cognitive
System.

Understanding Processes: Interpreting, Exemplifying, Explain the purpose

Constructing meaning Classifying, Summarizing, Inferring, of Marzano &
from instructional Comparing, Explaining Kendall’s New
messages, including Verbs: convert, describe, distinguish, Taxonomy of
oral, written, and estimate, extend, generalize, give Educational
graphic examples, paraphrase, rewrite, Objectives.
communication. summarize
Applying Processes: Executing, Implementing Write a learning
Carrying out or using a Verbs: apply, change, classify objective for each
procedure in a given (examples of a concept), compute, level of the Marzano
situation. demonstrate, discover, modify, operate, & Kendall’s
predict, prepare, relate, show, solve, Cognitive System.
use
Analyzing Processes: Differentiating, Organizing, Compare and
Breaking material into Attributing contrast the thinking
its constituent parts Verbs: analyze, arrange, associate, levels in the revised
and determine hoe the compare, contrast, infer, organize, Bloom’s Taxonomy
parts relate to one solve, support (a thesis) and Marzano &
another and to an Kendall’s Cognitive
overall structure or System.
purpose.
Evaluating Processes: Executing, Monitoring, Judge the
Making judgments Generating effectiveness of
based on criteria and Verbs: appraise, compare, conclude, writing learning
standards. contrast, criticize, evaluate, judge, outcomes using
justify, support (a judgment), verify Marzano & Kendall’s
Taxonomy.
Creating Processes: Planning, Producing Design a
Putting elements Verbs: classify (infer the classification classification
together to form a system), construct, create, extend, scheme for writing
coherent or functional formulate, generate, synthesize learning outcomes
whole; reorganize using the levels of
elements into a new Cognitive system
pattern or structure. developed by
Marzano & Kendall.

Table 3.2 Taxonomy of Psychomotor Domain

Action Verbs Describing Learning Sample Learning

Levels
Outcomes Competencies
Observing Describe, detect, distinguish, Relate music to a
Active mental differentiate, describe, relate, select particular dance
attending of a physical
step.
event
Imitating Begin, display, explain, move, Demonstrate a
Attempted copying of a proceed, react, show, state, volunteer simple dance step.
physical behavior
Practicing Bend, calibrate, construct, Display several
Trying a specific
differentiate, dismantle, fasten, fix, dance steps in
physical activity over
grasp, grind, handle, measure, mix, sequence.
and over
organize, operate, manipulate, mend
Adapting Arrange, combine, compose, Perform a dance
Fine tuning. Making construct, create, design, organize, showing new
minor adjustments in rearrange, reorganize combination of
the physical activity in
steps.
order to perfect it.
Table 3.3 Taxonomy of Affective Domain (Krathwohl, et. al., 1964)

Action Verbs Describing Learning Sample Learning

Levels
Outcomes Competencies
Receiving Asks, chooses, describes, follows, Listen attentively to
Being aware of or gives, holds, identifies, locates, volleyball
attending to names, points,to, select, sits erect, introduction.
something in the replies, uses
environment
Responding Answer, assist, comply, conform, Assist voluntarily
Showing some new discuss, greet, help, label, perform, in setting up
behaviors as a result practice, present, read, recite, volleyball nets.
of experience report, select, tell, write
Valuing Complete, describe, differentiate, Attend optional
Showing some explain, follow, form, initiate, invite, volleyball matches.
definite involvement join, justify, propose, read, report,
or commitment select, share, study, work
Organizing Adhere, alter, arrange, combine, Arrange his/her
Integrating a new compare, complete, defend, explain, own volleyball
value into one’s generalize, identify, integrate, practice.
general set of modify, order, organize, prepare,
values, giving it relate, synthesize
some ranking among
one’s general
priorities.
Internalizing Act, discriminate, display, influence, Join intramurals to
Characterization by listen, modify, perform, practice, play volleyball
a value or value propose, qualify, question, revise, twice a week.
complex acting serve, solve, use, verify
consistently with
the new value.

Let’s See What‘s on Your Mind

1. In your own words, differentiate learning target from learning competency.

2. Is a learning objective different from a learnig target? Why or why not?

 Let’s Dig Up More

I. TAXONOMIC CLASSIFICATION

Determine the which domain and level of learning are targeted by the following
learning competencies taken from the Basic Education Curriculum Guides, For
your information, the term “competency” has various meanings. Its descriptions
range from that of a broad overarching attribute to that of a very specific task
(Kennedy, Hyland & Ryan, 2009). This activity is important because your choice
of assessment method (which will be discussed on the next lesson) is contingent
on the learning domains and levels of the learning outcomes and competencies.
Learning Competencies Domain Level

1.Determine the pattern of a number series.

