Faculty of Educational and Behavioral

Sciences, BDU
The Affective Domain
• Affective measures attempt to reflect typical performance –
what a person usually feels
• The affective taxonomy delineates five levels presumed to be
hierarchical
• As one moves up the hierarchy more involvement, commitment,
and reliance on one’s self as to what to feel occurs as opposed
to having one’s feelings, attitudes and values dictated by outside
sources.
Taxonomy of the affective domain
 Receiving

• Objectives at the receiving level require the student to be aware

of as to passively attend to certain phenomena and stimuli. At
this level students are simply expected to listen or to be attentive.
• The student is aware or passively attending to certain phenomena
and stimuli (listening and observing)
 Responding

• Objectives at the responding level require the student

to comply with given expectations by attending or
reacting to certain stimuli. Students are expected to
obey, participate or respond willingly when asked or
directed to do something.
 Valuing

• Objectives at the valuing level require the student to

display behavior consistent with a single belief or
attitude in situations where he or she is not forced or
asked to comply.
• Students are expected to demonstrate a preference or
display a high degree of certainty and conviction
 Organization

• Objectives of this level require a commitment to a set

of values. This level involves both forming a reason
for why one values certain things and not others and
also making appropriate choices among things that
are and are not valued.
 Characterization

• Objectives at this level require that all the behavior

displayed by the student be consistent with his or her
values.
• At this level the student integrates his or her values
into a system representing a complete and persuasive
philosophy of life
 Psychomotor domain
• This level deals with the skill of the students.
• Its five hierarchically arranged levels are:
– Imitation
– Manipulation
– Precision
– Articulation
– Naturalization.
Imitation
• Require student to be exposed to an observable
action and then overtly imitate that action.
• The performance is generally crude and imperfect.
Manipulation
• require the student to perform, or practice selected
actions from written or verbal directions. .
Precision
• require the Student to perform an action
independent of either a visual model or a written
set of directions.
Articulation
• require the student to display the coordination of
a series of related acts by establishing the
appropriate sequence and by performing the acts
accurately, with control as well as with speed and
timing.
Naturalization.
• require a high level of proficiency in the skill or
performance being thought.
• Students are expected to repeat the behavior
naturally and effortlessly time and again.
 Chapter 2

Assessment strategies, methods and tools

Assessment strategies
Formative vs summative assessment

• Formative Assessment (assessment for learning)

– This occurs throughout the learning process.
– It is designed to make each student’s
understanding visible so that teachers can decide
what they can do to help students progress.
Formative vs summative assessment
• The information obtained through formative assessment will
be used
– to align instruction with the targeted outcomes,

– to identify the learning needs of students or groups,

– to select and adapt materials and resources,

– to create differentiated teaching strategies and learning opportunities

for helping individual students move forward in their learning, and

– to provide immediate feedback and direction to students

 Formative vs summative assessment

• Summative assessment (assessment of learning) –

– Refers to strategies designed to confirm what students know,
demonstrate whether or not they have met course
objectives/curriculum outcomes or the goals of their
individualized programs, or
– to certify proficiency and make decisions about students’
future programs or placements. It is intended to provide
evidence of achievement.
Formative vs summative assessment
• Effective assessment of learning requires that teachers provide:
– a rationale for undertaking a particular assessment of learning at a
particular point in time,

– clear descriptions of the intended learning,

– processes that make it possible for students to demonstrate their

competence and skills,

– a range of alternative mechanisms for assessing the same outcomes,

and

– defensible reference points for making judgments

Maximum performance vs typical performance

• Maximum performance tests

– Designed to assess the upper limits of the
examinee’s knowledge and abilities
Maximum performance vs typical performance

• Typical performance tests

– Designed to measure typical behavior or
characteristic of examinees – personality, attitudes,
interests
 Speed vs power tests
• Speed test

• Power test
 Standardized vs non-standardized

• Standardized tests

• Non-standardized tests
 Objective vs subjective

• Objective items

• Subjective items
Selected response vs constructed response

• Selected response items

• Constructed response items
• Classroom purpose
– Preliminary
– Formative
– Diagnostic
– Summative
• Referencing
– Norm referenced
– Criterion referenced
 Question for discussion

