Assessment in Learning 1: Educational Objectives, Domains of Learning, and Measurement

Comprehensive practice flashcards for Professional Education 8: Assessment in Learning 1, synthesizing Units 1, 2, and 3 covering Outcomes-Based Education, measurement/assessment/evaluation distinctions, and learning taxonomies across cognitive, psychomotor, and affective domains.

How do content-centered instruction and student-centered instruction differ in terms of their Latin roots and primary roles?

Content-centered instruction is rooted in "Educare" (meaning to fill empty vessels), where the teacher is an infallible giver of knowledge and the student is a passive recipient focused on course completion.

Student-centered instruction is rooted in "Educere" (meaning to draw out student potential), where the teacher is a facilitator and the student is an active builder of knowledge focused on demonstrated learning outcomes.

What are the three core characteristics of Outcomes-Based Education (OBE)?

1. Student-Centered: Places student learning outcomes at the core of instruction.

2. Faculty-Driven: Empowers faculty responsibility for teaching and continuous assessment.

3. Meaningful: Drives continuous instructional enhancement using concrete evidence.

Three Forms of Assessment

1. Assessment FOR Learning

2. Assessment OF Learning

3. Assessment AS Learning

What is the difference between immediate outcomes and deferred outcomes in education?

Immediate outcomes are competencies acquired directly upon completion of a lesson, subject, or degree program

(e.g., passing a test, conducting an experiment, writing a research report).

Deferred outcomes are abilities and impacts demonstrated years after graduation in professional or civic life

(e.g., career promotion, research contribution, civic leadership).

What are the four levels in the hierarchy of educational outcomes?

Level 1: Institutional Outcomes (what graduates of an educational institution are supposed to be able to do beyond graduation).

Level 2: Program Outcomes (what graduates of particular educational programs or degrees are able to do at completion).

Level 3: Course Outcomes (what students should be able to demonstrate at the end of the course or subject).

Level 4: Learning Outcomes (what students should be able to do after a lesson or instruction).

How do Educational Objectives differ from Student Learning Outcomes in perspective, nature, action verbs, and measurability?

Educational Objectives are stated from the teacher's viewpoint, represent broad intentions/goals, use verbs like "to provide," "to develop," or "to enhance," and are abstract and difficult to measure directly.

Student Learning Outcomes are stated from the student's viewpoint, represent concrete demonstrated competencies, use action verbs like "demonstrate," "explain," or "differentiate," and are directly observable and testable.

What is the Latin origin and definition of "Assessment"?

Assessment originates from the Latin word "assidere", which means "to sit beside another." In education, it is generally defined as the systematic and purpose-oriented collection, analysis, and interpretation of quantitative and/or qualitative data on student performance to make informed decisions that promote and manage learning.

How are Test, Measurement, Assessment, and Evaluation differentiated?

• Test: The instrument or tool designed to obtain information or measure knowledge, abilities, and skills.

• Measurement: The scoring process that assigns numbers or provides a quantitative description of student progress.

• Assessment: The process of systematically gathering and organizing qualitative and quantitative evidence over time.

• Evaluation: gives meaning to the organized data and making a judgment about whether the instructional objectives have been met.

What is the difference between objective measurement and subjective measurement?

Objective measurement uses items with clear, pre-determined correct answers where scoring requires zero interpretation and produces stable, consistent results (e.g., multiple-choice, true/false, matching).

Subjective measurement evaluates responses that are open to interpretation and graded based on evaluator judgment (e.g., essay exams, portfolios, oral presentations).

What are the three domains of learning?

1. Cognitive Domain - knowledge or mental skills

2. Psychomotor Domain - physical skills or execution

3. Affective Domain - values or attitudes

What is Assessment FOR Learning, and what are common classroom examples of it?

Assessment FOR Learning is formative, ongoing assessment conducted during instruction to identify where learners are, where they need to go, and how teachers can adjust instructional strategies in real time.

Classroom examples include exit tickets, non-graded draft feedback, and classroom polls / thumbs-up checks.

Types of Assessment by Instructional Timing

1. Placement Assessment

2. Formative Assessment

3. Diagnostic Assessment

4. Summative Assessment

What is Assessment AS Learning, and what are common classroom examples of it?

Assessment AS Learning is a metacognitive process focused on self-assessment where students reflect on their thinking, monitor their own progress, set goals, and adjust their learning strategies to become independent learners.

Classroom examples include self-assessment rubrics, learning journals/reflection logs, and peer review guided by specific criteria.

What is the difference between Placement Assessment and Diagnostic Assessment?

Placement assessment is administered at the beginning of instruction to determine learners' prerequisite skills, prior knowledge, and the most appropriate mode of instruction.

Diagnostic assessment is administered during instruction right after learning difficulties appear to detect specific problems and implement corrective interventions.