2. Use analytic listening to make predictions.

3. Show correct body posture.

4. Recognize the benefit of patterns in special

products and factoring

5. Infer that body structures help animals adapt and

survive in their particular habitats.

6. Differentiate linear inequalities in two variables

from linear equations in two variables.
 7. Follow attentively the written and verbal directions.
8. Compose musical pieces using a particular style
of the 20th century.

9. Work independently and with others under time

constraints.

10. Design an individualized exercise program to

achieve personal fitness.

II. Borrow (from a neighbor teacher or search in the internet) a DepEd Curriculum
Guide relevant to your course and specialization, choose a topic, copy two
learning competencies and write three learning objectives following the three
learning domains.

Write your response here:

1.
Subject:

Topic:

Learning Competency:

Learning Objectives: At the end of the lesson, the students are expected
to:

1.Cognitive:

2. Psychomotor:
 3. Affective:

2.
Subject:

Topic:

Learning Competency:

Learning Objectives: At the end of the lesson, the students are expected
to:

1.Cognitive:

2. Psychomotor:

3. Affective:

Chapter 2.

Learning Target
WRITE YOUR RESPONSES HERE:
Name: _____________________________________________
 Course & Year: ______________________________________
Let’s Do It!

The following statements are learning objectives. Underline and identify the verb used in
each if it is Cognitive, Psychomotor, or Affective. Write your response on the space
provide before the number.

______________ 1. Identify parts of a microscope and their functions. ______________

2. Perform jumping over a stationary object several times in succession, using forward-
and-backward and side-to-side movement patterns.
______________ 3. Follow written and verbal directions.
______________ 4. Exhibit correct body posture.
______________ 5. Work independently and with others under time constraints.

Let’s Connect the Dots

Based from your observation in the “Let’s Do It!” activity, describe/define in your own
words the following terms or explain, Why did you think that the verbs used fall under
such category?

1. Cognitive

2. Psychomotor

3. Affective
 Let’s See What‘s on Your Mind

1. In your own words, differentiate learning target from learning competency.

________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Is a learning objective different from a learnig target? Why or why not?

________________________________________________________________
________________________________________________________________
________________________________________________________________

Let’s Dig Up More

I. TAXONOMIC CLASSIFICATION

Determine the which domain and level of learning are targeted by the following
learning competencies taken from the Basic Education Curriculum Guides, For
your information, the term “competency” has various meanings. Its descriptions
range from that of a broad overarching attribute to that of a very specific task
(Kennedy, Hyland & Ryan, 2009). This activity is important because your choice
of assessment method (which will be discussed on the next lesson) is contingent
on the learning domains and levels of the learning outcomes and competencies.
Learning Competencies Domain Level
1.Determine the pattern of a number series.
2. Use analytic listening to make predictions.
3. Show correct body posture.
4. Recognize the benefit of patterns in special
products and factoring
5. Infer that body structures help animals adapt and
survive in their particular habitats.
 6. Differentiate linear inequalities in two variables
from linear equations in two variables.
7. Follow attentively the written and verbal directions.
8. Compose musical pieces using a particular style
of the 20th century.
9. Work independently and with others under time
constraints.
10. Design an individualized exercise program to
achieve personal fitness.
II. Borrow (from a neighbor teacher or search in the internet) a DepEd Curriculum
Guide relevant to your course and specialization, choose a topic, copy two
learning competencies and write three learning objectives following the three
learning domains.

Write your response here:

1.
Subject:

Topic:

Learning Competency:

Learning Objectives: At the end of the lesson, the students are expected
to:

1.Cognitive:

2. Psychomotor:

3. Affective:
2.
Subject:

Topic:

Learning Competency:

Learning Objectives: At the end of the lesson, the students are expected
to:

1.Cognitive:

2. Psychomotor:

3. Affective:

Assessment Methods

In the previous lesson, you learned about learning targets or outcomes which
answered the question about, “What do you want to assess?”. In assessment methods
lesson, this answers the question, “How are you going to assess?”.
 LEARNING OUTCOMES

At the end of the lesson, students must have:

▪ Stated and defined assessment methods,
correctly; ▪ Differentiated assessment methods
correctly; and ▪ Justified logically the assessment
methods used.

Let’s Do It!
Situational analysis.

Read the classroom situation below and identify the tools used by the teacher
to assess students’ learning.

