Refresher Course for Licensure Examinations for Teachers: Assessment of Learning Part 2

 II. PRINCIPLES OF HIGH QUALITY ASSESSMENT

A. Clarity of Learning Targets

• Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated. 
• Learning targets need to be stated in behavioral terms or terms which denote something which can be observed through the behavior of the student.

 Bloom’s Taxonomy of Educational Objectives

1. REMEMBERING

• Recall previous learned information.

Keywords:

defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

Examples:

• Recite a policy. 
• Quote prices from memory to a customer. 
• Knows the safety rules.

2. UNDERSTANDING: 

• Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. 

Keywords:

comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Examples:

• Rewrites the principles of test writing. 
• Explain in one's own words the steps for performing a complex task. 

3. APPLYING: 

• Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the workplace.

Keywords:

applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Examples:

• Use a manual to calculate an employee's vacation time. 
• Apply laws of statistics to evaluate the reliability of a written test.

4. ANALYZING: 

• Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

Keywords:

analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, 

Examples:

• Troubleshoot a piece of equipment by using logical deduction. 
• Recognize logical fallacies in reasoning. 

5. EVALUATING: 

• Make judgments about the value of ideas or materials.

Keywords:

appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

Examples:

• Select the most effective solution. 
• Hire the most qualified candidate. 
• Explain and justify a new budget.

6. CREATING: 

• Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Keywords:

categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

Examples:

• Write a company operations or process manual. 
• Design a machine to perform a specific task. Integrates training from several sources to solve a problem.