What can be the advantages and limitations of

selected-response and constructed-response
items?
 Peer and self-assessment
• Students can involve in assesssmnt by way of self

assessment and peer assessment

• Involving students in their own and their peers

assessment is useful in that the more students are

involved, the greater the potential of assessment to

improve learning and encourage personal, academic and

professional development.
 Peer and self-assessment

• One good way self assessment can be used is, the Sequential
Criterion-Referenced Evaluation System (SCREE)- a self-
administered repeated measure which requires students to rate
themselves each week on class objectives and learning outcomes
(supplied by the teacher).

• This has no place in grade determination. They record their

competence (1 acquired, 0 not yet developed) and can watch their
development over time
 Peer and self-assessment

• One issue that may be raised in using peer assessment is over

and undermarking.
• Ask students to justify their decisions
• Also, to increase reliability of peer assessment, use multiple
assessors rather than one
 Test score interpretations

• The result of measuring is a number, but that number has no inherent

meaning and, consequently is not a useful contributor to decision making.

• To make the number useful/meaningful/, it is necessary to compare it

with something. It has to be compared with:

– our expectation for how much we should score

– the score from our past testing

– the scores of other individuals

– scores that represent distinct performance levels

 Test score interpretations
• Norm referenced interpretation
– When we reference the scores of other individuals (or groups)
to obtain meaning, we are making a norm-referenced
interpretation.
– It involves comparing a person's score with the average score
of some relevant group of people. Or we compare a person's
score with the scores of all his/her classmates to determine
his/her relative standing or rank in the class.
 Test score interpretations

• Norm referenced interpretation

– The meaning we obtain from a norm - referenced
interpretation depends on the nature of the norm group
with which comparisons are made.
– An individual may belong to several groups
simultaneously, and therefore, his/ her relative
standing may vary from group to group.
 Test score interpretations
• Criterion referenced interpretation
– A criterion-referenced interpretation is made when we compare a person's
score with scores that each represents distinct levers of performance in
some specific content area or with respect to a behavioral task.

– Meaning is obtained by describing what the person can do in an absolute

sense.

– Emphasis is given for describing the position of the learner on a

performance continuum, rather than the learner's rank within a group of
learners.
 Planning for assessment tools

• Table of specification/test blueprint

– A two way grid relating objectives and contents
– Used to ensure congruence between classroom
instruction and test content
Table of specification
Table of specification
Table of specification
 Writing test items

• Selecting Item Format

– the verb used in each objective statement supplies
a strict standard for the type of item to consider
– when selecting an item format the basic principle
is select an item type that provides the most direct
measures of the intended learning outcome.
 General considerations in writing items

• Matching items with intended outcomes. The behaviour

described by the learning outcome and the behaviour
being measured by the item should be as close as
possible.
• Obtaining a representative sample of items
• Eliminating irrelevant barriers to performance
• Avoid unintended clues in objective test items
 Writing objective test items
A .Short answer and completion items
B. True False Items

C. Matching Items

D. Multiple Choice Items

E. Interpretive Exercises
 Short answer and completion items
• Uses to test
– Knowledge of terminology
– Knowledge of specific facts

– Knowledge of principles
– Knowledge of method or procedure

– Knowledge of method or procedure

 Short answer and completion items
• Advantages and limitations

• Advantages
– Ease in construction

– Reduced impact of guessing

– Higher content sampling

• Limitations
– Often unsuitable for higher level outcomes

– Sometimes difficult to score

– Susceptible to bluffing
 Short answer and completion items
Remember in Constructing Short Answer and Completion Items

• Word the item to call for brief and specific answer

• Do not take statements directly from textbooks to use as a basis for short

answer items

• A direct question is generally more desirable than an incomplete statement.

• If the answer is to be expressed in numerical units, indicate the type of

answer wanted

• Blanks for answers should be equal in length and in a column to the right of

the question
 Short answer and completion items
• When completion items are used, do not include too
many blanks.
• Put the blank space at the end of the item, if possible.

• Avoid providing irrelevant clues

• Omit important words only. Look the following

completion item