Topic 2.What to Assess.docx

7/25/2019 Topic 2.What to Assess.docx

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WHAT TO ASSESS

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BOOK NAME

Topic 2

WHAT TO ASSESS


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WHAT TO ASSESS

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STRUCTURE

WHAT TO ASSESS

Introduction

2.1 Identifying behaviours to be assessed

2.1.1 The pathway to designing curriculum

2.1.2 Three types of learning

2.2 Assessing cognitive learning outcomes

2.3 Assessing affective learning outcomes

2.4Assessing the psychomotor learning outcomes

2.5 The ABCD of instructional objectives 2.5.1 The dos and the donts of Instructional Objectives

2.5.2 Steps for stating instructional objectives

2.6 Alignment between objectives, instructions and assessment

2.7 Important trends in what is to be assessed

2.8 Summary

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TOPIC2What to Assess?

WHAT TO ASSESS

LEARNING OUTCOMES

Upon completion of this topic, you should e !leto"

1.Identify the behaviour whih needs to be

assessed.

!.E"#$ain the desi%nin% of a urriu$u&.'.I$$ustrate the three ty#es of $earnin%.(.Ana$yse how to assess the o%nitive)

a*etive) #syho&otor ty#es of do&ain

in $earnin%+.,rea-down the A,C of $earnin%

ob/etives

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I0TROUCTIO0

Educational assessment is a process to gather information, which enables

us to understand whether the target subject have attained the learning

objectives.

Specification of Learning Objectives and Outcomes can make a teachers way toteaching much more effective.

The shift of approach nowadays is towards the overall development of a pupil.

The teaching and learning are all through the perspective of a pupil as he is the one

who gets appraised for his performance.

The chapter below throws light on this aspect of learning.

We learn about the need for identifying behaviour to be assessed and the

classification of behaviour into cognitive, affective and psychomotor type.

We also study the way to write down the learning outcomes, the Dos and the

Donts.

Finally we see the trends in educational assessment.

2.1 IDENTIFYING BEHAVIOURS TO BE ASSESSED5


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The right way of teaching brings out the desired outcome from the students.

The desired learning outcome could be knowledge, skills, application of knowledge or

attitude.

Assessment is of the utmost importance in the process of learning. A sound assessment is th

one wherein the assessment methods are closely and directly related to the intended learnin

objectives.

Instructional goals and objectives are instrumental for teaching process as well as assessm

process in education.

There are primarily three important reasons:

a)To communicate the intention of the instruction to the subject reading or studying it.

b)To aid the process of learning and teaching.

c)To outline the guideline for assessing the student learning.

Instructional objectives emphasise and lay an outline of the performance desired from

students at the end of learning, either a chapter or a book or a passage.

A list of properly stated instructional goals and objectives definitely describes the intend

learning outcomes in terms of performance.

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In a simple form, it is the description of what a particular student is expected to learn at

end of teachers classes or his /her set of instructions.

In other words, it is concerned with the focus on learning objectives rather than the learni

experience and is concerned with the understanding of the student about a subject.

2.1.1 THE PATHWAY TO DESIGNING CURRICULUM

Behavioural Psychology has been the backbone of conceptualisation and designing of the te

sine 1920s till recently.

According to behavioural psychology, learning is a hierarchial phenomenon. Behaviou

psychology lays emphasis on development of lower level skills to acquire the higher-ord

skills.

Hence, learning outcomes are often defined in small steps or decomposed form in order to

the higher level of specification in learning outcomes.

The example of application of behavioural psychologists approach to education can be stat

the task to be done, teaching the students about the ways to do the task and finally assess

student by subjecting them to the test on the task.

This is also an example of criterion reference mastery tests mentioned in the previo

chapter.

Behavioural psychologist approach gauges only the external observable behaviour rather th

the thinking power.

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The theory revolves around the basis that all behaviours are learned through associating

events with consequences.

But the questions like What about the problem solving abilities one has? , which were

answered by the behavioural psychological approach spearheaded the need to discover a m

comprehensive approach or cognitive approach towards learning and development.

Cognitive researchers are of the opinion that learning of the most basic skills also require

complete involvement of student in various ways of comprehension, analysis and application

The cognitive perspective of learning has brought in a change in the assessment. It focuses

learning outcomes which are more general in nature like comprehension, problem solv

skills, decision making etc.

So in a journey of designing a curriculum or finding ways to design the learning outcomes

perspective has had a paradigm shift from very specific approach of applying behaviou

psychology to the more general approach called as cognitive approach.

Thus, behaviours to be assessed, during education, were not limited to the observa

behaviour but assessment of an overall mental capacity of a person.

Practically, an intermediate approach is required to be devised to form the guidelines

assessment.

