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A. High Quality Assessment in Retrospect - 075547
A. High Quality Assessment in Retrospect - 075547
UNIT 1
1. Purposes of Assessment
b. Cognitive Targets
As early as 1950 Bloom’s (1954) proposed a Hierarchy of educational
objectives at the cognitive level:
1. Knowledge
• refers to the acquisition of facts, concept and theories.
Example: knowledge of historical facts
• Recall or recognize information, describing, defining, labeling,
memorizing etc.
• Knowledge forms the foundation of all other cognitive
objectives for without knowledge, it is not possible to move out
to the next higher level thinking skills in the hierarchy of the
educational objectives.
2. Comprehension
• refers to the same concept as understanding.
• Re-state data or information in one’s own words, interpret, and
translate.
• Explaining or interpreting the meaning of the given scenario or
statement
• A step higher than mere acquisition of facts and involves a
cognition or awareness of interrelationships of the facts and
concepts.
3. Application
• refers to the transfer of knowledge from one field of study to
another or from one concept to another concept on the same
discipline.
• Using or applying knowledge, putting theory into practice
• Demonstrating, solving problems
4. Analysis
• refers to the breaking down of the concept or idea into each
component and explaining the concept as the composition of
these concept.
• Interpreting elements, organizing, structuring
5. Synthesis
• refers to the opposite of analysis and entails putting together
the components in order to summarize the concept.
• Developing new unique structures, model, system, approaches
or ideas
• Build, create, design, establish, assemble, formulate.
Educ.6 – Assessment of Learning 2 CBSUA-College of Education
✓ Charts
✓ Diagram
✓ Notebooks
✓ Essays
✓ The classic “handwriting” scale used in the California
Achievement Test, Form W(1957)
Types of validity
3) Fairness
The concept that assessment should be “fair” covers a number of
aspects
▪ Student knowledge and learning targets of assessment
▪ Opportunity to learn
▪ Prerequisite knowledge and skills
▪ Avoiding teacher stereotype
▪ Avoiding bias in assessment tasks and procedures
4) Positive consequences
▪ Learning assessments provide students with effective
feedback and potentially improve their motivation and/or
self-esteem. Moreover, assessments of learning gives
students the tools to assess themselves and understand
how to improve.
THE PROBLEM:
❖ The more reliable a test is, the less valid.
❖ The more valid a test is, the less reliable
❖ The more practical a test is, (generally) the less valid
THE SOLUTION:
❖ As in everything, we need a balance (in both exams and exam items)