Assessment Cognitive,psychomotor and affective

7/28/2019 Assessment Cognitive,psychomotor and affective

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PREPARED BY : STHLLAH ONGKING

MATRIC NUMBER : SB1301MD0074

COURSE : ELM

TUTORIAL ACTIVITY ( TOPIC 5 AND TOPIC 6)

Students to : (a) give examples of learning outcomes of various domains and TTS ; and (b)

provide examples of bad and good objective items.

Example of learning outcomes of various domains :

Cognitive (Knowledge) Domain

Level Action Verbs Learning outcomes examples- Konwledge Recite, list, define, describe,

identify, label, list, name,

select, show

By the end of the lesson

students will be able to recite

the poem.- Comprehension Translate, interpret, predict,

generalize, identify examples,

discuss, explain, paraphrase,report, restate, review

By the end of the English

lesson, students will be able

to make a report about theiractivity.

- Application Apply, rewrite complete,compute, construct, solve,

demonstrate, use, operate,

employ

By the end of the lesson,students will be able to

complete the sentences.

- Analysis Analyze, dissect, resolve,

solve, diagnose, investigate,classify, categorize, compare,

contrast, critique, differentiate,

distinguish

By the end of the lesson,

students will be able todifferentiate the capital letters

and small letters.

- Synthesis Create, synthesize, write,

construct, design, formulate,

integrate, organize, combinegeneralize


students will be able to

construct simple and complexsentences.

- Evaluation Evaluate, judge, rate, appraise

assess, score, value,recommend, grade


students will be able to judgestudent performances in the

story telling activity.


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Psychomotor (skills) Domain

Level Action Verbs Learning outcomes examples-Perception Chooses, describes,

detects, differentiates,

distinguishes, isolates,

relates, selects, separates

By the end of the music lesson,

students will be able to relate

types of music to particular

dance steps.

-Set Begins, displays, explains,

moves, proceeds, reacts,

responds, shows, starts,

volunteers

By the end of the lesson ,


demonstrate the proper

stance for batting a ball.

-Guided Response Assembles, builds,

calibrates, constructs,

dismantles, displays,

dissects, fastens, fixes,

grinds, heats, manipulates,

measures, mends, mixes,

sketches

By the end of the lesson ,

students will be able to perform a

hockey swing as

demonstrated by the

teacher.

-Mechanical Response Assembles, builds,






sketches

By the end of the lesson, students

will be able to assemble

laboratory equipment appropriate

for experiments.

-Complex Response Assembles, builds,






sketches, demonstrate



demonstrate proper use of

woodworking tools.

-Adaptation Adapts, alters, changes,

rearranges, reorganizes,

revises, varies


will be able to rearrange the

sentences to meaningful

paragraph.

-Origination Arranges, combines,

composes, constructs,

creates, designs, originates


will be able to create a dance

step.


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Affective (Values, Dispositions) Domain

Level Action Verbs Learning outcomes examples-Receiving Attend, accept, listen,

selectively attend to


will listen attentively to

alternative views on select

issues.

-Responding Comply with, approve,

volunteer, applaud, acclaim

By the end of the lesson,students

will able to comply with the

instruction given in the activity.

-Valuing Increase proficiency in,

elinquish, assist, support,

deny, protest, debate


will be able to debate

numerous sides to an

argument.

Organization Balance, organize,

formulate, accommodate


will be able to organize the story

telling activity by themselves.

Characterization by a value

complex

Respect, interpret, use

evidence, maintain

objectivity

By the end of the counseling

program, students will be able to

objectively interpret evidence

presented by clients during a

therapy session.

Topic Test Specification

Listening Domain Speaking Domain Writing Domain

1.1 Follow oral directions

1.2 Follow simple directions

to complete a task in

English

2.1 Orally identify mainpoints of simple conversations

and stories read aloud.

2.2 Retell by paraphrasingand summarizing to explain

what has been said by thespeaker in

English

1.1.6 Write completesentences in English

1.1.7 Write one to two simple

sentences

1.1.8 Create simple sentencesor phrases with some

assistance


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(b) Provide examples of bad and good objective items.

