6436

/6436/8628
/6436/8628
(All rights reserved with the publisher)
First Edition ...................................... 2016
Quantity ............................................
Price ..................................................
Composed by..................................... Muhammad Hameed Zahid
Printing Coordinator .......................... Printing Press Operations Committee
Printer ............................................... AIOU-Printing Press, Sector H-8, Islamabad.
Publisher ........................................... Allama Iqbal Open University, H-8, Islamabad.
ii
COURSE TEAM
Chairman: Prof. Dr. Tanveer Uz Zaman
Course Development
Coordinator: Dr. Farkhunda Rasheed Choudhary
Writers: 1. Prof. Khadim Ali Hashmi

2. Dr. Farkhunda Rasheed Choudhary
3. Zahoor Ahmad
Reviewers: 1. Prof. Dr. Tanveer-Uz-Zaman

2. Prof. Khadim Ali Hashmi
3. Dr. Farkhunda Rasheed Ch.
4. Dr. Rabia Khatoon
Editor: Fazal Karim
Composed by: M. Hameed Zahid
Course Coordinator: Dr. Farkhunda Rasheed Choudhary
iii
TABLE OF CONTENTS
Page No.
Unit–1: Introduction to Assessment ............................................................... 1
Unit–2: What to Assess? ................................................................................. 23
Unit–3: Assessment of Knowledge ................................................................. 61
Unit–4: Assessment of Comprehension and Application Skills ..................... 73
Unit–5: Assessment of Higher Abilities ......................................................... 87
Unit–6: Assessment of Practical Skills ........................................................... 107
Unit–7: Assessing Affective Objectives ......................................................... 117
Unit–8: Using Assessment Information .......................................................... 143
Unit–9: Problems of Assessment and their Solution (strategies) .................... 155
iv
ACKNOWLEDGEMENT
The Allama Iqbal Open University and the author both are grateful to the scholars and
publishers for using/adopting their books, web material and reports as reference materials
for the development of the course of Assessment Science Education.
It may be pointed out for general information of all whose work has been quoted in the
course that Allama Iqbal Open University is a non commercial educational organization
in Pakistan which is providing educational facilities to under-privileged remote rural
areas through distance education mode.
Great stress has been placed in making this course to facilitate prosperous, in-service and
pre-service teachers for Assessment in Science Education. There are many activities
included in the course for the better understanding and engagement of the students. The
university and the department would like to be gratefully to acknowledge the expertise
provided by various experts in developing and improving the outlines and course
material.
The Allama Iqbal University acknowledges the contribution of authors and publisher for
the development of this course.
I am also thankful to Prof. Khadim Ali Hasmi and Dr. Farkhunda Rasheed Choudhary for
the development of this study guide. My thanks are also due to the Editor of Editing Cell
and Print Production Unit (PPU) for efficiently finalizing the composing and designing
the process of this course.
Finally, I am indebted to all staff of Department of Science Education for helping in

correspondence. And finalization of course material for printing.
Prof. Dr. Tanveer-Uz-Zaman

Chairman
v
INTRODUCTION
Every state nation has some aims and objectives for the development of its citizens.
These aims and objectives are mainly achieved through an effective education system.
But to know the extent of achievement of these objectives, a proper assessment system is
also needed. Teacher is the main responsible figure in the whole education system who
can assess the achievement. To equip science teachers with methods and techniques of
assessment, this course on Assessment in Science Education has been designed.
Meaningful science assessment is realized only when stakeholders—students, parents,

teachers, school administrators, community members, business persons, policy makers,
and government officials—share the responsibility for science learning and associated
formative and summative assessments. These stakeholders need to provide adequate
resources, equal access, leadership, environment, guidance, enthusiasm, incentives, and
motivation for science learning. Quality science assessments should be mechanisms for
accessing information on students’
 understandings of science contents and process knowledge and skills
 abilities to think critically and solve simple to complex problems
 capabilities of designing scientific experiments, analyzing data, and drawing
conclusions
 capacities to see and articulate relationships between science topics and real-world
issues and concerns
 skills using mathematics as a tool for science learning
Assessment feedback reflects the learning setting and should be used to adjust course
contents, teaching techniques, or learning strategies to improve student science learning.
Moreover, the assessment data should be used to craft appropriate teacher professional
development experiences, identify students who need extra help and/or learning
accommodations, and revisit and redesign assessment tools to better reflect the learning
goals and instructional setting.
This course will be helpful for in service and pre-service teachers. In this course several
activities have been designed for affective assessment. Several techniques such as
projective technique, interview and observation have also been included in this course.
Moreover, ethical issues regarding assessment have also been described in this course.
The suggestions for improvements will be encouraged for the content of this course.
Dr. Farkhunda Rasheed Choudhary