Before going directly to his lesson proper, Mr. Xam engaged his students
through a true/false activity then led his student to the discussion of the
lesson while doing the oral question and answer to determine if the students
understood the discussion. After the discussion, Mr. Xam conducted another
activity to gauge his students’ understanding through writing a short essay.
Before he ended the class interaction, he asked his students to write a
reflection about the lesson given a set of questions to be done at home and
to be submitted the following day.

Processing Questions:
(Write your answers at the sheets provided at the end of this lesson.)

1. How did Mr. Xam assess the learning in his class?

 2. What are the different methods used?

Let’s Connect the Dots

Answer the following questions based from the “Let’s do it activity”:

Questions Answer
1. What type of assessment is used when students select
from a given set of options to answer a question or
problem?
2. What kind of assessment demands students to create
or produce their own answer in response to the question,
problem or task?
3. What kind of assessment is done when teacher
regularly observe students to check on their
understanding?
4. What assessment tool was used when students are
going to rate their own work and judge how well they
have performed in relation to a set of assessment
criteria?

Let’s Talk about It

The tools used in the assessment are also called assessment methods. What is an
assessment method? What are the types / categories of assessment methods?
 ASSESSMENT METHODS

Assessment is one of the most important things you will do in your classroom, as
it drives your instruction and helps you meet each student's needs. Thus, to
respond appropriately to the instruction and meet the students’ needs,
assessment methods comes in.

Assessment methods pertains to the appropriate tools used to strengthen

instruction in line with the lesson for students to understand well.

Assessment methods can be categorized according to the nature and

characteristics of each method. According to McMillan (2007), there are four
major categories of assessment methods: (1) selected-response format,
(2) constructed-response format,
(3) teacher observation, and
(4) student self-assessment.
These assessment methods are similar to carpenter tools and you need to
choose which is apt to work for a given task. It is not wise to stick to one method
of assessment. As the saying goes, “If the only tool you have is hammer, you
tend to see every problem as a nail.”

The following are the types of Assessment Methods:

TYPES OF ASSESSMENT METHODS

Selected- Constructed- Teacher Student-Self

Response Format Response Format Observations Assessment

SELECTED -RESPONSE FORMAT

 ➢ Students select from a given set of options to answer a question or a problem.
➢ Items are objective and efficient because there is only one correct or best
answer.
➢ The items are easy to grade.
➢ The teacher can assess and score a great deal of content quickly.
➢ The licensure examination for teachers (LET) is a selected-response
assessment.
➢ Scantron sheets and optical mark readers make it easy to score a large
number of items efficiently.
➢ Teachers commonly assess students using questions and items that are:
 Multiple-choice – consist of a stem (question or statement form) with four or
five answer choices (distracters).
 Alternate response (true/false) - are binary choice type.
- The reliability of this assessment tool is not generally high
because of the possibility of guessing.
 Matching type - consist of a set or column of descriptions and words,
phrases or images.
 Interpretive - It consists of a series of objective items based on a
common set of data. The data may in the form of written
materials, tables, charts, graphs, maps, or pictures. The
series of related test items may also take various forms
but are most commonly multiple-choice or true-false
items. Because all students are presented with a common
set of data, it is possible to measure a variety of complex
learning outcomes. The students can be asked to identify
relationships in data, to recognize valid conclusions, to
appraise assumptions and inferences, to detect proper
applications of data, and the like.
(http://dante.udallas.edu/DallasDiocese/Assessment/traditional/exercise/interpretive.htm)

➢ In Selected-response type, students need only to recognize and select the

correct answer. Although selected-response items can be composed to address
higherorder thinking skills, most require only identification and recognition.

CONSTRUCTED -RESPONSE FORMAT

➢ This type of assessment is more useful in targeting higher levels of cognition.
➢ It is subjective. It demands that students create or produce their own answers
in response to a question, problem or task. In this type, items may fall under
any of the following categories:
➢ Brief-constructed response items - require only short responses from
students.
- This includes: sentence completion where students fill in a blank at the end
of a statement; short answer to open-ended questions; labelling a diagram;
or answering a Mathematics problem by showing their solutions.
➢ Performance tasks
- This requires students to perform a task rather than select from a given set of
options.
- Unlike brief-constructed response items, students have to come up with a
more extensive and elaborate answer or response.
- These are called Authentic or Alternative Assessments because students
are required to demonstrate what they can do through activities, problems
and exercises. As such, they can be a more valid indicator of student’s
knowledge and skills than other assessment methods.
- A scoring rubric containing the performance criteria is needed when
grading. It may be analytic scoring rubric where different dimensions and
characteristics of performance are identified and marked separately, or a
holistic rubric where the overall process is rated.
- These provide opportunities for students to apply their knowledge and skills in
real-world context.
- These may be product-based or skills-oriented. This means that students
have to create or produce evidence of their learning or do something and
exhibit their skills.
- Examples of products are:
Written reports, projects, poems, portfolio, audio-visual materials,
spreadsheets/worksheets, web pages, reflection papers, journals, tables,
graphs and illustrations / models.

