END OF INSTRUCTION

Summative Assessment is a type of assessment usually given at the end of a course or

unit.

PURPOSES OF SUMMATIVEASSESSMENTS

The purposes of assessment are to determine the extent to which the instructional
objectives have been met; to certify student mastery of the intended learning outcomes
as well as use it for assigning grades; to provide information for judging appropriateness
of the instructional objectives and to determine the effectiveness of instruction.

METHODS OF INTERPRETING THEE RESULTS

TWO METHODS

Norm -- referenced interpretations

It is used to describe student performance according to relative position in some know group. In this
method of interpretation, it is assumed that the level of performance of students will not vary much
from one class to another class.

Example: ranks 5th in a classroom group of 40

Criterion -- referenced interpretations

It is used to describe student performance according to a specified domain of clearly defined learning
tasks this method of interpretation is used when the teacher wants to determine how well the students
have learned specific knowledge or skills in a certain course or subject matter.

Example: divide three - digit whole numbers correctly and accurately

TYPES OF LEARNING OUTCOMES

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

 Teachers should always develop instructional objectives that are

specific, measurable statement of outcomes of instruction that
indicates whether instructional intents have been achieved (Kubiszyn,
2007).

 The following are examples of verbs in terms of observable learning

outcomes and unobservable learning outcomes:
EXAMPLES OF OBSEVABLE LEARNING OUTCOMES

1. Recite the names of the characters in

the story MISERY by Anton Chekhov.

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-OBSEVABLE 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

1.1 Terminology

1.2 Specific facts

1.3 Concepts and principles

1.4 Methods and procedures

2. Understanding

2.1 Concepts and principles

2.2 Methods and procedures

2.3 Written materials, graphs, maps, and

numerical data

2.4 Problem situations

3. Application

3.1 Factual information

3.2 Concepts and principles

3.3 Methods and procedures

 3.4 Problem solving skills

4. Thinking skills

4.1 Critical thinking

4.2 Scientific thinking

5. General skills

5.1 Laboratory skills

5.2 Performance skills

5.3 Communication skills

5.4 Computational skills

5.5 Social skills

6. Attitudes

6.1 Social attitudes

6.2 Scientific attitudes

7. Interest

7.1 Personal interest

7.2 Educational interest

7.3 Vocational interest

8. Appreciations

8.1 Literature, art, and music

8.2 Social and scientific

achievements

9. Adjustments

9.1 Social adjustments

9.2 Emotional adjustments

CHAPTER 2

PURPOSES OF INSTRUCTIONAL GOAL AND OBJECTIVES

1. It provides direction for the instructional process by clarifying the intended learning
outcomes.
2. It conveys instructional intent to other stakeholder such as students, parents, school
officials, and the public.
3. It provides basis for assessing the performance of the students by describing the
performance to be measured.

GOALS
AND
OBJECTIVES
 • The terms goals and objectives are two different concepts but they are related to
each other and they are very important.

• Goal can never be accomplished without objectives and you cannot get the
objectives that you want without goals.

DIFFERENT DESCRIPTIONS BETWEEN GOALS AND OBJECTIVES

Goals Objectives

Broad Narrow
General Intention Precise
Intangible Tangible
Abstract (less structured) Concrete
Cannot validated as is Can be validated
Long term aims what you want to Short term aims what you want to achieve
accomplish Must be given a timeline to accomplish to
Hard to quantify or put in a timeline be more

GOAL, GENERAL EDUCATIONAL PROGRAM OBJECTIVES, AND INSTRUCTIONAL

OBJECTIVES

GOAL – broad statement of very general educational outcomes that do not include
specific level of performance.

Examples:

Learn problem solving skills; develop high level thinking skills; appreciate the beauty of
an art; be creative; and be competent in the basic skills in the area of grammar.

General Educational Program Objectives

- More narrowly defined statements of educational outcomes that apply to

specific educational programs; formulated on the annual basis; developed
by program coordinators, principals, and other school administrators.

Instructional Objectives – Specific statement of the learners behavior or

outcomes that are expected to be exhibited by the students after
completing a unit of instruction.

Unit of instruction may mean:

a two weeks lesson on polynomials; one week lesson on “parallelism after

correlatives”; one class period on “katangian ng wika.”
Bloom’s Taxonomy

Bloom’s Taxonomy - is a classification model for educational goals,

initially proposed by educational psychologist Benjamin Bloom in 1956.

Taxonomy offers a structured approach to classifying the cognitive

domain of learning, encompassing skills related to comprehension,
application, analysis, synthesis, and evaluation.

Bloom's taxonomy in 1956

KNOWLEDGE

Remembering or retrieving previously learned materials

COMPREHENSION

The ability to grasp or construct meaning from material.

APPLICATION

The ability to use learned material or to implement material in new and

concrete situation.

ANALYSIS

The ability to break down or distinguish the parts of the material into their
components so that their organizational structure may be better
understood.

SYNTHESIS

The ability to put parts together to form a coherent or unique new whole.

Ex. Compose, produce , assemble, modify, generalize and etc.

EVALUATION

The ability to judge check and even critique the value of material for a given
purpose.

Ex. Judge, assess, compare , evaluate , conclude, etc.

Anderson/krathwolh's Revision in 2001
REMEMBERING

Is when memory is used to produce definitions, facts, or lists: to create or

retrieve materials.

Ex. Multiple choice

UNDERSTANDING

Constructing meaning from different types of functions be they written or

graphic message activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.

APPLYING

Required the learner to implement (use) the information. Carrying out or

using a procedure through executing or implementing .

ANALYZING

Objectives written on the analyzing level required the learner to break the
information into component parts and describe the relationship.

EVALUATING

Required the student to make a judgment about materials or methods.

Base on criteria and standards through checking and critiquing.

Critiques, recommendation, and reports are some of the product that can
be created to demonstrate the process of evaluation.

CREATING

Required the student generate new ideas , products and ways of viewing
things

Ex. Change , combine , compose, construct, cretate and etc. .