Reflection…..

 The best teachers constantly

monitor what is happening to
students as they set about learning
and investigate when things do not
proceed as planned or expected.
They also inquire their own
practice so they might get better at
ensuring that their students learn
successfully.
What is ASSESSMENT?
 is an information-
gathering and a
decision making
process which
includes observing
students as they work,
listening to their
answer during
discussions and
examining the results
the teacher-made and
the standardized test.
 What is ASSESSMENT?

 provides
information to be
used as feedback
to modify the
teaching and
learning activities
 Assessment is feedback
for both teachers and
students.
 Assessment is a
process to monitor
students’ learning
progress.
Assessment Process should be:

 Holistic - emphasizes on the

formative or developmental
purpose of quality teaching-
learning
 Standards-based
HOLISTIC
b. Formative/Developmental (assessment for
and assessment as learning) – During
instruction, the teacher should regularly check
whether students are attaining the objectives
of instruction, i.e., the teaching strategies are
being effective as evidenced by student
demonstration of desired or expected learning
behaviours. The daily quizzes that the teacher
gives to check for learning or understanding
fulfil this formative or developmental function
of assessment. The result are recorded, but
are not used for grading purposes.
 Standards-
based
Diagnostic Assessment
assessment made to determine what a
student does and does not know about a topic
assessment made to determine a student's
learning style or preferences used to
determine how well a student can perform a
certain set of skills related to a particular
subject or group of subjectsoccurs at the
beginning of a unit of study
used to inform instruction:makes up the initial
phase of assessment for learning
Formative Assessment
 It is part of the instructional process
 it provides the information needed to
adjust teaching and learning while they
are happening.
 informs both teachers and students about
student understanding at a point when
timely adjustments can be made.
Summative Assessment
 are given periodically to
determine at a particular point in
time what students know and do
not know.
 Summative assessment at the
classroom level is used as part of
the grading process.
Sources of assessment information
Traditional Assessment - are tests given to the
students to measure how much the students
have learned

1. Fill-in the blanks

2. Matching type
3. True or false type
4. Multiple choice type
5. Short-answer question
6. Essays
7. Sentence Completion
Sources of assessment information
 Authentic Assessment- assessment in which
students create an answer or a product that
demonstrate their knowledge or skills
1. Performance-based Assessment
2. Portfolio
3. Concept Mapping
4. Creative Assessment
5. Journals and Oral Interviews
6. Problem Tests
7. Diagrams or picture types of tests
8. Practical Assessment
9. Self-evaluation
 Assessment

Traditional Performance-Based
Concerned with the students’ ability
Focuses on knowledge and
to translate knowledge into
recall information observable performance
Provides little insight into the Requires students to manipulate
way others think equipment, to solve a problem, or
make analysis
Usually limited to paper-and- Gives insights of a students’ con-
pencil, one-answer questions ceptual and procedural knowledge
Does not assess student’s ability to Provides rich evidence of the
apply their understanding to real level of performance skills
world problems

Easy for teachers to check Time-consuming to construct

True of Portfolio
Multiple Fill-in the Practical Journal
False Assess-
Choice Blanks Tests Writing
Type ment
ISSUES on
ASSESSMENT
...
not integrating
assessment into learning
and teaching, hence
assessment information is
not used to shape and
guide learning
not providing sufficient
qualitative information
about assessment tasks,
nor effective feedback
about their learning
 not supporting and
scaffolding lower level
students and not
challenging
and extending those
at a higher level
not emphasizing what
students can do, only
what they cannot
Nature of Assessment

ASSESSMENT FOR LEARNING

ASSESSMENT AS LEARNING

ASSESSMENT OF LEARNING
Assessment for Learning
 comprises two phases—initial or diagnostic assessment and
formative assessment
 assessment can be based on a variety of information
sources (e.g., portfolios, works in progress, teacher
observation, conversation)
 verbal or written feedback to the student is primarily
descriptive and emphasizes strengths, identifies challenges,
and points to next steps
 as teachers check on understanding they adjust their
instruction to keep students on track
 no grades or scores are given - record-keeping is primarily
anecdotal and descriptive
 occurs throughout the learning process, from the outset of
the course of study to the time of summative assessment
5 Principles of Assessment for Learning
 1. The provision of effective feedback to
students.
 2. The active involvement of students in their
own learning.
 3. Adjusting teaching to take account of the
results of assessment.
 4. Recognition of the profound influence
assessment has on the motivation and self
esteem of pupils, both of which are critical
influences on learning.
 5. The need for students to be able to assess
themselves and understand how to improve.
Assessment as learning