Course Development Coordinator
vi
OBJECTIVES OF THE COURSE
After completion of this course, the trainee teachers will be able to:
1. define the nature of assessment
2. differentiate different methods of assessment
3. construct tables of specifications for assessment
4. utilize assessment information for improvement
5. create effective assessment tests to measure various skills such as analytical,

evaluative etc.
vii
viii
Unit–1
INTRODUCTION TO ASSESSMENT
Written By:
Reviewed By:
TABLE OF CONTENTS
Page No.
Introduction ................................................................................................................. 3
Learning Outcomes ..................................................................................................... 3
1.1 Role of Assessment in Science Education ........................................................ 4
1.2 Types of Assessment ......................................................................................... 6

1.2.1 Norm Referenced ................................................................................. 6
1.2.2 Criterion Referenced ............................................................................ 7
1.3 Modes of Assessment ........................................................................................ 9

1.3.1 Formative vs Summative ..................................................................... 9
1.3.2 Continuous vs Terminal (or final) Assessment ................................... 9
1.3.3 Coursework vs Examination ................................................................ 10
1.3.4 Process vs Product Assessment ............................................................ 10
1.3.5 Internal vs External Assessment .......................................................... 11
1.4 Process of Assessment ...................................................................................... 12
1.5 Characteristics of Good Assessment ................................................................. 14
1.6 Limitations of Assessment ................................................................................ 19
2
INTRODUCTION
The assessment process is an effective tool for communicating the expectations of the
science education system to all concerned with science education. Assessment practices
and policies provide operational definitions of what is important. For example, the use of
an extended inquiry for an assessment task signals what students are to learn, how
teachers are to teach, and where resources are to be allocated?
Assessment is a systematic, multistage process involving the collection and interpretation

of data through reliable assessment instruments/tools.
Developing valid and reliable assessment instruments is complex at the best of times. In
times posed by, such competing roles might have been of only academic interest. At the
present, however, assessment—whether international, national or local—has become of
such importance, both educationally and politically, that clarifying the roles and purposes
of assessment has become a priority.
Learning Outcomes
After reading this unit, you will be able to:
1. describe role of assessment in science education
2. construct good assessment instruments
3. analyze process of assessment
4. evaluate limitations of different assessment instruments
3
1.1 ROLE OF ASSESSMENT IN SCIENCE EDUCATION
Assessment is a process of collecting evidence of what students know and can
do. Administering a paper and pencil test at the end of a lesson to evaluate students,
provides one measure of student achievement. However, this approach does not capture
the full potential that a comprehensive assessment process can provide teachers and
students. A comprehensive assessment process can be used by teachers to assess student
readiness for new content, measure student progress during a lesson, evaluate student
learning and provide students self-evaluative strategies.
The goal of science education is to develop capable problem-solvers who can view the
world critically with an understanding of the processes of science. Simply assessing
student knowledge through memorization tasks does not improve student
learning. Students who are good at recalling facts but lack a clear understanding of
concepts may still earn high grades on recall examinations. Real-world experiences and
opportunities to perform science as a scientist enhance student learning in science.
Teachers’ use of performance-based assessment to measure student skills, attitudes,
problem-solving abilities and understanding of the nature of science may promote
students’ positive feelings and interest toward the study of science and the
laboratory. Assessments in which students are asked to make predictions based on
information can be used to evaluate scientific inquiry skills. Once the student makes a
prediction, new information can be presented, leading students to reevaluate and modify
their predictions. Assessment gives useful information for modifying instruction. As a
result of the increased feedback, the teachers can focus more on the objectives of their
lessons, learn more about the skills and interests of their students and increase the number
of laboratory activities they present to the students.
A teacher must find the answers of the following questions before planning for the
assessment.
1. What is the purpose of assessment?
2. What information is required for this purpose?
3. What methods will provide this information?
4. How will the results be interpreted and used?
Figure 1. The Why, What and How of Assessment
4
Question1 deals with “what is assessed and how it is assessed?”. For example if the
purpose in assessing is to discover any difficulties pupils may be having, or to
provide challenges which match their developing skills and ideas, then as wide a
range of information as possible is required about what each pupil can do,
regardless of where he stands in relation to others. On the other hand if the purpose
is to summarize what has been achieved and to make comparisons between
students or groups of students, then the range of information which can be used is
restricted and it must be gathered using methods which make fair comparisons
possible. Yet ividuals-as in local or national surveys or in the context of research-
and then the range and type of information will be different from that in the
previous case.
Various Reasons “why”