- Performance or skill-based activities include:

Speech, teaching demonstration, dramatic reading, debate, recital, role play,
athletics, among others.
- Crehan (1991) explained that Performance Assessment can result to better
integration of assessment with instruction, greater focus on higher order
thinking skills, increased motivation level in the learning process, and
improved instructional and content validity.

➢ Essay assessments

– involve answering a question or proposition in written form.

- It Is powerful in the sense that it allows students to express themselves
and demonstrate their reasoning.
- It requires a few sentences called restricted-response.
- There are constraints to the content and nature of the responses.
Questions are more focused. Extended responses allow for more
flexibility on the part of the student. Responses are longer and more
complex. While essay assessment may be easy to construct, they require
much thought on the part of the teacher. Essay questions have to be
clear so that students can organize their thoughts quickly and directly
answer the questions. A rubric is used to score essays.

➢ Oral questioning

- It is a common assessment method during instruction to check on

student understanding. When done formally, it may take the form of an
interview or conference.

- By mastering the art of questioning, the teacher can keep students on

their toes, receive acceptable responses, elicit various types of reasoning
from the students and at the same time strengthen their confidence. The
teacher can probe deeper and find out for himself/herself if the student
knows what he/she is talking about.

- Responses to the oral questions are assessed using a scoring system

or rating scale.
TEACHER OBSERVATIONS

➢ These are a form of on-going assessment, usually done in combination with oral
questioning. Teachers regularly observe students to check on their
understanding. By watching how students respond to oral questions and behave
during individual and collaborative activities, the teacher can get information if
learning is taking place in the classroom.
➢ Non-verbal cues communicate how learners are doing. Teachers have to be
watchful if students are losing attention, misbehaving, or appear non-participative
in classroom activities.
➢ It would be beneficial if teachers make observational or anecdotal notes to
describe how students learn in terms of concept building, problem solving,
communication skills, etc.

STUDENT SELF-ASSESSMENT

➢ This is one of the standards of quality assessment identified by Chappuis,

Chappuis & Stiggins (2009).
➢ It is a process where the students are given a chance to reflect and rate their
own work and judge how well they have performed in relation to a set of
assessment criteria.
➢ Students track and evaluate their own progress or performance.
➢ These are the self-monitoring activities:
➢ Checklists, diaries, and self-report inventories.
➢ The latter are questionnaires or surveys that students fill out to reveal their
attitudes and beliefs about themselves and others.
➢ Studies show that this self-assessment exercises provide students with an
opportunity to reflect on their performance, monitor their learning progress,
 motivate them to do well and give feedback to the teacher which the latter can
use to improve the subject/course (Walser, 2009).
➢ This enhances student achievement, improves self-efficacy and promotes a
mastery goal orientation and more meaningful learning (McMillan & Hearn,
2008).
➢ It is an essential component of formative assessment (Black & William, 1998).

Let’s See What ‘s on Your Mind

In a maximum of three sentences only, answer the following questions?

1. What is the difference between selected-response assessment and

constructedresponse assessment?

2. What is the difference between teacher observations and student self-assessment?

3. Of all the assessment methods, which is the more valid indicator of students’
knowledge and skills? Why?

4. How important is a teacher’s observation in the class?

5. How significant Is a student self-assessment method? Why?

Let’s Dig Up More

SCENARIO ANALYSIS
 For each of the following situations, indicate which method provides the best match. In
determining the appropriate method, apply the Revised Bloom’s Taxonomy. Justify your
choice in at least one or two sentences.

Scenario Answer and Justification

1. Mr. Castromayor wants to know if his

students can identify the different parts of
a flower.

2. Ms. Yu wants to check if her students

can subtract two-digit numbers.

3. Mr. Reyes wants his students to think,

write down and solve three challenging
situations where ratio and proportion can
be applied in real-life.

4. Mrs. Landao wants to see if her

students have grasped the important
elements of the story before continuing
on to the next instructional activity.

5. Mr. Roque wants to find if his students

can examine the quality of education in
the country.
Chapter 2.

Assessment Methods
WRITE YOUR RESPONSES HERE:
Name: __________________________________________
Course & Year: ___________________________________
Let’s Do It!
Situational analysis.

Read the classroom situation below and identify the tools used by the teacher to assess
students’ learning.