Here are some examples of good and bad assessment items:

Objective: The student will state the time shown on an analog clock to the nearest 5 minutes.

Bad assessment: Students are given a time and are asked to draw the corresponding minute and hour

hands on a blank clock diagram.

Good assessment: Students are given pictures of analog clock faces and are asked to state the time

indicated on each clock.

Objective: The student will set up an attractive merchandise display in the student store, with appropriate

signs.

Badassessment: Students are asked to write a paragraph describing the six elements of an attractive

merchandise display.

Goodassessment: Students are scheduled a week to set up an attractive merchandise display in the

student bookstore. Displays are evaluated using a criteria checklist.

Objective: Students will write a descriptive essay of at least 300 words.

Bad assessment: Have students read several examples of good essays.

Bad assessment: Write a descriptive essay in class by having each student contribute a sentence.

Bad assessment: Have each student orally describe an unknown object until the other students can guess

what the object is.

Good assessment: Have students choose a topic and write an essay describing it.


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TUTORIAL ACTIVITY FOR TOPIC 7

Students to give : (a) example of a subjective item and answer rubric; and (b) examples of

item analysis of objective tests.

a) Example of Subjective item and answer rubric

Examples of subjective items are :

Restricted format

i) Briefly explain THREE (3) purposes of learning english. Your answer should be

about one-half page in length.

Extended format

ii) Explain the differences between living in a village and in a city.

Answer rubric

Performance

elements

Excellent Good Average Poor

Idea

development

(10 points)

Ideas clearly

organized and

supported

throughout the

essay

(8 -10)

Ideas may be

evident but the

organizational

structure needs to

be strengthened

(6 7)

Ideas are present

but vague and do

not flow smoothly

(4 - 5)

Ideas not

developed

and lack

organization

(1 - 3)

Elaboration

(10 points)

Well written

Fully elaborated

points with clearand accurate

information

(8 -10)

Awkward writing

style. Points are

general. Errorspresent.

(4 - 5)

Poor writing with

little or no specific

details( 1 - 3)

Mechanics

(5 points)

No critical errors

interfering with

comprehension

(4 - 5)

2-3 critical errors

interfering with

comprehension

(3)

4-5 critical errors

interfering with

comprehension

(2)

6 or more errors

interfering with

comprehension

(1 )


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b) Examples of item analysis of objective tests.

Ten students have taken an objective assessment. The quiz contained 10 questions. In the

table below, the students scores have been listed from high to low (Joe, Dave, Sujie,

Darrell, and Eliza are in the upper half). There are five students in the upper half and five

students in the lower half. The number 1 indicates a correct answer on the question; a 0

indicates an incorrect answer.

Stude

nt

Name

Total

Score

(%)

Questions

1 2 3 4 5 6 7 8 9 10

Joe 100 1 1 1 1 1 1 1 1 1 1

Dave 90 1 1 1 1 1 1 1 1 0 1

Sujie 80 1 1 0 1 1 1 1 1 0 0

Darrel

l70 0 1 1 1 1 1 0 1 0 1

Eliza 70 1 1 1 0 1 1 1 0 0 1

Zoe 60 1 1 1 0 1 1 0 1 0 0

Grace 60 0 1 1 0 1 1 0 1 0 1

Hannah

50 0 1 1 1 0 0 1 0 1 0

Ricky 40 1 1 1 0 0 0 0 0 1 1

Anita 30 0 1 0 0 0 1 0 0 1 0


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Calculate the Difficulty Index (p) and the Discrimination Index (D).

Item

# Correct

(Upper

group)

# Correct

(Lower

group)

Difficult

y (p)

Discriminatio

n (D)

Question 1 4 2 0.6 0.4

Question 2 5 5 1.0 0

Question 3 4 4 0.8 0

Question 4 4 1 0.5 0.6

Question 5 5 2 0.8 0.6

Question 6 5 3 0.8 0.4

Question 7 4 1 0.5 0.6

Question 8 4 2 0.6 0.4

Question 9 1 3 0.3 -0.4

Question 10 4 2 0.6 0.4


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Assessment Cognitive,psychomotor and affective

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