Lists of purposes for assessment can extend to considerable length; they are to be
found in various general books on assessment. However the main points about
different purposes can be brought out if they are grouped into major types.
5. In all cases the information should relate to the nature of scientific development, or
whatever area of experience is the focus of the assessment, but it will vary in
breadth and detail.
6. These variations, in turn influence the assessment methods which can be used.
Usually the following types of purposes are being used in assessment.
i. Diagnosis: identifying Problems, matching activities to development,
planning by teacher, record keeping
ii. Making comparisons: with earlier performance to show progress, to compare
groups, to give information about individuals in relation to group or class
iii. Reporting achievements: to parents, pupils, other teachers interested in the
process of individual pupil.
iv. Research and curriculum evaluation: comparison of teaching approaches,
materials, investigation of differences among pupil
v. Mentoring at national level: looking for differences related to school
variables, for trends over time.
For further reading, please read the following material from allied material:
1.1 Role of assessment Page 1
Activity
Write down some specific roles of assessment in different science subjects.
Self-Assessment Questions 1.1

1. Fill in the Blanks
a. Assessment is a process through which___________ is provided about how some
part of a child’s behavior compares with a level, an expectation or a standard.
5
b. Closeness meaning the _______________to which the results affect the children
directly and immediately.
c. A test refers to a particular (situation) _______________ set up for the purpose of

making an assessment.
d. Examination refers to a _______________scale test, or more commonly, a

combination of several tests, and perhaps other assessment procedures, whether
within the school or scheduled by an external ____________ (examining) board.
e. A standardized _______________ represents the most _______________end of

spectrum, with conditions of administration etc.
1.2 TYPES OF ASSESSMENT

A comprehensive assessment process includes three types of assessments. They are
implemented at different points in a lesson. Pre-assessment is used at the beginning of a
lesson or unit to determine student needs and/or baseline levels of knowledge. Formative
assessment is performed over the course of a lesson to determine student progress so that
teachers can adjust instruction and students can reflect on their learning. Summative
assessment is conducted at the end of a lesson to evaluate student learning and to promote
teacher reflection on the effectiveness of the curriculum and instruction.
Traditional assessment is a form of summative assessment usually involving multiple-

choice, true-false, short-answer or essay questions. Non-traditional assessments use
additional approaches such as portfolios, performance-based evaluations, time-series
design assessments, predict-and-explain assignments and concept mapping. These
approaches provide more comprehensive measures of students’ cognitive abilities
(Wright, 2001) and are often more successful in measuring the student’s ability to
integrate concepts and perform specific skills.
1.2.1 Norm Referenced

Humaira wants to know if her curriculum will help students learn math skills, and she's
written a math test for the students to take. But how she should determine what passing
means?
A norm-referenced test scores a test by comparing a person's performance to others who

are similar. You can remember norm-referenced by thinking of the word 'normal.' The
object of a norm-referenced test is to compare a person's performance to what is normal
for other people like him or her.
Think of its kind of like a race. If a runner comes in third in a race, that doesn't tell us
anything objectively about what the runner did? We don't know if she finished in 30
seconds or 30 minutes; we only know that she finished after two other runners and ahead
of everyone else.
6
Norm-referenced tests are a good way to compensate for any mistakes that might be
made in designing the measurement tool.
1.2.2 Criterion Referenced

A criterion-based assessment is designed to judge the quality of a student’s work against
benchmarks of expected performance in relation to a specific competency or body of
knowledge appropriate to the student, without the need to compare students. That is, an
individual student either has the skills, knowledge and understandings being assessed or
not.
1.2 Types of Assessment Page 8
The following is adapted from: Popham, J. W. (1975). Educational evaluation.

Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
Criterion-Referenced Norm-Referenced
Dimension
Tests Tests
To determine whether each
To rank each student with
student has achieved
respect to the
specific skills or concepts.
achievement of others in
Purpose broad areas of knowledge.
To find out how much
students know before
To discriminate between
instruction begins and after
high and low achievers.
it has finished.
Measures specific skills
which make up a designated
Measures broad skill areas
curriculum. These skills are
sampled from a variety of
identified by teachers and
Content textbooks, syllabi, and the
curriculum experts.
judgments of curriculum
experts.
Each skill is expressed as
an instructional objective.
Each skill is tested by at
least four items in order to
Each skill is usually tested
obtain an adequate sample
by less than four items.
of student
performance and to
Item Items vary in difficulty.
minimize the effect of
Characteristics guessing.
Items are selected that
discriminate between high
The items which test any
and low achievers.
given skill are parallel in
difficulty.
7
Each individual is Each individual is
compared with a preset compared with other
standard for acceptable examinees and assigned a
achievement. The score--usually expressed as
performance of other a percentile, a grade
examinees is irrelevant. equivalent score, or a
Score stanine.
Interpretation A student's score is usually
expressed as a percentage. Student achievement is
reported for broad skill
Student achievement is areas, although some norm-
reported for individual referenced tests do report
skills. student achievement for
individual skills.
The differences outlined are discussed in many texts on testing. The teacher or
administrator who wishes to acquire a more technical knowledge of criterion-referenced
test or its norm-referenced counterpart, may find the text from which this material was
adapted particularly helpful.
Assessments based on descriptions of levels of performance can be used to provide
feedback and to inform future teaching and learning needs. For such a system to be
effective it is important that teaching programmes are aligned with the expected
outcomes which are clearly described. In any scale of performance descriptions it is
necessary to define success at a given level and as Ridgway commented, ...the definition
of mastery is not always clear. It would be impractical to expect candidates to attain
perfect scores on every aspect of every task on which they were tested....So [we] are
faced with the task of making decisions about the level of success which counts for
mastery. (Ridgway, 1988, p.59)
Activity
Write down at least four examples regarding summative assessment and formative
assessment.

