Criteria for Selecting Appropriate Objectives

1.The objectives should include all important outcomes of the course or subject matter.

2.The objectives should be in harmony with the content standards of the state and with the general goals of the school.

3.The objectives should be in harmony with the sound principles of learning.

4.The objectives should be realistic in terms of the abilities of the students, time and the available facilities.

Clear Statement of Instructional Objectives

2 Steps:

1. State the general objectives of instruction as intended learning outcomes.

2. List under each objective a sample of the specific types of performance that students should be able to demonstrate when they have achieved the objective.

Example:1.Understand the principles of high

quality assessment1.1. Enumerates the principles of high

quality assessment1.2. Describes each principle in their own

words.1.3. Identifies examples of each principle1.4. Distinguishes between two given

principles1.5. Explains the relationship between

the given principles

Matching the Test Items to Instructional Objectives

- ensures content validity (measures what you want to measure from the students)

Example:Objective: Discriminate fact from

opinion from Pres. Aquino’s first SONA.

Test Item: From the SONA speech of Pres. Aquino, give 5 examples of facts and 5 examples of opinions.

COGNITIVE DOMAIN

1. Knowledge Level – behaviors related to recognizing and remembering facts, concepts, and other important data on any topic or subject.

2. Comprehension Level – behaviors associated with the clarification and articulation of the main idea of what the students are learning.

3. Application Level – behaviors that have something to do with problem solving and expression which require the students to apply what they have learned to other situations or cases in their lives.

LOTS

COGNITIVE DOMAIN4. Analysis Level – behaviors that require

students to think critically such as looking for motives, assumptions, cause-effect relationship, differences and similarities, hypothesis and conclusions.

5. Synthesis Level – behaviors that call for creative thinking such as combining elements in new ways, planning original experiments, creating original solutions to a problem, and building models.

6. Evaluation Level – behaviors that necessitates judging the value or worth of a person, object or idea, or giving opinion on an issue.

HOTS

Exercise: Classify the following as knowledge, comprehension, application, analysis, synthesis or evaluation.1. Identify the parts of a flower.2. Enumerate the characteristics of a

good test.3. Determine the function of a predicate

in a sentence.4. Summarize the salient features of a

good essay.5. Use the concept of ratio and

proportion in finding the height of a building.

Exercise: Classify the following as knowledge, comprehension, application, analysis, synthesis or evaluation.6. Name the past Presidents of the

Phils.7. Determine the sufficiency of

information given to solve a problem.8. Identify the resulting product of a

chemical reaction.9. Select the course of action to be

taken in the light of possible consequences.

10. Enumerate the parts of a cell.

ANSWERS:1. Identify the parts of a flower.

Knowledge2. Enumerate the characteristics of a

good test. Knowledge3. Determine the function of a predicate

in a sentence. Comprehension4. Summarize the salient features of a

good essay. Synthesis5. Use the concept of ratio and

proportion in finding the height of a building. Application

Exercise: Classify the following as knowledge, comprehension, application, analysis, synthesis or evaluation.6. Name the past Presidents of the

Phils. Knowledge7. Determine the sufficiency of

information given to solve a problem. Analysis

8. Identify the resulting product of a chemical reaction. Comprehension

9. Select the course of action to be taken in the light of possible consequences. Evaluation

10. Enumerate the parts of a cell. Knowledge

Preparing for Assessment of Cognitive Learning

1. What should be tested?- Testing emphasis should

parallel/match teaching emphasis

2. How to gather information about what to test?

- Depends on the objective or the nature of the behavior to be tested

3. How long the test should be?- Age and attention span of the

students & type of questions to be used must be considered

4. How best to prepare students for testing?

- Provide learners with good instruction

- Review students before testing- Familiarize students with question

formats- Schedule the test- Provide students information about

the test

Assessing Cognitive Learning

A. Supply Type1. Completion Drawing Type2. Completion Statement Type3. Correction Type4. Identification Type5. Simple Recall Type6. Short Explanation Type

B. Selection Type1.Arrangement Type2.Matching Type3.Multiple Choice Type4.Alternate Response

Type5.Key List Test

A. SUPPLY TYPE

1. Completion Drawing Type – an incomplete drawing is presented which the student has to complete.

Example: In the following food web, draw arrow lines indicating which organisms are consumers and which are producers.