begins as students become aware of the

goals of instruction and the criteria for
performance
involves goal-setting, monitoring progress,
and reflecting on results
implies student ownership and
responsibility for moving his or her thinking
forward
occurs throughout the learning process
Assessment of Learning

 assessment that is accompanied by a

number or letter grade (summative)
 compares one student’s achievement
with standards
 results can be communicated to the
student and parents
 occurs at the end of the learning unit
Nature of Assessment
 I am a teacher! What I do and say
are being absorbed by young minds who
will echo these images across the ages.
My lessons will be immortal, affecting
people yet unborn, people I will never see
or know. The future of the world is in my
classroom today, a future with the
potential for good or bad. The pliable
minds of tomorrow's leaders will be
molded either artistically or grotesquely by
what I do.
 Several future presidents are
learning from me today; so are the
great writers of the next decades,
and so are all the so-called ordinary
people who will make the decisions
in a democracy. I must never forget
these same young people could be
the thieves or murderers of the
future.
 Only a teacher? Thank
God I have a calling to the
greatest profession of all! I
must be vigilant every day lest
I lose one fragile opportunity
to improve tomorrow.
-Ivan Welton
Fitzwater
 ‘ How can I teach better ? ’

‘How can I help my pupils to

become better learners ? ’
Louis Pastuer once said, that
it’s wonderful to have a
prepared mind but it will
never work without a

PREPARED HEART.
 Test
Construction
 Bloom’s Taxonomy
 1950s- developed by Benjamin Bloom

Bloom’s Revised
Taxonomy
• 1990s- Lorin Anderson (former student of Bloom) revisited
the taxonomy
 Original Terms New Terms
(by Benjamin Bloom) (by Lorin Anderson)

 Evaluation • Creating
 Synthesis • Evaluating
 Analysis • Analyzing
 Application • Applying
 Comprehension • Understanding
 Knowledge • Remembering
Remembering
The learner is able to recall, restate and remember
learned information.
Recognizing
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
  Can you recall information?
 
Remembering cont’
 List
 Memorize • Listen
 Relate •
 Show
Group
 Locate • Choose
 Distinguish •
 Give example Recite
 Reproduce • Review
 Quote Recall or
• Quote recognition of
 Repeat
• specific
 Label Record information
 Recall
 Know • Match
 Group • Select
 Read
 Write • Underline
 Outline • Cite
• Sort
Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Comparing
Explaining
  Can you explain ideas or concepts?
 Understanding cont’
 Restate
 Identify • Describe
 Discuss • Report
 Retell • Recognise
 Research • Review Understanding
 Annotate of given
• Observe information
 Translate
• Outline
 Giveexamples of
• Account for
 Paraphrase
• Interpret
 Reorganize
• Give main idea
 Associate
• Estimate
• Define
Applying
 The learner makes use of information in a context
different from the one in which it was learned.

Implementing
Carrying out
Using
Executing
 
 Can you use the information in another
familiar situation?
Applying cont’
 Translate • Paint
 Manipulate • Change
 Exhibit • Compute
 Illustrate • Sequence
 Calculate • Show Using strategies,
 Interpret • Solve concepts, principles
and theories in new
 Make • Collect situations
 Practice • Demonstrate
 Apply • Dramatize
 Operate • Construct
 Interview • Use
• Adapt
• Draw
Analyzing
The learner breaks learned information into its parts to best
understand that information.
Comparing
Organizing
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
 