Before going directly to his lesson proper, Mr. Xam engaged his students through a
true/false activity then led his student to the discussion of the lesson while doing the
oral question and answer to determine if the students understood the discussion.
After the discussion, Mr. Xam conducted another activity to gauge his students’
understanding through writing a short essay. Before he ended the class interaction,
he asked his students to write a reflection about the lesson given a set of questions to
be done at home and to be submitted the following day.

Processing Questions:

1. How did Mr. Xam assess the learning in his class?

 2. What are the different methods used?

Let’s Connect the Dots

Answer the following questions based from the “Let’s do it activity”:

Questions Answer
1. What type of assessment is used when students select
from a given set of options to answer a question or
problem?
2. What kind of assessment demands students to create
or produce their own answer in response to the question,
 problem or task?
3. What kind of assessment is done when teacher
regularly observe students to check on their
understanding?
4. What assessment tool was used when students are
going to rate their own work and judge how well they
have performed in relation to a set of assessment
criteria?

Let’s See What ‘s on Your Mind

In a maximum of three sentences only, answer the following questions?

1. What is the difference between selected-response assessment and

constructedresponse assessment?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What is the difference between teacher observations and student self-assessment?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Of all the assessment methods, which is the more valid indicator of students’
knowledge and skills? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. How important is a teacher’s observation in the class?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. How significant Is a student self-assessment method? Why?

______________________________________________________________________
______________________________________________________________________

______________________________________________________________________
Let’s Dig Up More

SCENARIO ANALYSIS

For each of the following situations, indicate which method provides the best match. In
determining the appropriate method, apply the Revised Bloom’s Taxonomy. Justify your
choice in at least one or two sentences.

Scenario Answer and Justification

1. Mr. Castromayor wants to know if his

students can identify the different parts of
a flower.

2. Ms. Yu wants to check if her students

can subtract two-digit numbers.

3. Mr. Reyes wants his students to think,

write down and solve three challenging
situations where ratio and proportion can
 be applied in real-life.

4. Mrs. Landao wants to see if her

students have grasped the important
elements of the story before continuing
on to the next instructional activity.

5. Mr. Roque wants to find if his students

can examine the quality of education in
the country.

Matching Learning Targets

with Assessment
Methods

Much to our desire to ensure the alignment of the assessment methods used in
the learning activities with the learning targets, teachers must see to it that what should
be taught should be stipulated in how should he/she assess the learning progress. Thus,
appropriateness and alignment of assessment methods to learning outcomes should be
strictly followed and observed.
 LEARNING OUTCOMES

At the end of the lesson, students must have:

▪ Related correctly the assessment method used with the learning
target/s; and
▪ Evaluated and justified logically the alignment of assessment
method with the learning target/s.

Let’s Do It!
Read and analyze the following questions/statements and determine if each pertains to:
a.) knowledge and simple understanding, b.) deep understanding ang reasoning,
c.)skills,
d.) products, or e.) affect. Write the letter of the correct of your choice.
Question Answer
1. What is a learning target?
2. Why is it important that learning targets and assessment
methods should be aligned?
3. A student explains in front of the class the importance of
alignment of learning targets and assessment methods.
4. The teacher required the students to write a lesson plan
observing alignment of the learning targets and
assessment methods.
5. Students write a reflective journal about the importance of
alignment of the learning targets and assessment
methods.

Let’s Connect the Dots

From the “let’s Do It” activity, explain further your answers in not more than two
sentences.
Copy answers from the
Justification (Explain
“answer” column in the
your answer.)
Let’s Do it activity
1.
2.
3.
4.
5.

Let’s Talk about It

What are explicitly linked to the program and course learning outcomes are the teaching
methods and resources that are used to support learning as well as assessment tasks
and rubrics. These are essential in an outcome-based approach.
Tang (2007) called these essential parts in an outcome-based approach as
Constructive Alignment, which provides the “how-to” by verifying that the
teachinglearning activities (TLAs) and the assessment tasks (ATs) activate the same
verbs as in the Intended Learning Outcome (ILOs). Hence, it is vital that the teacher
considers the domain of learning and the level of thinking he/she would like to measure.
The performance verbs in the ILOs are indicators of the methods of assessment
suitable to measure and evaluate student learning. The taxonomy table devised by
Anderson, Krathwohl, et. Al. (2001) can increase the alignment of learning outcomes
and instruction. Aside from its use in classroom instruction and assessment, it can be
utilized to analyze the results and evaluate the impact of national assessments on
curriculum and instruction (Airasian & Miranda, 2002).
There is a prepared scorecard as a guide on how well a particular assessment method
measures each level of learning by McMillan (2007). Table 3.4 depicts the relative
strength of each assessment method in measuring different learning targets. Four of the
five types of learning targets were identified as categories of learning according to
Chappuis, Chappuis & Stiggins (2009).