a. The purpose of _________________referenced assessment is to determine whether
each student has achieved specific skills or concepts?
b. The purpose of __________________referenced assessment is to rank each student

with respect to the achievement of others in broad areas of knowledge.
c. The criterion referenced assessment used to find out how much students know
___________ instruction begins and __________ it has finished.
d. Norm referenced assessment is used to _______________ between high and low

achievers.
e. The norm referenced assessment measures __________skills which make up a

designated curriculum. These skills are identified by teachers and curriculum experts.
8
f. The norm referenced assessment measures ____________skill areas sampled from
a variety of textbooks, syllabi, and the judgment of curriculum experts.
1.3 MODES OF ASSESSMENT

There are the following modes of assessment.
1.3.1 Formative vs Summative

Formative Assessment occurs in the short term, as learners are in the process of making
meaning of new content and of integrating it into what they already know. Feedback to
the learner is immediate (or nearly so), to enable the learner to change his/her behavior
and understandings right away. Formative Assessment also enables the teacher to "turn
on a dime" and rethink instructional strategies, activities, and content based on student
understanding and performance. His/her role here is comparable to that of a coach.
Formative Assessment can be as informal as observing the learner's work or as formal as
a written test. Formative Assessment is the most powerful type of assessment for
improving student understanding and performance.
Examples: a very interactive class discussion; a warm-up, closure, or exit slip; on-the-
spot performance; a quiz.
Summative Assessment takes place at the end of a large chunk of learning, with the results
being primarily for the teacher's or school's use. Results may take time to be returned to
the student/parent, feedback to the student is usually very limited, and the student usually
has no opportunity to be reassessed. Thus, Summative Assessment tends to have the least
impact on improving an individual student's understanding or performance. Students/
parents can use the results of Summative Assessments to see where the student's
performance lies compared to either a standard (board exams) or to a group of students
(usually a grade-level group, such as all 6th graders nationally). Teachers/schools can use
these assessments to identify strengths and weaknesses of curriculum and instruction,
with improvements affecting the next year's/term's students.
Examples: Standardized testing (SAT, GAT, GRE etc.); Final exams; research projects,
and performances.
1.3.2 Continuous vs Terminal (or final) Assessment

This is not so much a method as an indication of when and how often assessment is
made? Continuous assessment was introduced partly because of complaints that it was
unfair and unnecessary stressful to learners to know that they were being examined on
only a single occasion or over a short period of time where luck with the questions played
a particularly significant part in their chances of success.
1.3.3 Coursework vs Examination

Although continuous assessment is more likely to be of coursework. it could incorporate
the results of tests and even examinations. Likewise, final assessment could consist of
summation of coursework grades. Examination grades tend to enjoy greater respectability
in the eyes of the public than coursework grades.
9
1.3.4 Process vs Product Assessment
Teachers are most accustomed to the assessments of products, most frequently those by
children using pencil or pen on paper or their equivalent. This kind of outcome is of great
importance such as essay, technical drawings and so on. In those subjects, where product
are not the goal, assessment tends to be avoided such as contemporary religious education
where the ability to discuss and to appreciate the points of view of others is encouraged.
Process and product are intimately related: there would be no product without processes.
Assessment of product is easy than assessment of processes.
i. The processes can be assessed by using:
ii. Rating scales
iii. Interaction schedule
iv. Self reporting devices, anecdotal records etc.
v. Simulation methods such as in basket exercise, simulation tests, problem solving
games etc.
Here is the detail of each scale/device:
Rating scales
These can be numerical, graphic or the check list type. An example is shown in table.
Example 1 To assess a student’s participation in discussion (numerical)
Question To what extent does a student participate in discussion?
Respond Encircle appropriate number
1 2 3 4 5
Below
Unsatisfactory Average Above Average Out-standing
Average
Here is another example

