Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

Reading Assignment 2
Offline Lecture Guide
Activities I. Educational Assessment
(e-Learning/Sel
f Paced) Aims, Goals and Objectives
Aims
According to Ornstein and Hunkins (1988), aims are orientations that
suggest endpoints. They are intention or aspiration; what you hope to
achieve.
They are not specific quantifiable outcomes and written in broad terms.
Educational aims must address the cognitive, psychomotor, and affective
domain.
The 1987 Philippine Constitution, Article XIV, Sec. 3 (2) spells out the
aims of education:
1) include patriotism and nationalism
2) foster love of humanity
3) respect for human rights
4) appreciation of the role of national heroes in the historical
development of the country
5) teach the rights and duties of citizenship
6) strengthen ethical and spiritual values
7) develop moral character and personal discipline
8) encourage critical and creative thinking
9) broaden scientific and technological knowledge
10)promote vocational efficiency

Goals
 Derived from the aims of education
 Broad statements that provide guidelines what to accomplish as a
result of prescribed educational program (see Goals of CTE in your
course design as an example)

Objectives
 More specific than goals
 They describe learning outcomes.

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT OF LEARNING 1

Republic of the Philippines

Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
  Behaviors that must be achieved in various levels of the
curriculum. These levels include lesson, subject, unit, and
program.

Instructional Objectives
 Instructional objectives should be stated in behavioral terms. They
must be S-M-A-R-T (specific, measurable, attainable,
result-oriented and time bounded).
 It consists of two essential components: behavior and
content. Behavior component tells what a learner is
expected to perform (expressed in verb form).
Content component specifies the topic or subject matter a
student is expected to learn (expressed as noun phrase)
Examples:
1. Solve a
system of linear equation.
2. Identify the
parts of a sentence.
3. Name the
parts of the body.
4. Describe the
function of the digestive system.

*The underlined action words are behavior components while the boxed
noun phrases are content components.

It should be noted that behavioral objectives are observable and

measurable. The use of the five senses – sight, hearing, smell, taste, and
touch –

Observable Non-observable
Draw Understand
Build Appreciate
List Value
Recite Know
Add Be familiar
makes the objectives observable. Measurable means that objectives
can be translated into objective test items.
 List of Some Observable and Non-observable behaviors:
 An instructional objective also contains two optional
components: condition and criterion level.
Condition is the situation which learning will take place. It may
be materials, tools, places, or other resources which can
facilitate the learning process.

Criterion level refers not the acceptable level of performance

(standard). It tells how well a particular behavior is to be done. It
could be stated in terms of percentage, number of items
answered correctly,

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT OF LEARNING 1

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

completion of a task within a prescribed time limit, and a

completion of a task to a certain extent or degree of frequency.
Example:
Given a world map, locate ten Asian Countries with 90%
correctness. condition behavior content criterion level
Learning Outcomes
 Learning outcomes are the end results of instructional objectives.
NOT all action verbs specify learning oucv0omes, sometimes
they specify learning activities (means to an end).

Examples:
Learning Outcomes (end) Learning Activities (means) 1. Listed the
four primary colors. 1. Studied the four primary colors. 2. Recited
the poem “A Tree”. 2. Practiced the poem “A Tree”. 3. Drawn the
parts of the nervous
3. Watched a film about the
system.
nervous system.
4. Prove trigonometric identities. 4. Memorized the different
trigonometric identities.

Taxonomy of Educational Objectives

Benjamin S. Bloom (1956), a well-known American psychologists and
educator, and his associates prepared taxonomy of instructional
objectives categorized into three domains: cognitive; psychomotor; and
affective.
1. Cognitive Domain (HEAD) called for outcomes of mental activity
such as memorizing, reading, problem solving, analyzing,
synthesizing and drawing conclusions.
 Cognitive Domain (Knowledge)
It is consisted of objectives that relate to mental or thinking
processes. These objectives are arranged hierarchically
from the lowest and the simplest to0 the highest and the
most complex forms.
Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge
LSPU SELF-PACED LEARNING MODULE: ASSESSMENT OF LEARNING 1

Republic of the Philippines

Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
 (Benjamin Bloom)

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

(Lorin Anderson)
Figure 1. The Categories/Levels of Cognitive Domain
Learning Objectives Arranged Hierarchically

*Note: The order of these two levels (creating and

evaluating) was interchanged in the revised taxonomy of
instructional objectives. Hence, creating is the highest
level in the REVISED taxonomy.
2. Psychomotor Domain (HAND) is characterized by the
progressive levels of behaviors from observation to mastery
of physical skills.  Psychomotor Domain (Skills)
In the early seventies, E. Simpson, Dave and A.S. Harrow
recommended categories for the Psychomotor Domain
which included physical coordination, movement and use
of the motor skills body parts.