Assessment Methods
SelectedRespons Student
e and Brief- Oral Self-
constructe d Ess Performan Observati
Targets Questionani assessme
response ay c e Tasks on
ng n
t
Knowledge
and
5 4 3 4 3 3
simple
understandin
g
Deep
Understandin
2 5 4 4 2 3
g and
Reasoning
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: Higher numbers indicate better matches (e.g. 5 = excellent, 1 = poor).

Knowledge and simple understanding

➢ Pertains to mastery of substantive subject matter and procedures.

➢ This covers the lower order thinking skills (LOTS) of remembering,
understanding and applying in the revised Bloom’s Taxonomy.
➢ Selected-response and constructed-response items are best in assessing
lowlevel learning targets in terms of coverage and efficiency.
 ➢ A vast amount of knowledge can be assessed even in a limited time and such
test formats are easy to correct.
➢ Facts, concepts, principles and procedures delegate to pencil-and-paper tests
quite well.
➢ Essays elicit original responses and response patterns. They are effective
especially if students are required to organize, connect or integrate ideas. They
can also be used to assess writing skills of students.
➢ Oral questioning can be used to assess this level but it is not as efficient as
selected-response items. Oral questions are often used during instruction, albeit
informally, to check for mastery and understanding of a limited amount of factual
information and provide immediate progress feedback.

Deep Understanding and Reasoning

➢ Reasoning is the mental manipulation and use of knowledge in critical and

creative ways.
➢ These involve higher order thinking skills (HOTS) of analyzing, evaluating, and
synthesizing.
➢ Essays are best in checking for this level. These can be used to assess the
complex learning outcomes because students are required to demonstrate their
reasoning and thinking skills. For instance, students may be asked to compare
and contrast two topics or ideas, or explain the pros and cons of an argument.
➢ Through essays, teachers can detect errors in factual content, writing and
reasoning.
➢ Oral questioning can also assess this level but it is less time efficient than
essays.
➢ Performance tasks are effective as well in this level. For example, in preparing
action research on motivation or mastery, the teacher can infer about a student’s
choice of sampling, data collection method and descriptive statistics, and his/her
ability to interpret data and make conclusions.
 ➢ For selected-response and brief-constructed response items, they demand
more thought and time in crafting in order to target understanding rather than
simple recall or rote memorization.
➢ An interpretive exercise may be considered to challenge students at various
levels of understanding. It consist of a series of objective items based on a given
verbal, tabular or graphic information like passage from a story, a statistical table
or a pie chart.

Skills

➢ To assess this level, performance assessment is obviously the superior

assessment method.
➢ When used in real-life and meaningful context, it becomes an “authentic
assessment”. Performance assessments are suited for applications with
lessstructured problems where problem identification, collection, organization,
integration and evaluation of information, and originality are emphasized (Miller,
Linn & Gronlund, 2009). Additionally, performance assessments are used when
students are tasked to conduct an oral presentation or physical performance, or
create a product.

Products

➢ Are most adequately assessed through performance tasks.

➢ These are substantial and tangible output that showcases a student’s
understanding of concepts and skills and their ability to apply, analyze, evaluate
and integrate those concepts and skills.
➢ As you can see, it subsumes all levels of cognitive domain. Examples of products
include: musical compositions, stories, poems, research studies, drawings,
model constructions and multimedia materials.
 ➢ At the knowledge level, tests can be used to check if students know the
components or elements of the product.
➢ Extended-written essays provide a strong match only when the product is
written (Chappuis, Chappuis & Stiggins, 2009). However, performance
assessment is the obvious choice because this method can assess the
attributes of the product using analytic rubric.
➢ Observation can be employed to watch and inspect how students bring the
elements of the product together.
➢ Self-assessment and peer evaluation allow students to reflect and make
judgements about the quality of their work and that of their peers based on a set
of learning criteria.