Can you break information into parts to explore
understandings and relationships?
Analyzing cont’
 Distinguish • Compare
 Question • Contrast
 Appraise • Survey
 Experiment
 Inspect
• Detect
 Examine
• Group
• Order Breaking
 Probe
information down
 Separate • Sequence into its component
 Inquire • Test elements
 Arrange • Debate
 Investigate • Analyze
 Sift • Diagram
 Research
 Calculate
• Relate
 Criticize
• Dissect
• Categorize
• Discriminate
 Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
  Can you justify a decision or course of action?
Evaluating cont’
 Judge
 Rate
• Choose
 Validate • Conclude
 Predict • Deduce
 Assess • Debate
 Score
 Revise
• Justify
• Recommend Judging the value of
 Infer ideas, materials and
 Determine • Discriminate methods by developing
 Prioritize • Appraise and applying standards
 Tell why • Value and criteria.
 Compare
 Evaluate
• Probe
 Defend
• Argue
 Select • Decide
 Measure • Criticize
• Rank
• Reject
Creating
The learner creates new ideas and information
using what has been previously learned.
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
 Can you generate new products, ideas, or ways of
viewing things?
Creating cont’
 Compose
 Assemble • Formulate
 Organize • Improve
 Invent
 Compile • Act
 Forecast
• Predict Putting together ideas
 Devise
or elements to develop
 Propose • Produce a original idea or
 Construct engage in creative
• Blend
 Plan thinking.
 Prepare • Set up
 Develop
 Originate • Devise
 Imagine • Compile
• Generate
Questions for Remembering
 What happened after...?
 How many...?
 What is...?
 Who was it that...?
 Can you name ...?
 Find the definition of…
 Describe what happened after…
 Who spoke to...?
 Which is true or false...?
Questions for Understanding
 Can you explain why…?
 Can you write in your own words?
 How would you explain…?
 Can you write a brief outline...?
 What do you think could have happened next...?
 Who do you think...?
 What was the main idea...?
 Can you clarify…?
 Can you illustrate…?
 Does everyone act in the way that …….. does?
Questions for Applying
 Do you know of another instance
where…?
 Can you group by characteristics such
as…?
 Which factors would you change if…?
 What questions would you ask of…?
 From the information given, can you
develop a set of instructions about…?
Question for Analyzing
 Which events could not have happened?
 If. ..happened, what might the ending have been?
 How is...similar to...?
 What do you see as other possible outcomes?
 Why did...changes occur?
 Can you explain what must have happened when...?
 What are some or the problems of...?
 Can you distinguish between...?
 What were some of the motives behind..?
 What was the turning point?
 What was the problem with...?
)
Questions for Evaluating
 Is there a better solution to...?
 Judge the value of... What do you think about...?
 Can you defend your position about...?
 Do you think...is a good or bad thing?
 How would you have handled...?
 What changes to.. would you recommend?
 Do you believe...? How would you feel if. ..?
 How effective are. ..?
 What are the consequences..?
 What influence will....have on our lives?
 What are the pros and cons of....?
 Why is ....of value?
 What are the alternatives?
 Who will gain & who will loose? 
Questions for Creating
Can you design a...to...?
Can you see a possible solution to...?
If you had access to all resources, how would
you deal with...?
Why don't you devise your own way to...?
What would happen if ...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you develop a proposal which would...?
Levels of Questions
 Lower level questions are those at the
remembering, understanding and lower level
application levels of the taxonomy.
 Higher level questions are those requiring
complex application, analysis, evaluation or
creation skills.
 BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
 
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
 
 Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
 
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
 
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
 
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
WRITING TEST
QUESTIONS
Types of Classroom Test
 multiple choice
 true/false
 matching
 fill-in-the-blank questions.
 THANK YOU!
Magandang Buhay!
GODBLESS!
Bloom on the Internet
 http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html
  
 http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html
  
 http://www.teachers.ash.org.au/researchskills/dalton.htm
  
 http://www.officeport.com/edu/blooms.htm
  
 http://www.quia.com/fc/90134.html
  
 http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords
  
 http://schools.sd68.bc.ca/webquests/blooms.htm
  
 http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
  
 http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm
  
 http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html
  
 http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm
  
 http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes
reference to Bloom’s Taxonomy.
  
 http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm
Print Resources
 Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in Themes:
An Approach Through the Learning Centre. Melbourne: Oxford
University Press.
 Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Work
for levels P-8. Carlton South, Vic.: Education Shop, Ministry of
Education and Training, Victoria.
 Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me Learn. Book 3.
Cheltenham, Vic.: Hawker Brownlow.
 Dalton, Joan. (1986). Extending Children’s Special Abilities:
Strategies for Primary Classrooms. Victoria: Department of School
Education, Victoria.
 Forte, Imogene and S. Schurr. (1997). The All-New Science Mind
Stretchers: Interdisciplinary Units to Teach Science Concepts and
Strengthen Thinking Skills. Cheltenham, Vic.: Hawker Brownlow.
 Fogarty, R. (1997). Problem-based learning and other curriculum
models for the multiple intelligences classroom. Arlington Heights,
IL: IRI/Skylight Training and Publishing, Inc.
 Frangenheim, E. (1998). Reflections on Classroom Thinking
Strategies. Loganholme: Rodin Educational Consultancy.