Objectives and Assessments
- 1. UNIT # 02 OBJECTIVES AND ASSESSMENT Resource person Rashida Bhatti
- 2. INTRODUCTION Objectives are the desired outcomes of an effort. Guided by these specific objectives instructional activities are designed and subsequently assessment is carried out through different methods. The objective are key components for developing a test and guiding principles for assessment. Bloom’s taxonomy provides a useful way of describing the complexity of an objective by classifying into one of the hierarchical categories from simplest to complex. Therefore, the process of developing a test should begin with the identification of content domain at first stage and development of table of specification at second stage.
- 3. Test A test is a device which is used to measure behaviour of a person for a specific purpose. Moreover it is an instrument that typically uses sets of items designed to measure a domain of learning tasks. Tests are systematic method of collecting information that lead to make inferences about the characteristics of people or objects. teacher prepares tests while sampling the items from a pool of items in such a way that it represents the whole subject matter. The main categories of tests are Objective Type and Subjective Type
- 4. Purposes of test Monitoring Student Progress Diagnosing Learning Problems Assigning Grades Classification and Selection of Students Evaluating Instruction
- 5. Objectives A learning objective refers to the statement of what students will obtain through instruction of certain content. In other words ‘an objective is a description of a performance you want learners to be able to exhibit before you consider them competent. An objective describes an intended result of instruction, rather than he process of instruction itself.’ (Mager, p. 5)
- 6. Characteristics/ Attributes of the Objectives Behaviour - Firstly, an objective must explain the competency to be learned, the intended change in the behaviour of the learners. Criterion - Secondly, an objective must clarify the intended degree of In other words objective should not only indicate the change in the behaviour of the students but also the level or degree of that change as well. Conditions - Thirdly, an objective should describe the conditions under which the learning will occur.
- 7. Taxonomy of Educational Objectives Benjamin Bloom established a hierarchy of educational objectives for categorizing level of abstraction of questions that commonly occur in educational settings (Bloom, 1965). The classification is generally referred to as Bloom's Taxonomy. Taxonomy means 'a set of classification principles', or 'structure'. The followings are six levels in this taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
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- 13. Learning Outcomes A learning outcome is a written statement of what the successful student/learner is expected to be able to do at the end of the module/course unit, or qualification. (Adam,2004) Statements of what a learner can be expected to know, understand and/or do as a result of a learning experience. (QCA /LSC, 2004, p. 12)
- 14. Difference between Objectives and Learning Outcomes objectives are concerned with teaching and the teacher’s intentions. Learning outcomes are concerned with students learning.
- 15. Importance of Learning Outcomes Help students to learn more effectively. They know where they stand and the curriculum is made more open to them. Make it clear what students can hope to gain from a particular course or lecture. Help instructors select the appropriate teaching strategy Assist in setting examinations based on the content delivered. Help in the selection of appropriate assessment strategies.
- 16. SOLO Taxonomy SOLO taxonomy was developed by Biggs and Collis (1982) Stands for Structure of Observed Learning Outcomes
- 17. Preparation of Content Outline Content refers to the major matter that will be included in a measuring device. Selection and preparation of content also depends on the type of decisions a teacher has to make about the students. A teacher should know that items selected for the test come from instructional material which a teacher has covered during teaching.
- 18. PRINCIPLES FOR TEST CONTENT 1) Purpose of the test (diagnostic test, classification, placement, or job employment) 2) Representative sample of the knowledge, behaviour, or skill domain being measured. 3) Relevancy of the topic with the content of the subject 4) Language of the content should be according to the age and grade level of the students. 5) Developing table of specification.
- 19. Preparation of Table of Specification Table of specification specifies the content of a test. It is a two-way framework which ensures the congruence between classroom instruction and test content. This is one of the most popular procedures used by test developers for defining the content- domain. One dimension of the test reflects the content to be covered and other dimension describes the kinds of student cognitive behaviour to be assessed.
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- 21. THANK YOU