Affect

➢ Student affect cannot be assessed simply by selected-response or

briefconstructed response tests.
➢ It pertains to attitudes, interest and values students manifest.
➢ Self-assessment is the best assessment method for this learning target. Most
commonly, this is in the form of students’ responses to self-report affective
inventories using rating scales.
➢ In a study conducted by Stiggins & Popham (2009), there are two affective
variables influenced by teachers who employ assessment formatively in their
classes: (1) academic efficacy (perceived ability to succeed and sense of
control over one’s academic well-being), and (2) eagerness to learn. These
strengthened through self-assessment. Students’ behavior and reactions to
instructional activities are certainly perceptible. Hence, observation is also a
good tool to assess affective qualities like wellness, honest/integrity, personal
discipline, etc.
➢ Oral questioning may also work in assessing affective traits. Telling and
enlightening results can be obtained when the student is honest in revealing
his/her feelings. As for performance assessment, this method can be used to
assess a student’s affect when the teacher conducts observations during
execution of the task. However, as McMillan (2007) asserted, observations done
in a performance assessment are usually non-systematic, and the teacher has to
make an unbiased interpretation and inference about a student’s affect.
 Generally, the K to 12 Basic Education Curriculum has a balanced assessment
program. It utilizes both traditional and authentic assessment tools and techniques to get
valid and reliable evidences of student learning. Table 3.5 displays the guide for
assessing learning outcomes for Grade 1 (Enclosure No. 6 to DepED Order No. 73, s.
2012). Notice that tests and oral participation are utilized to measure lower-order
thinking skills. The table can be used as a template in constructing an assessment
matrix in any learning area in any grade level. However, you still have to match the
learning competencies with the assessment tools.

Table 3.5 Guide for Assessing Learning Outcomes for Grade 1

How to Assess
(Suggested How to Score / How to Utilize
What to Assess
Assessment Rate Learning Results
Tools/Strategies)
 Content of the 1. Quizzes To identify
Curriculum ▪ Multiple Choice Raw scores individual learner
 Facts and ▪ True or False with specific needs
Information that ▪ Matching Type for academic
learners acquire ▪ Constructedresponse interventions and
2. Oral participation individual
3. Periodical Test instruction.
Rubrics
Raw scores
 Cognitive 1. Quizzes To identify learners
operations that ▪ Outlining, Raw scores with similar needs
learners organizing, for academic
perform on facts analyzing, interventions and
and information interpreting, small group
for constructing translating, instruction.
meanings converting or
expressing the To assess
information in effectiveness of
another format teaching and
▪ Constructing learning strategies.
graphs,
flowcharts, maps
or graphic
organizers
 ▪ Transforming a
textual
presentation into a
diagram
▪ Drawing or
painting picture
2. Oral participation

Rubrics
 Explanation 1. Quizzes To evaluate
 Interpretation ▪ Explain/justify Raw score instructional
 Application something based materials used.
on facts/data,
phenomena or To design
evidence instructional
▪ Tell/retell stories materials.
▪ Make connections
of
what was learned
in real life
situation
Rubrics
Rubrics
2. Oral discourse/recitation
3. Open-ended test

 Learners’ Participation To assess and

authentic tasks Projects improve classroom
as evidence of Homework instruction.
understandings Experiments
 Multiple Portfolio To design inservice
Rubrics
intelligences Others training program of
teachers in the core
subjects of the
curriculum.

Let’s See What ‘s on Your Mind

 Outcomes assessment is helpful in facilitating the alignment between student
performance and instruction. Data on student performance are collected based on
discrete outcomes in the course via an appropriate assessment method. This should be
done conscientiously. Misalignment will compromise the accuracy of the assessment
results and any ensuing interpretation will be suspect.
Determine if the following assessment methods and learning outcomes match.
Explain briefly in one or two sentences.
1. Outcome: Perform correlation and regression analysis on real-life
problems in different disciplines.
Assessment Method: Brief-constructed response Answer
and Explanation:

2. Outcome: Appreciate contemporary art forms found in various regions.

Assessment Method: Student self-assessment Answer and
Explanation:

3. Outcome: Propose ways to enhance sports related to projectile

motion. Assessment Method: Selected-response Answer and
Explanation:

4. Outcome: Demonstrate the generation of electricity by movement of a

magnet through a coil.
Assessment Method:
Answer and Explanation:

5. Outcome: Use verbs in simple present tense. Assessment Method:

Oral questioning Answer and Explanation:
 Let’s Dig Up More

CRITIQUING.
Below is a learning plan for Grade 7 Mathematics. The topic is Describing Data through
Statistical Measures. The learning competencies in the Basic education Curriculum Guide were
adapted. These are enumerated below:

At the end of the unit, the students should be able to:

1. Explain the basic concepts, uses and importance of Statistics.
2. Pose questions and problems that can be answered using Statistics.
3. Gather statistical data and organize data in a frequency distribution table according to some
systematic considerations.
4. Use appropriate graphs to represent organized data.

Assessment Evidences
Performance Task 1 (Group): Class data
After your teacher taught statistics, you imagined how it would be like to collect, organize and
present data. You decided to measure the height and weight of your classmates.