Example 2 To assess a student’s level of concentration in laboratory work
(Graphical)
Question How much concentration does a student display in class?
Respond Mark “x” at the appropriate place on the continuum.
1 2 3 4 5
Very easily Averagely Show great
distracted attentive concentration
Interaction schedule
This means a prior decision as to what is going to be observed through a list of categories
and matrix.
Example:
Observing the relationships between children during a group activity.
a. Statements: these include “affective” (statements that encourage, discourage,
blame, etc.), “procedural (statements about how to do the task, what should be done
next, etc.), “substantive” (resolving conclusions, evaluating the product, etc.)
10
b. Interchanges. Those which involve a unit which consists of a question, a formal
response and an evaluation of the response.
Children
1 2 3
(a) Statements 1. Affective
2. Procedural
3. Substantive
(b) Interchanges
Table. Observation schedule for the assessment of process during group activity
The above table gives an idea of what such a schedule might look like. Talley marks can
then entered as the observation are made.
Self reporting devices, anecdotal records etc.

Rating scales could be completed by students instead of by teachers. Teachers can
prepare anecdotal records of incidents and record their comments. Over time both these
techniques can provide a record of the longitudinal development of any student.
Simulation methods such as in basket exercise, simulation tests, problem solving

games etc.
Where performance in a task is to be assessed and provided the teacher can simulate that
task in realistic way, observation schedules can be applied to the performance of pupils
during their carrying out exercise. These seem more appropriate for the older pupils and
fall of the three categories:
1. In basket exercise: In these the pupil is presented with data, such as letters, reports,
memoranda and so on and asked to reach decisions to a specified problem, e.g. the
pupil is presented with documents relating to the conduct of a youth club member
and is asked to decide on a course of action.
2. Situation tests. Students play the roles in a lifelike context, e.g. an immigrate
student new to a school meets classmates and teachers.
3. Problem solving games. Groups are given tasks to perform against a criterion, e.g.
a time limit or to build a structure which supports weight across “stream”
4. In choosing between process and product assessment, teachers will obviously be
guided by which is the more appropriate for assessing the objective in mind. This
decision having been reached, one may fairly safely conclude that product assessment
is the only viable choice if the processes remain unobservable (despite the ingenuity of
the teacher), if methods for describing and measuring products are already available
and where the product itself provides evidence of the processes of interest.
1.3.5 Internal vs External Assessment

Teachers know the students “better” than an outsider. Without some sort of external
“check”, however, charges of favoritism and antagonism are difficult to refute. On the
other side, external assessment is that it forces a comparison of local and national
standards and provides a check on the complacency which may result if teachers remain
in ignorance of levels of achievement by similar children elsewhere.
11
1.3 Modes of Assessment Page 17
Activity
Write down the advantages and disadvantages of each mode of assessment.
Self Assessment Questions 1.3

Q. 1 Fill in the blanks
a. Summative evaluation is concerned with evaluating__________________
effectiveness of a curriculum or programme once it has been completed and
especially whether the goals and objectives have been attained.
b. Formative evaluation focuses on the __________________whilst it is in operation.
c. All assessment practice is potentially capable of ____________level of anxiety.
d. Final assessment could consist of a ____________ of coursework grades.
e. There would be no______________ without process.
1.4 PROCESS OF ASSESSMENT

Tests do indeed form a major set of ways of assessing but there are many other ways.
Tests are sometimes divided into various categories, such as formal, informal,
standardized, criterion referenced, diagnostic and so on. These labels are not helpful since
they refer to one feature of the methods only and are not an adequate guide when
selecting the best method of assessment in a particular case. Following are four common
components of all assessment methods.
i. Presentation of problem or task
There can be many variations to ask a question or perform tasks such as on paper,
demonstration, practical equipment or normal work.
a. On paper, using words, diagrams, numbers, pictures; etc. In this form the
tasks can easily be presented to pupils individually.
b. Using a medium other than paper-showing or demonstrating something,
using actual materials or films or tap recordings. It would generally be
impractical to do this for individual pupils, and so presentation would most
likely be to a group or class.
c. Providing practical equipment such as paints, wood, science or maths
apparatus for pupils to manipulate.
d. Normal work-this might include any of the above.
ii. Ways in which pupils can respond

The pupil can be assessment in different situations such as section form
alternatives, producing written answers, drawing, speech etc.
a. Selecting from alternatives provided by simply ticking. This is most likely to
be response to a task presented on paper
12
b. Producing written answers-either long or short. This could be a response to
any of the ways of presenting a task.
c. Drawing, painting on paper.
d. Constructing or manipulating apparatus and materials.
e. Speech, gestures or action.
iii. Standards or criteria used in judging the response

When the response is made, the process of assessment involves comparing it with
the standards or criteria which will result in it being able to categorize.
iv. Ways of presenting the results of assessment