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2.1.2 THREE TYPES OF LEARNING

In the year 1948, Convention of the American Psychological Association, which is

a group of college examiners, brought forth how the classification of educational

goals is useful for evaluation of students performance.

Dr.Benjamin Bloom, educational psychologist, in the year 1956 fathered the

phenomenon called Blooms taxonomy which was primarily meant to classify

the educational objectives that could be set by teachers for students, into three

domains, Cognitive domain which refers to the know function of the body

(head), the Affective Domain which refers to the feeling function of the body

(heart) and the psychomotor which refers to the doing function of the body

(legs/hands).

Blooms taxonomy of Educational objectives is fundamental and essential to

design educational, learning and training processes and curriculum as it

emphasises on the other aspects of learning like comprehension, knowledge,

analysing, application and synthesis rather than being rote learning which was

the earliest form of education.

The classification of educational goals or learning is divided into 3 categories:

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Cognitivedomain

Knowledge Comprehension

Application Analsis !val"ation #nthesis

a)Cognitive learning: It deals with the ability to acquire knowledge, intellectual

skills etc.

b)Affective learning: It deals with the attitudes, interests of a person.

c)Psychomotor learning: It is related to perpetual skills of a human being.

Each of the categories was further divided intoisubcategories as represented in

the diagram below.

2.2ASSESSING COGNITIVE LEARNING

OUTCOMES

Blooms

taxonomy is of

immense importance to the teachers as it lets the teacher ask herself what she/he

is asking the students to do and for what purpose.

Assessing cognitive learning outcome necessarily means understanding the level

of performance in the areas mentioned above. All teachers should know how to

construct the lessons by using these domains and make teaching effective.

1$

i%ure 1.1 Subate%ories of Co%nitivedo&ain


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% &ords 'tili(ed )* Know+ ,denti-+ dene +recall+memorise+ repeat+recognise+ac/"ire etc.

Knowledge)*Knowing a0o"t st"d material and retrieving the same

% 1er0s 'tili(ed)* 2estate+recognise+ e3plain+ !3press +4isc"ss +descri0e+ill"strate+interpret+represent etc.

Comprehension)* 5he a0ilit to grasp

% 1er0s "sed)*Appl+ relate+calc"late+ show+e3hi0it+demonstrate etc

Application)* 5he a0ilit to appl the 6nowledge to some sit"ation

% 1er0s "sed) Analsed+ Compare+ 7ro0e+,nvestigate

Analsis)*5he a0ilit to categori(e and 0rea6down the comple3str"ct"re

% 1er0s "sed)* Compose+ Assem0le+Create+ 7repare+ Com0ine+originate +derive

#nthesis)* 5he a0ilit to p"t parts in a wa to ma6e a new whole

% &ords 'tili(ed )* 8"dge+ Assess+Compare+ 4ecide+Appraise+1alidate

!val"ation)* 5he a0ilit to chec6 or 9"dge

A:ective4omain o-learning

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The above diagram represents the sub categories of how the verbs can be used for

the affective learning outcomes.

Assessing the Affective learning outcome

o Receiving means the ability of the learner to sense the stimuli

o Responding refers to how actively the learner is acknowledging the stimuli and

showing participation

o Valuing means the learners attitude or commitment to the program

o Organising means how effectively he arranges the values and beliefs

o Characterisation refers to the Internalisation of values taught

CHECK YOUR PROGRESS

Write a short note on the three types of learning.

2.4 ASSESSING THE PSYCHOMOTOR LEARNING OUTCOMES

Psychomotor Learning outcome refers to the functions like reflex action, and

imperative movements. This also means natural responses.

These are the objectives concerned with the physical movements where there is a

coordination of the body and mind to encode information and used to express the

concepts.

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i%ure 1.' 3erbs used in a*etive$earnin% outo&es


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The Assessment of the Psychomotor Learning Outcome

o Reflex Movements: Objectives here refer to the involuntary and

instantaneous response to the stimuli

o Fundamental movements: Objectives here refer to the gross movements like

running, walking, jogging etc.

o Perceptual Abilities: Related to the ability to take in the information and react

to it

o Physical Abilities: Outcomes in this context should describe the strength of a

person, his endurance, agility and dexterity

o Skilled Movements: Objectives here , should exemplify the skills required

for dance, sports, or the different forms of art

ACTIVITY

Recall some verbs from Blooms taxonomy and segregate them according to

knowledge, comprehension, application, analysis, synthesis and evaluation.

2.5 THE ABCD OF INSTRUCTIONAL OBJECTIVES

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Let us take a quick look at the method of identifying the instructional objective

which can be the most effective for teaching and assessment.