2. Completion Statement Type – an incomplete sentence is presented and the student has to complete it by filling in the blank.

Example: The capital city of the Philippines is ____________.

3. Correction Type – a sentence with underlined word or phrase is presented, which the student has to replace to make it right.

Example: Change the underlined word/phrase to make each of the following statements correct. Write your answer on the space before each number.

_________1. The theory of evolution was popularized by Gregor Mendel.

_________2. Hydrography is the study of oceans and oceans currents.

4. Identification Type – a brief description is presented and the student has to identify what it is.

5. Simple Recall Type – a direct question is presented for the student to answer using a word or phrase.

Example: What is the product of two negative integers?

6. Short Explanation Type – similar to essay but require a shorter answer

Example: Explain in a complete sentence why the Philippines was not really discovered by Magellan?

B. SELECTION TYPE1. Arrangement Type – terms or objects

are to be arranged by the students in a specified order.

Example: Arrange the following events chronologically by writing the letters A,B,C,D,E on the space provided.

_____Glorious Revolution_____American Revolution_____Puritan Revolution_____Russian Revolution_____French Revolution

2. Matching Type – a list of numbered items are related to a list of lettered choices

3. Multiple Choice Type – contains a question, problem or unfinished sentence followed by several responses

4. Alternate Response Type – a test wherein there are only two possible answers to the question

5. Key List Test – a test wherein the student has to examine paired concepts based on a specified set of criteria

Example: Examine the paired of items in column 1 and 2. On the blank before each number, write:

A = if the item in Column 1 is an example of item in Column 2

B = if the item in Column 1 is a synonym of item in Column 2

C = if the item in Column 1 is an opposite of item in Column 2

D = if the items in Column 1 and 2 are not related in any way

Column 1 Column 2_____1. capitalism economic system

_____2. labor intensive

capital intensive

_____3. free goods economic goods

6. Interpretive Exercise – It is a form of multiple choice type of test that can assess higher cognitive behaviors. It provides students some information or data followed by a series of questions on that information in which the students have to analyze, interpret, or apply the material provided, like a map, excerpt from a story, passage of a poem, data matrix, table or cartoon

Example: Table 1

Child Labor in the Years Right after the Industrial Revolution in Europe

Year No. of Child Laborers1750 18001760 30001770 50001780 34001790 12001800 6001820 150

1. The employment of child labor was greatly used in ________

A. 1750B. 1760 C. 1770 D. 1780

ESSAY TEST – this type of test presents a problem or question and the student is to compose a response in a paragraph form, using his or her own words, and ideas.

2 Forms:1. Brief or Restricted Essay Test –

requires a limited amount of writing or requires that a given problem be solved in a few sentences

2. Extended Essay Test – requires the students to present their answer in several paragraphs or pages of writing.

Exercise: Examine the paired of items in column 1 and 2. On the blank before each number, write:

A = if the item in Column 1 is an example of item in Column B

B = if the item in Column 1 is a synonym of item in Column B

C = if the item in Column 1 is an opposite of item in Column B

D = if the items in Column 1 and 2 are not related in any way

Column 1 Column 2_____1. knowledge evaluation

_____2. understand expressive behavior

_____3. median range_____4. synthesis creating

_____5. portfolio alternative assessment

Column 1 Column 2_____6. analysis Higher-Order

Thinking Skills

_____7. diagnostic test summative test

_____8. Assessment FOR learning

Assessment OF learning

_____9. content validity predictive validity

_____10. cognitive domain

mental activity

Column 1 Column 2_____1. knowledge evaluation

_____2. understand expressive behavior

_____3. median range_____4. synthesis creating

_____5. portfolio alternative assessment

CADBA

Column 1 Column 2_____6. analysis Higher-Order

Thinking Skills

_____7. diagnostic test summative test

_____8. Assessment FOR learning

Assessment OF learning

_____9. content validity predictive validity

_____10. cognitive domain

mental activity

ACCDB