Putting a tick or cross, to indicate right or wrong. This is the simplest application of
some criterion of what is right or wrong, or acceptable or unacceptable for the pupils
considered. The results can be expressed in terms of a scale such as out of 10 or A to K.
similarly qualitative categories can also be used to present the results of assessment.
The above methods can be displayed in the following form:

Presentation of Response of Basis of
Representation
Task Pupil Results
1A.On Paper 2A. Selection 3A.Comparing 4A.Tick or Cross
With The Standard
of others
B. Demonstration B. Writing B. Comparing With B. Number or
Film, Tape Etc. Criteria of Grade
Performance
C. Practical C. Drawing, C. Comparing With C. Comment, or
Situation Etc. Pupil’s Previous Qualitative
Performance Categorization
E. Normal Work D. Constructing
E. Speaking
action
A teacher can use different methods of assessment by creating or taking into

consideration of the above features.
Example 1:
The standardized multi-choice objective test has the following features:
1A+2A+3A+4B
Example 2:
A teacher made practical test in science might have the following features:
1C+2D+3C+4C
Activity
Create a situation and give some alternatives to assess science students of elementary class.
13
Self-Assessment Exercise 1.4
Q. 1 Fill in the blanks.

a. Tests are sometimes used for ______________into various categories.
b. The ability to ______________equipment or skill in using measuring instruments
clearly requires an action response.
c. If the purpose of assessing work is for _______________to the pupil and to show
whether progress is being made, pupil-referenced is an acceptable option.
d. Producing written answers could be a response to any ways of __________ a task.
e. Creative writing cannot be assessed by a method which involves selection from
_____________and cannot be marked right or wrong.
1.5 CHARACTERISTICS OF GOOD ASSESSMENT

The following are some characteristics of a good assessment.
1.5.1 When to Assess What?

There are two important considerations to make when planning assessment: when to
assess and what to assess. As with other assessment guidelines, fairness and transparency
are the principles that should always guide your practice. There is a balance that should
be struck in the timing of assessments, between the student having learnt enough to be
realistically assessed and sufficiently early in the course so the student and teacher have a
good idea on how they are progressing. Feedback also has to be given promptly after
assessment so that there is sufficient time for the student to reflect on the teacher’s
feedback, and act on the advice given. The teachers should also be aware of student
workloads, so that assessment is distributed over a period of time. Assessment
environments to be carefully selected so that are the appropriate type of assessment being
conducted. For example, if examinations are offered, these should be held in a space to
avoid students colluding or cheating.
1.5.2 Selecting the Children

The greatest benefit of planning assessment is perhaps that it ensures that information is
gathered equitably about all the children, not just the ones who need help or claim most
attention. It depends upon keeping records and carrying out the assessment
systematically. Children must be assessed in relation to the same skill.
1.5.3 Using the Children to help

The use of children’s self assessment in helping their progress is not well developed in
primary schools, apart from the area of language where some materials have built in
means of children testing and recording their achievement to certain level.
1.5.5 The Nature and use of Information

What kind of information results from gathering it as part of regular teaching? The use of
the information for the purpose of helping individual children is part of the answer to the
14
question of whether it matters that the children’s skills and ideas are not assessed on the
same activities. There is no comparison being made between children and therefore no
need for the subject matter to be controlled providing each activity gives opportunity for
the skills and /or ideas to be assessed.
1.5.6 Validity
Validity refers to how well a test measures what it is purported to measure?
Validity in research refers to how accurately a study answers the study question or the
strength of the study conclusions. For outcome measures such as surveys or tests, validity
refers to the accuracy of measurement. Here validity refers to how well the assessment
tool actually measures the underlying outcome of interest. Validity is not a property of
the tool itself, but rather of the interpretation or specific purpose of the assessment tool
with particular settings and learners.
Assessment instruments must be both reliable and valid for study results to be credible.
Thus, reliability and validity must be examined and reported, or references cited, for each
assessment instrument used to measure study outcomes. Examples of assessments include
resident feedback survey, course evaluation, written test, clinical simulation observer
ratings, needs assessment survey, and teacher evaluation. Using an instrument with high
reliability is not sufficient; other measures of validity are needed to establish the
credibility of your study.
Types of Validity
1. Face Validity ascertains that the measure appears to be assessing the intended
construct under study. The stakeholders can easily assess face validity. Although this is
not a very “scientific” type of validity, it may be an essential component in enlisting
motivation of stakeholders. If the stakeholders do not believe the measure is an accurate
assessment of the ability, they may become disengaged with the task.
Example: If a measure of art appreciation is created all of the items should be related to
the different components and types of art. If the questions are regarding historical time
periods, with no reference to any artistic movement, stakeholders may not be motivated
to give their best effort or invest in this measure because they do not believe it is a true
assessment of art appreciation.
2. Construct Validity is used to ensure that the measure is actually measure what it is
intended to measure (i.e. the construct), and not other variables. Using a panel of
“experts” familiar with the construct is a way in which this type of validity can be
assessed. The experts can examine the items and decide what that specific item is
intended to measure. Students can be involved in this process to obtain their feedback.
Example: A women’s studies program may design a cumulative assessment of learning
throughout the major. The questions are written with complicated wording and phrasing.
This can cause the test inadvertently becoming a test of reading comprehension, rather
than a test of women’s studies. It is important that the measure is actually assessing the
intended construct, rather than an extraneous factor.
3. Criterion-Related Validity is used to predict future or current performance - it

