guiding principle for assessment of student learning
September 14, 2013
THE GUIDING PRINCIPLES FOR THE ASSESSMENT OF STUDENT LEARNING
Principles are lighthouses. They do not move. We cannot break them; we can only break ourselves against them. --Stephen R. Covey
A. The Principle of Clarity Learning
Evaluation should bebased on clearly stated objectives. An objective is defined as the statement of the expected behaviors that the student should display after instruction or teaching.
These objectives serve as basis for constructing and using assessment instruments to assess students’ learning. The expected behaviors are somehow related to either of the following, but not limited to: 1) knowledge; 2) reasoning; 3) skills; 4) products; or, 5) affects.
Knowledge – refers to the cognitive activities which include memorizing, recalling of facts, understanding of concepts and meanings, analysing the relationships of related facts, synthesizing or related facts and principles, and evaluating the outcomes of the relationships of concepts and principles.
Reasoning – is a behavior which refers to the cognitive activities which require the use of presentation, justification, and rationalization of the existence of facts, concepts, theories, and principles.
Skills – defined as the ability to use once knowledge effectively and readily in the execution of performance of a specific task. This requires three elements in the skill: 1) sensing; 2) precision (accuracy); and, 3) timing.
Products - refers to psychomotor activities that show the end result of using the abilities to manipulate, apply, and operate facts, concepts and principles in real-life situations.
Affects – refers to the activities that show values, morals, ethics, ideals, and standards in life.
B. The Principle of Appropriateness of Assessment
Evaluation procedures and techniques should be selected in terms of the clearly stated objectives (Gronlund, 1981).There are various formats of assessment instruments from which the teacher can choose
THE GUIDING PRINCIPLES FOR THE ASSESSMENT OF STUDENT LEARNING
Principles are lighthouses. They do not move. We cannot break them; we can only break ourselves against them. --Stephen R. Covey
A. The Principle of Clarity Learning
Evaluation should bebased on clearly stated objectives. An objective is defined as the statement of the expected behaviors that the student should display after instruction or teaching.
These objectives serve as basis for constructing and using assessment instruments to assess students’ learning. The expected behaviors are somehow related to either of the following, but not limited to: 1) knowledge; 2) reasoning; 3) skills; 4) products; or, 5) affects.
Knowledge – refers to the cognitive activities which include memorizing, recalling of facts, understanding of concepts and meanings, analysing the relationships of related facts, synthesizing or related facts and principles, and evaluating the outcomes of the relationships of concepts and principles.
Reasoning – is a behavior which refers to the cognitive activities which require the use of presentation, justification, and rationalization of the existence of facts, concepts, theories, and principles.
Skills – defined as the ability to use once knowledge effectively and readily in the execution of performance of a specific task. This requires three elements in the skill: 1) sensing; 2) precision (accuracy); and, 3) timing.
Products - refers to psychomotor activities that show the end result of using the abilities to manipulate, apply, and operate facts, concepts and principles in real-life situations.
Affects – refers to the activities that show values, morals, ethics, ideals, and standards in life.
B. The Principle of Appropriateness of Assessment
Evaluation procedures and techniques should be selected in terms of the clearly stated objectives (Gronlund, 1981).There are various formats of assessment instruments from which the teacher can choose