The class is to be divided in groups of 15 members. You are to measure your classmates’ height
(in cm) and weight (in kg). Organize and present the collected data by constructing a stemleaf
plot, frequency distribution table, and histogram for each set of data, and a scatter plot to show
the relationship between the variables. Provide a short description for each. Each graphic
organizer is placed on a 1/8 illustration board with appropriate labels and complementary
designs. You shall be graded based on the following criteria: Correctness, Completeness and
Neatness.

Other Evidences:
Assignment Seatwork Board work Quiz

Answer the following questions.

1. Which learning competencies are targeted by the performance?
2. Is the performance task a good measure of student understanding of the topic? Why or why
not?

3. Are the assessments enumerated under “other evidences” appropriate in meeting the
learning targets? What other assessments can you recommend?

Chapter 2.

Matching Learning Targets with

Assessment Methods
WRITE YOUR RESPONSES HERE.
Name: _________________________________________________
Course & Year:
__________________________________________
Let’s Do It!

Read and analyze the following questions/statements and determine if each pertains to:
a.) knowledge and simple understanding, b.) deep understanding ang reasoning,
c.)skills,
d.) products, or e.) affect. Write the letter of the correct of your choice.
Question Answer
1. What is a learning target?
2. Why is it important that learning targets and assessment
methods should be aligned?
3. A student explains in front of the class the importance of
alignment of learning targets and assessment methods.
4. The teacher required the students to write a lesson plan
 observing alignment of the learning targets and
assessment methods.
5. Students write a reflective journal about the importance of
alignment of the learning targets and assessment
methods.

Let’s Connect the Dots

From the “let’s Do It” activity, explain further your answers in not more than two
sentences.
Copy answers from the
Justification (Explain
“answer” column in the
your answer.)
Let’s Do it activity
1.

2.

3.
 4.

5.

Let’s See What ‘s on Your Mind

Outcomes assessment is helpful in facilitating the alignment between student
performance and instruction. Data on student performance are collected based on
discrete outcomes in the course via an appropriate assessment method. This should be
done conscientiously. Misalignment will compromise the accuracy of the assessment
results and any ensuing interpretation will be suspect.

Determine if the following assessment methods and learning outcomes match. Explain
briefly in one or two sentences.

6. Outcome: Perform correlation and regression analysis on real-life

problems in different disciplines.
Assessment Method: Brief-constructed response Answer
and Explanation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

7. Outcome: Appreciate contemporary art forms found in various regions.

Assessment Method: Student self-assessment Answer and
Explanation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

8. Outcome: Propose ways to enhance sports related to projectile

motion. Assessment Method: Selected-response Answer and
Explanation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
9. Outcome: Demonstrate the generation of electricity by movement of a
magnet through a coil.
Assessment Method:
Answer and Explanation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

10. Outcome: Use verbs in simple present tense. Assessment Method:

Oral questioning Answer and Explanation:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Let’s Dig Up More

CRITIQUING.
Below is a learning plan for Grade 7 Mathematics. The topic is Describing Data through
Statistical Measures. The learning competencies in the Basic education Curriculum Guide were
adapted. These are enumerated below:

At the end of the unit, the students should be able to:

1. Explain the basic concepts, uses and importance of Statistics.
2. Pose questions and problems that can be answered using Statistics.
3. Gather statistical data and organize data in a frequency distribution table according to some
systematic considerations.
4. Use appropriate graphs to represent organized data.
Assessment Evidences
Performance Task 1 (Group): Class data
After your teacher taught statistics, you imagined how it would be like to collect, organize and
present data. You decided to measure the height and weight of your classmates.

The class is to be divided in groups of 15 members. You are to measure your classmates’ height
(in cm) and weight (in kg). Organize and present the collected data by constructing a stemleaf
plot, frequency distribution table, and histogram for each set of data, and a scatter plot to show
the relationship between the variables. Provide a short description for each. Each graphic
organizer is placed on a 1/8 illustration board with appropriate labels and complementary
designs. You shall be graded based on the following criteria: Correctness, Completeness and
Neatness.

Other Evidences:
Assignment Seatwork Board work Quiz

Answer the following questions.

1. Which learning competencies are targeted by the performance?
___________________________________________________________________________
___________________________________________________________________________

2. Is the performance task a good measure of students’ understanding of the topic? Why or
why not?
___________________________________________________________________________
___________________________________________________________________________

3. Are the assessments enumerated under “other evidences” appropriate in meeting the
learning targets? What other assessments can you recommend?
___________________________________________________________________________
___________________________________________________________________________