correlates test results with another criterion of interest.
15
Example: If a physics program designed a measure to assess cumulative student learning
throughout the major. The new measure could be correlated with a standardized measure
of ability in this discipline, such as an ETS field test or the GRE subject test. The higher
the correlation between the established measure and new measure, the more faith
stakeholders can have in the new assessment tool.
4. Formative Validity when applied to outcomes assessment, it is used to assess how

well a measure is able to provide information to help improve the program under study.
Example: When designing a rubric for history one could assess student’s knowledge
across the discipline. If the measure can provide information that students are lacking
knowledge in a certain area, for instance the Civil Rights Movement, then that
assessment tool is providing meaningful information that can be used to improve the
course or program requirements.
5. Sampling Validity (similar to content validity) ensures that the measure covers the
broad range of areas within the concept under study. Not everything can be covered, so
items need to be sampled from all of the domains. This may need to be completed using
a panel of “experts” to ensure that the content area is adequately sampled. Additionally,
a panel can help limit “expert” bias (i.e. a test reflecting what an individual personally
feels are the most important or relevant areas).
Example: When designing an assessment of learning in the theatre department, it would
not be sufficient to only cover issues related to acting. Other areas of theatre such as
lighting, sound, functions of stage managers should all be included. The assessment
should reflect the content area in its entirety.
What are some ways to improve validity?

1. Make sure your goals and objectives are clearly defined and operationalized.
Expectations of students should be written down.
2. Match your assessment measure to your goals and objectives. Additionally, have
the test reviewed by faculty at other schools to obtain feedback from an outside
party who is less invested in the instrument.
3. Get students involved; have the students look over the assessment for troublesome
wording, or other difficulties.
4. If possible, compare your measure with other measures, or data that may be available.
1.5.6 Reliability
Reliability refers to whether an assessment instrument gives the same results each time it
is used in the same setting with the same type of subjects. Reliability essentially
means consistent or dependable results. Reliability is a part of the assessment of validity.
Types of Reliability
1. Test-retest reliability is a measure of reliability obtained by administering the
same test twice over a period of time to a group of individuals. The scores from Time 1
and Time 2 can then be correlated in order to evaluate the test for stability over time.
Example: A test designed to assess student learning in psychology could be given to a
group of students twice, with the second administration perhaps coming a week after the
first. The obtained correlation coefficient would indicate the stability of the scores.
16
2. Parallel forms reliability is a measure of reliability obtained by administering
different versions of an assessment tool (both versions must contain items that probe the
same construct, skill, knowledge base, etc.) to the same group of individuals. The scores
from the two versions can then be correlated in order to evaluate the consistency of
results across alternate versions.
Example: If you wanted to evaluate the reliability of a critical thinking assessment, you
might create a large set of items that all pertain to critical thinking and then randomly
split the questions up into two sets, which would represent the parallel forms.
3. Inter-rater reliability is a measure of reliability used to assess the degree to which
different judges or raters agree in their assessment decisions. Inter-rater reliability is
useful because human observers will not necessarily interpret answers the same way;
raters may disagree as to how well certain responses or material demonstrate knowledge
of the construct or skill being assessed.
Example: Inter-rater reliability might be employed when different judges are evaluating
the degree to which art portfolios meet certain standards. Inter-rater reliability is
especially useful when judgments can be considered relatively subjective. Thus, the use
of this type of reliability would probably be more likely when evaluating artwork as
opposed to math problems.
4. Internal consistency reliability is a measure of reliability used to evaluate the
degree to which different test items that probe the same construct produce similar results.
5. Average inter-item correlation is a subtype of internal consistency reliability. It
is obtained by taking all of the items on a test that probe the same construct (e.g., reading
comprehension), determining the correlation coefficient for each pair of items, and
finally taking the average of all of these correlation coefficients. This final step yields the
average inter-item correlation.
6. Split-half reliability is another subtype of internal consistency reliability. The
process of obtaining split-half reliability is begun by “splitting in half” all items of a test
that are intended to probe the same area of knowledge (e.g., World War II) in order to
form two “sets” of items. The entire test is administered to a group of individuals, the
total score for each “set” is computed, and finally the split-half reliability is obtained by
determining the correlation between the two total “set” scores.
Why is it necessary?
While reliability is necessary, it alone is not sufficient. For a test to be reliable, it also
needs to be valid. For example, if your scale is off by 5 lbs, it reads your weight everyday
with an excess of 5lbs. The scale is reliable because it consistently reports the same
weight every day, but it is not valid because it adds 5lbs to your true weight. It is not a
valid measure of your weight.
1.5.8 Discrimination
Spreading the marks out well is what is meant by discrimination. It is related to reliability
and it may be shown that, in general, the better the spread of marks, the higher and the
reliability of the examination.
17
1.5.9 Backwash
It is defined as the effect of examinations upon the curriculum and teaching process. An
effective way to change student learning is to change the form of assessment. This has
become known as the backwash effect of assessment. However, academic teachers’ ways
of understanding the role of assessment in student learning are also important.
1.5.10 Comparability
The comparability of standards in examinations usually becomes important issue only in
the context of public examinations; but here is one case where it is important within
school. Comparability in public examinations is most often associated with standards of
different examination boards. The importance of comparability cannot be denied in a
regional or national system of examinations where certificates play such a large part in
determining an individuals’ future.
Activity
How can “backwash” be helpful in science assessment?

