PROFED4 REVIEWER
REASONING TARGETS-
Purposes of INSTRUCTIONAL
GOALS AND OBJECTIVES
Instructional Goals are
created in response to needs.
It is a clear statement of
observable behaviors that
learners are to demonstrate
as a result of the instructions.
PURPOSES OF
INSTRUCTIONAL GOALS
It creates road map of desire
to learn.
It help the students to
become a better learners.
Creates instructional
activities.
Creates instructional
activities.
It helps to determine
assessment and evaluation
Learning Targets
The term learning targets
refers to any statement of
what students are supposed
to know and be able to do as
a result of instruction.
Types of learning targets
1.Knowledge-level learning
targets- represent factual
knowledge (knowing from
memory), procedural
knowledge (knowing how to
execute a series of steps),
and conceptual
understanding (being able to
explain a concept).
2.
Affective Domain or
Knowledge-based thought
processes that students must
learn. It involves application
of knowledge in problem-
solving, decision-making, and
other tasks that require
mental skills.
3.SKILLS-LEVEL TARGETS- Use
of knowledge and/or
reasoning to perform or
demonstrate physical skills.
4.PRODUCT-LEVEL TARGETS
Use of knowledge, reasoning
and skills in creating a
concrete or tangible product.
5.AFFECTIVE-LEVEL TARGETS-
Refers to affective
characteristics that students
can develop and
demonstrate because of
instruction.
BLOOM’S TAXONOMY OF
LEARNING DOMAIN
In 1956, educational
psychologist Dr. Benjamin
Bloom created a system to
classify learning objectives
into a series of learning
domains that encourage
teachers to think holistically
about education. His system
came to be known as Bloom’s
Taxonomy.
Bloom identified three
domains, or categories, of
educational activities:
Cognitive Domain or Mental
Skills
Emotions
Psychomotor Domain or
Physical Skills
The cognitive domain is
focused on intellectual skills
such as critical thinking,
problem solving, and creating
a knowledge base.
The Cognitive Domain
develops six areas of
intellectual skills that build
sequentially from simple to
complex behaviors. Bloom
arranged them this way:
Knowledge Comprehension
Application Analysis
Synthesis Evaluation
The affective domain focuses
on the attitudes, values,
interests, and appreciation of
learners.
The Affective Domain
includes five areas of
emotional response,
categorized as simple to
complex ways of processing
feelings and attitude. Bloom
arranged them this way:
Receiving Responding
Valuing Organizing
Characterizing
The psychomotor domain
encompasses the ability of
learners to physically
accomplish tasks and
perform movement and
skills. simple-to-complex
order:
Perception Set
Guided Response Mechanism
Complex Overt Response
Adaptation Origination
CLOZE TEST
A WAY OF TESTING
COMPREHENSION BY
REMOVING WORDS FROM A
PASSAGE OR SENTENCE AND
THEN ASKING THE
READER/LEARNER TO SUPPLY
THE MISSING ELEMENTS.
TYPES OF CLOZE TEST
CLOZE PARAGRAPHS involve
a chunk of text with entire
words omitted.
CLOZE WORDS involve letters
being removed from
particular words in a passage
of text.
COMPLETION OR SHORT
ANSWER TEST
This is also called filling the
blank type of test.
A completion item requests
that student’s fill-in a blank
space with the most
appropriate response.
A short-answer item requires
that students provide a
written response to a
question rather than simply a
fill-in the blank type
response.
Completion questions
require a student to
complete a statement that is
missing one or more key
elements (words, phrases,
numbers, etc.).
Format: In a completion type
test, students are provided
with a sentence or statement
with one or more missing
words, phrases, or numbers.
Format: In a short answer
test, students are presented
with open-ended questions
or prompts that require them
to provide a brief, written
response.
Multiple Choice Test
Multiple choice is a form of
assessment in which
respondents are asked to
select the best possible.
STEM
The stem is the beginning
part of the item that presents
the item as a problem to be
solved.
OPTIONS
The options are the possible
answers you can choose
from, with the correct
answer.
SKILLS MASTERED IN
MULTIPLE CHOICE TEST
Application, synthesis,
analysis and evaluation levels
of learning such as:
Discrimination between fact
and opinion.
Interpret cause and effect
relationship or charts and
graphs.
Make inferences from given
data.
MATCHING TYPE TEST
Matching type question are
variation of a multiple
choices.
They consist of a set of
directions in a column of
statements and a column of
responses.
types of matching type test