Adapting

Practicing

Imitating

Observing
Figure 2. The Categories/Levels of Psychomotor Domain
Learning Objectives Arranged Hierarchically
LSPU SELF-PACED LEARNING MODULE: ASSESSMENT OF LEARNING 1

Republic of the Philippines

Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
 3. Affective Domain (HEART) describes the learning objectives
that emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection.
 Affective Domain (Attitude)
The affective domain refers to the way in which we deal with
situations emotionally such as feelings, appreciation,
enthusiasm, motivation, values, and attitude. The taxonomy
is ordered into 5 levels as the person progresses towards
internalization in which the attitude or feeling consistently
guides a person’s behavior.

II. Approaches and Trends in Educational Assessment

Two Basic Approaches in Educational
Assessment

1. Criterion-referenced measurement determines student’s status in a

clearly defined set of related tasks (called a domain). It describes
what learning tasks an individual can and cannot do. For example,
a student can assemble the parts of a microscope. This tells what
an individual can
perform without reference to the performance of other
students. 2. Norm-referenced measurement determines
student’s status compared with that of others on a given task. It
provides student’s relative standing among other students. For
example, Mitch is the highest in a mathematics test in a class of
50.

Remember:
1. Congruence of assessment and instructional objectives it occurs when
both the behavior and content in the objective and in the test item are
similar. When any of the behavior and content does not match either
the objective or the test item, the test item and instructional objective
are NOT congruent.
2. Shift from discrete-point test to integrative assessment Modern
assessment does not focus on the specific point of the cognitive
domain only but also on the other two domains. In this respect,
paper-and pencil test is not sufficient to measure these domains;
hence, the use of alternative assessment procedures should be
utilized.
3. Shift from paper-pencil to authentic assessment
This shift takes place into account complex skills, contextualized
problems, and divergent thinking where there are many possible
answers to a problem, relevance, and meaningfulness of tools. The
use of authentic skills assessment considers individual pacing and
growth of each student. Authentic skills assessment requires
utilization of different types of measuring instruments such as
checklists, interview guides, diaries, journals, and simulation games.

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT OF LEARNING 1

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited

4. Focus on group assessment rather than on individual assessment

When students work in small groups, opportunities to develop
communication skills, leadership, fellowship, and decision-making skills
are enhanced. When students learn as a group cooperation and team
building are fostered. These values are strengthened when a small
group does project cooperatively.
5. Use of portfolio
A portfolio is a collection of student’s learning experiences
assembled together over time. Its content may show only the best
work, evidences of individual work, or evidences of group work.
Types:
5.1. Working portfolio is a collection of day-to-day work of student
5.2. Documentary portfolio is a collection of the best work of
students assembled for assessment purposes. They showcase the
final products of student work.
5.3. Show portfolio is a purposeful collection of limited amount of
student’s work usually finished products to display the best
he/she accomplished in a given period.
Portfolio Process:
a. Set goals
b. Collect evidences
c. Select evidences
d. Reflect on each evidence
e. Exhibit one’s work
f. Confer students’ work

Outcome-Based Education

What is Education?
 came from a Latin word “educare” which means “to draw
out”  the students and the teachers are the two main
elements of the educative process
 because of knowledge explosion brought about by the use of
computers in education the teacher ceased to be the sole source of
knowledge

What is Outcome-Based Education?

 OBE is the change of instruction from content to learning

outcomes.  It focuses on classroom instruction on the skills and
competencies that students must demonstrate when they exit

Three Characteristics of OBE

 Student-centered
 LSPU SELF-PACED LEARNING MODULE: ASSESSMENT OF LEARNING 1

Republic of the Philippines

Laguna State Polytechnic
University Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
 Faculty-driven
 Meaningful

Learning Resources
1. Yazon, A., and E. Callo. (2019). Assessment in Learning. Cubao, Quezon City.
Wiseman’s Books Trading, Inc.
2. Gabuyo, Y. (2012). Assessment of Learning 1. Quezon City. Rex Book Store, Inc.
3. Gutierrez, D. (2007). Assessment of Learning Outcomes (Cognitive Domain).
Malabon, Metro Manila. Kerusso Publishing House.
4. Navarro, R. and R. Santos (2012). Assessment of Student Learning Outcomes.
Quezon City. Lorimar Publishing, Inc.
5. De Guzman & Adamos (2015). Assessment of learning 1. Quezon City:
Adriana Publishing

6. De Guzman-Santos (2007). Assessment of Learning 1. Quezon City: Lorimar Publishing

7. Macarandang & Vega (2009). Assessment of Learning 1. Mandaluyong City: Books

Atbp. Publishing

8. Rico (2011). Assessment of Students’ Learning: A Practical Approach.

Mandaluyong City: Anvil Publishing

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LSPU SELF-PACED LEARNING MODULE: ASSESSMENT OF LEARNING 1