Frameworks for Learning from the Cognitive Domain,

Errors in Standard Testing, Assessment in the ¨Dimensions

of Learning ¨ model, as well as in the Multiple Intelligences
and in the Backwards Design approaches, Moving Towards
a Multidimensional Assessment model
 According to N. Gronlund, to design an
effective Evaluation/Assessment System,
we must make sure that this system:

 Measures all instructional objectives

 Covers all cognitive domains
 Uses appropriate test items
 Makes tests valid and reliable
 Uses tests to improve learning
 Errors of Standard Testing
All measurements are subject to potential error. Compared with physical
measurements, the errors in standard test scores are enormous. There are
many sources of error. These include:
 Mechanical errors in transcribing short answers or multiple choice answers
 Consistency errors in scoring essays or extended answers
 Computer errors when calculating or reporting results
 Systematic errors from varying difficulty of different test versions
 Random errors arising from the physical or mental states of test-takers
 Bias errors: test designs that favor some groups of test-takers over others
 Content errors: test items that do not accurately cover the intended material
 Dimensions of Learning
It is an innovative model that uses
what researchers and theorists know
about learning to define the learning
process. Its premise is that five tpes
of thinking -that is, the five
dimensions of learning- are essential
to successful learning.
 The Dimensions of Learning Are:
 Dimension 1: Attitudes and Perceptions
 Dimension 2: Acquire and Integrate
Knowledge
 Dimension 3: Extend and Refine
Knowledge
 Dimension 4: Use Knowledge Meaningfully
 Dimension 5: Habits of Mind
 In this framework, a basic
assumption is that:

The assessment should focus on

students´ use of knowledge and
complex reasoning processes
rather than on their recall of
information
 Multiple Intelligences Theory
 Howard Gardner argues that traditional
schooling emphasizes only two abilities-
verbal-linguistic (especially in written
form) and logical-mathematical. Yet, there
are many other kinds of knowledges or
talents that enrich our lives and help us
respond effectively to our environment. He
lists the following, while emphasizing that
there are many others as well.
 The Multiple Intelligences
 Visual-spatial Capacity to perceive the visual-spatial world
accurately and to modify or manipulate one's initial perceptions
 Bodily-kinesthetic Abilities to control one's body movements and
to handle objects skillfully
 Musical-rhythmical Abilities to produce and appreciate rhythm,
pitch, and timbre, and appreciation of the forms of musical
expressiveness
 Interpersonal Capacities to discern and respond appropriately to
the moods, temperaments, motivations, and desires of other people
 Intrapersonal Knowledge of one's own feelings, strengths,
weaknesses, desires, and the ability to draw upon this knowledge to
guide behavior
 Logical-mathematical The abilities to discern logical or
numerical patterns and to handle long chains of reasoning.
 Verbal-linguistic Sensitivity to the sounds, rhythms, and
meanings of words; sensitivity to the different functions of language
For Howard Gardner, in the near
future:
Not only will logical and verbal abilities
continue to be assessed, but assessment
also will include visual, auditory,
kinesthetic, intrapersonal, and
interpersonal abilities. This means
assessing students' repertoire of learning
strategies, skills in communicating with
others, and knowledge as it is applied to
day-to-day and culturally diverse contexts
 Backwards Design
Wiggins and McTighe, curriculum experts, have
created a model that they call “Backwards
Design”. Understanding, the authors argue,
differs from knowledge, and it can be difficult to
recognize whether we're teaching for deeper
understanding or shallower knowledge. In order to
help identify the concept of understanding,
Wiggins and McTighe propose Six Facets of
Understanding that are best described by the
characteristics of the learner. True understanding
is present when the learner:
 Evidence of Understanding

· Can Explain
· Can Interpret
· Can Apply
· Has Perspective
· Can Empathize
· Has Self-Knowledge
Stages of Backwards Design

Wiggins and McTighe divide the

backwards design process into three
stages:
1. Identify desired results
2. Determine acceptable evidence

3. Plan learning experiences and

instruction
 Applying the Model
With this model, teachers first examine the
relevant standards to identify what
enduring understandings they want to
address, then design assessment to show
that students reached the desired
understandings, and only then do they
design instruction that will lead to those
understandings.
 Towards Multidimensional
Assessment
The new vision of learning and evaluation
of student learning reflected in the term
multidimensional assessment is broad-
based, relevant to real life, process
oriented, and based on multiple measures
which provide a rich portrayal of student
learning
 CREDITS
The information about the ¨Dimensions of Learning¨
framework was based on the handbook ¨Dimensions of
Learning¨, by Robert Marzano and Debra Pickering.
¨Errors of Testing¨ appeared in ¨School Based Standard
Testing¨, by Craig Bolon (May 2000), and the topics of
Multidimensional Analyses, Howard Gardner’s theory,
and the ¨Types of Assessments¨diagram, were
ellaborated from ¨Why Should Assessment be Based on
a Vision of Learning,¨ a group effort sponsored by
NCREL in 1990, led by M. Kulienko et al.