Whenever listing the instructional objectives one must ask the following questions

which can serve as a criteria:

A)Whether all the outcomes of the subject are well covered in the objectives?

B)Whether the objectives are in coherence with the standards set by the

educational bodies for which the course or teaching program is conducted?

C)Whether the educational objectives suit the targeted audience of a particular age

group, whether it is in the interest of the students, whether those conform to the

principle of retention and principle of transfer?

D)Whether the objectives are realistic in terms of student capabilities?

Thus, ABCD of instructional objectives refers to its completeness, the

appropriateness, the soundness, and feasibility.

2.5.1 THE DOS AND DONTS

The Dos The Donts

a)Whenever stating the learning

outcome state these in terms of how

the student is expected to perform

E.g. : The students would be able to

define the concept

a)Whenever stating the learning

outcome do not state using

teachers performance

E.g. : The teacher will teach the

concept

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#tating the generalinstr"ctional o09ectives% #tate each general o09ective as the

desired learning o"tcome% 'se ver0s li6e 6nows etc at the

0eginning at ever statement% #tate each o09ective to represent

one o"tcome+ and a dena0ledomain o- o"tcome

% 2ed"cing or minimi(ing the

overlapping o- the o09ectives

#tating the #pecic learning >"tcome% Classi- the general specic o09ectives with the specic o"tcome desired -rom

the st"dent.% 'se ver0s to 0egin an o"tcome

% #pecic @earning >"tcome sho"ld 0e relevant to the genral o09ectives% !ns"re incl"sion o- n"m0er o- specic learning o"tcomes to ma6e the genera

o09ectives a more ill"strative% Add a third level o- specicit i- re/"ired

Table 1.1: The dos and donts of instructional objectives

2.5.2 STEPS FOR STATING INSTRUCTIONAL OBJECTIVES

DosIt is a two step process:

a)Stating the General Instructional Objectives

b)Stating the Specific Instructional Objectives

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i%ure 1.( 4ow to

state the $earnin%ob/etives andouto&es


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ore !mphasis onenhancing the sills and

a0ilities

roect0ased

assignments -or

learningand

teaching

ore st"dentinvolvement and

participation in thelearning 0 role plas

etc

!na0ling personaldevelopment thor"ghvario"s arts -orm and

sports

ed"ce the n"m0er o-s"0ects in p"0lic

eaminations

Bro"p learning topromote colla0orative

learning as alsoassessment

2.6ALIGNMENT BETWEEN

OBJECTIVES,INSTRUCTIONS & ASSESSMENT

The learning objectives are the foundational stones over which lays the framework

of instruction and assessment.

Learning objectives aid the teacher to explain what the expected performance of a

student is, after the sequential instructions classes so as to further help

assessment. This defines the intent for what the teacher is teaching the student.

The more aligned the statement of objectives is to the intended performance we

can have precision in instructions and assessment.

2.7IMPORTANT TRENDS IN WHAT IS TO BE

ASSESSED

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i%ure 1.+ Trends in assess&ent


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These are the few new trends in what needs to be assessed.

As seen in the figure above it started from more stress on the skills and abilities,

lots of project based activities and mostly group activities. The assessment

revolves around the overall personality development through various arts and

sports.

Courses and curriculum exclusively state what is expected from the student than

letting the students decide or derive the output on their own.

The shift of approach is from mere teacher oriented objectives to student learning

outcome.

2.8SUMMARY

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Instructional goals and learning outcomes are central to teaching, learning and

assessment of a student performance. We cannot generalise the learning or

simplify it by the two approaches viz. behavioural psychologist approach or

cognitive approach respectively.

But finding a mid-way between the two approaches will definitely make sure

that the overall development or progress is being assessed.

In this chapter we studied how important it is to identify the behaviour to be

assessed.

We also came to know how to prepare the instructional objectives.

A)By stating the General Instructional objectives.

B)Defining each general objective with more specific learning outcome

We also learnt about the various types of domains of learning and the

various verbs used while defining the objectives.

The thrust was also on the important points to be looked after when writing

learning objectives.

We now understand the various trends in the assessment and that precision in

writing educational objectives will always yield the intended outcome.


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KEY TERMS

EXERCISES

SHORT ANSWER QUESTIONS

1. Summarise the meaning of learning outcome.

2. Explain Blooms taxonomy.

LONG ANSWER QUESTIONS

1.State how to write educational objective.

2 Describe cognitive, affective and psychomotor assessment.

3. Discuss the new trend in assessment.

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Cognitive AssessmentA:ective assessmentschomotor assessment@earning >0ectives and o"tcome?ehavio"ral scholog?looms taonom


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Topic 2.What to Assess.docx