1.PERFECT matching It
happens when an option is
the only answer to one of the
items in column A
2. imPERFECT matching
It happens when an option is
an answer to more than one
item in the column
3. Sequencing matching It
requires the examinees to
arrange things, steps, or
events in chronological order.
4. multiple matching
It requires the examinees to
match the item in column A
to B, then matches the
answers from column B to
column C and further match
answers from column C to
column D.
Planning the teacher-made
test
Deciding the length of the
test and portion of the
syllabus to be covered
Deciding the length of the
test and portion of the
syllabus to be covered.
ITEM ANALYSIS
IS APPLICABLE TO TEST
FORMATS THAT REQUIRE
STUDENTS TO CHOOSE THE
RIGHT ANSWER.
TABLE OF SPECIFICATIONS
A TOS, sometimes called a
test blueprint, is a table that
helps teachers align
objectives, instruction, and
assessment
FUNCTIONS OF GRADES
Grades or marks are
necessary for guiding the
student in his/her school
work, understanding his/her
personal trials and
tribulations, helping him/ her
plan his/her educational
Types of GRADES/MARKS
Percentage System is often
used as it is easily and
universally understood. It
implies precision of
judgement
Dual System Any
combination of the previous
three types of grades/marks).
It may be a letter grade or
percentage system for
academic subjects and P-F for
non-academic and vocational
courses.
Nature of grades / marks
GRADES ARE TEACHER'S
JUDGMENT ON THE
PERFORMANCE OF
STUDENTS BASED ON
CERTAIN CRITERIA.
Marks
- Marks are awarded for
individual assessment items
A GRADE IS THE OVERALL
LEVEL OF ACHIEVEMENT FOR
A COURSE, USUALLY
DETERMINED BY COMBINING
THE MARKS OF THE
INDIVIDUAL ASSESSMENT
ITEMS THAT MAKE UP THE
COURSE
Criteria on Marking-
Reporting System
Is the system based on a
clear statement of
educational goals?
Is the system understood
both by those making the
reports and those to whom
they are communicated?
Does the system desirably
affect the student’s learning?
LOWERING GRADES BECAUSE
OF BEHAVIORAL
INFRACTIONS
Behavioral infractions are
rule violations related to
behavior, like disruptive
actions typically leading to
consequences or disciplinary
measures.
ADVANTAGES OF GRADING
OR MARKS
DISADVANTAGES OF
GRADING OR MARKS
Marks are inacurate
measures of competence and
are not used in a comparable
way from school to school, or
even from instructor to
instructor.
Marks are not enough as
means of communication to
the students’ homes.
Modes of computing grade
There are two ways of
computing the final grade:
The Averaging - treats the
students' performance in
each grading period
independently and the
Cumulative Grading Systems
believes that the
performance of students to a
large extent is affected by
their past performances.
USE OF ZEROS
A single zero has a profound
effect when combined with
practice of averaging as it
drastically changes the
average.
Guidelines for Effective
Grading
Describe the grading
procedures to the students at
the beginning of instruction.
Clarify to the students that
the course will be based on
achievement.
Relate the grading
procedures to the learning
outcomes.
Obtain valid evidences as
bases for assigning grades.
INDEX OF DISCRIMINATION
the difference between the
proportion of the upper
group who got the item right
and the proportion of the
lower group who got item
right.
Upper group – high
performance
Lower group – low
performance
Computation of the Index of
Difficulty
The item difficulty index
measures how easy a
question is by determining
the proportion of students
who got it right.
he formula looks like this :
the number of question who
answer a question correctly
(c) divided by the total
number of students in the
class who answered the
question (s). The answer will
equal a value between 0.0 &
1.0 with harder questions
resulting in values closer to
0.0 and easier questions
resulting in values closer to
1.0.
Interpreting Test Scores
It is the process of analyzing
scores in a test and
translating qualitative data
into quantitative.
Raw scores
It is the number of points for
which the students received
credit or a numerical
description of the student’s
performance on a test.
Percentile - is the score at
which a specified percentage
of scores in a distribution fall
below.
The percentile rank of a score
indicates the percentage of
scores in the distribution that
fall at or below that score

Using the Difficulty Index

Formula

The difficulty index formula is

fairly easy to remember
because it is the same as
determining the percentage
of students who answered
the question correctly.