How does Traditional Assessment contrast with Authentic Assessment?

Traditional assessment relies on conventional strategies or paper-and-pencil tools (typically objective tests and essays) to assess knowledge.

Authentic assessment uses real-world tasks and contexts that allow learners to perform or create a meaningful product demonstrating applied competency.

What are the eight fundamental principles in assessing learning?

1. Assessment should have a clear purpose.

2. Assessment is not an end in itself.

3. Assessment is an ongoing, continuous, and formative process.

4. Assessment is learner-centered.

5. Assessment is both process- and product-oriented.

6. Assessment must be comprehensive and holistic.

7. Assessment requires the use of appropriate measures (with sound validity and reliability).

8. Assessment should be as authentic as possible.

What are the five general Program Outcomes for all Higher Education Institutions under CHED Memorandum Order 20, s. 2014?

1. Articulate and discuss the latest developments in the specific field of practice.

2. Effectively communicate orally and in writing using both English and Filipino.

3. Work effectively and independently in multidisciplinary and multicultural teams.

4. Act in recognition of professional, social, and ethical responsibility.

5. Preserve and promote "Filipino historical and cultural heritage".

Who is the influential academic educational psychologist shown in this photograph?

Benjamin Samuel Bloom (1913–1999), the proponent of the Taxonomy of Educational Objectives (1956).

What major structural and grammatical changes distinguish the 1956 Bloom's Taxonomy from the 2001 revised version shown in this diagram?

The categories changed from noun forms

Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

to active verb forms

Remember, Understand, Apply, Analyze, Evaluate, Create

and the top two levels were inverted: Synthesis (5th) became Create at the apex (6th), while Evaluation (6th) became Evaluate at the 5th level.

What are the six levels of the Revised Bloom's Cognitive Taxonomy in order from lowest to highest complexity?

1. Remembering (recall of previously learned facts/information).

2. Understanding (comprehending meaning, translating, explaining in one's own words).

3. Applying (using learned material in similar new or real situations).

4. Analyzing (breaking concepts into component parts to compare or check relationships).

5. Evaluating (judging the value of an idea, object, material, or performance).

6. Creating (putting parts together to build a new structure, pattern, or product).

Which psychomotor framework is depicted in this hierarchical pyramid, and what are its levels from base to apex?

Elizabeth J. Simpson's Psychomotor Domain (1972).

From base to apex:

1. Perception

2. Set

3. Guided Response

4. Mechanism

5. Complex Overt Response

6. Adaption (Adaptation)

7. Origination.

In Elizabeth Simpson's Psychomotor Domain, what does the level "Set" mean and what are its three components?

Set represents readiness to act.

It includes mental, physical, and emotional sets (dispositions sometimes referred to as mindsets) that predetermine an individual's response to different situations.

In Elizabeth Simpson's Psychomotor Domain, how does "Mechanism" differ from "Complex Overt Response"?

Mechanism represents the intermediate stage where learned responses have become habitual and movements can be performed with basic proficiency and confidence.

Complex Overt Response represents expert, highly skillful performance of complex movement patterns executed quickly, accurately, smoothly, and with a minimum expenditure of energy.

What are the five categories of R.H. Dave's (1975) Psychomotor Taxonomy?

1. Imitation: Observing and patterning behavior after a demonstration (performance may be low quality).

2. Manipulation: Performing actions from memory or written/spoken directions.

3. Precision: Performing a skill independently with a high degree of exactness and accuracy.

4. Articulation: Coordinating and adapting a series of actions into a harmonious, consistent sequence.

5. Naturalization: Performing skills automatically and effortlessly as second nature.

What are the six categories of Anita Harrow's (1972) Psychomotor Taxonomy?

1. Reflex Movements

2. Fundamental Movements

3. Perceptual Abilities

4. Physical Abilities (fitness)

5. Skilled Movements

6. Nondiscursive Communication

What are the four simplified and reorganized levels of the Psychomotor Domain?

1. Observing: Active mental attention to a physical activity.

2. Imitating: Attempting to copy a demonstrated physical behavior with guidance.

3. Practicing: Performing a specific activity repeatedly toward smooth, competent execution.

4. Adapting: Fine-tuning skills, making adjustments, and creating new sequences or routines.

What are the five hierarchical categories of the Affective Domain?

1. Receiving: Being aware of or sensitive to stimuli and willing to listen or pay attention.

2. Responding: Active participation and showing commitment to react to an idea or phenomenon.

3. Valuing: Attaching worth or belief to an object, phenomenon, or behavior and expressing commitment.

4. Organizing: Prioritizing, comparing, and synthesizing values into an internally consistent value system.

5. Internalizing: Practicing an adopted value system that pervasively and predictably controls one's behavior.