a. Many of the ____________and ___________relating to investigation can be
assessed in any investigation.
b. For frequently occurring aspects, the teacher might _______________to observe
and make notes about one group particularly during an investigation, which could
spread over several sessions.
c. Self –assessed skill has to be developed ______________and in an accepting and
supportive atmosphere.
d. The fact that a child can do something in one _____________but apparently not in
another is a _____________advantage.
e. From a marking point of view, _____________tests are perfectly reliable.
f. Content validity is not a matter of __________________but of judgment.
g. A reliable examination may not be ___________;but an examination must be
____________if it is to be valid.
h. Spreading the ____________out well is what is meant by discrimination.
i. Backwash is most often used in the _______________sense when “examinations”
have a harmful effect upon curriculum.
j. Comparability must ____________take precedence over validity and it is to the
topic of validity that we now return.
18
1.6 LIMITATIONS OF ASSESSMENT
There following limitations of assessment.
1.6.2 Assessment: A Political Activity

Assessment becomes a political activity when it preserves the social order in society.
1.6.3 Assessment and Class

Assessment sometimes favour children of the middle class, is to disadvantage of others
group, and is too often interpreted as the result of differences in innate potential.
1.6.4 Assessment: Measurement of Trivial

Critics have often seen assessment as a relatively mechanical activity of measurement of
the trivial and have pointed out that the achievements of schools and pupils which fall
into the affective domain are often overlooked because they are particularly difficult-if
not impossible-to assess.
1.6.5 Assessment and Expectancy

The results of assessment have an uncanny knack of being self-fulfilling. Assessment has
an effect on two important expectations: the teacher‘s expectancy of pupils and pupils’
expectancies of their future performance.
1.6.6 Assessment and School Curricula

Published forms of assessment –such as standardized tests –mould school curricula and
inhibit new developments.
1.6.7 Assessment and the Knack of Taking Tests

Assessment encourages the pupil to develop the styles of thought or an intellectual trick
required by tests and, therefore, inhibits the development of other skills.
1.6.8 Assessment and Role Relationship
Assessment inevitably takes place in a role –relationship. This is antithetical to a truly
educational setting where encounters between teachers and pupils are interpersonal.
1.6.9 Assessment: An Invasion of Privacy

Many types of assessment are an invasion of the privacy of the individual. There are
misuses of the results of educational assessment and tests.
1.6.10 Assessment is Unreliable

The unreliable tests yield unreliable and imperfect results.
Answer the following questions
1. In what ways does assessment affect the expectations?

2. How does the assessment is unreliable?
19
Key Points
1. Assessment is a process of collecting evidence of what students know and can do.
2. Assessments in which students are asked to make predictions based on information
can be used to evaluate scientific inquiry skills.
3. Norm-referenced tests are a good way to compensate for any mistakes that might
be made in designing the measurement tool.
4. A criterion-based assessment is designed to judge the quality of a student’s work
against benchmarks of expected performance in relation to a specific competency or
body of knowledge appropriate to the student, without the need to compare students.
5. Formative Assessment occurs in the short term, as learners are in the process of
making meaning of new content and of integrating it into what they already know.
6. Summative Assessment takes place at the end of a large chunk of learning, with the
results being primarily for the teacher's or school's use.
7. Continuous assessment was introduced partly because of complaints that it was
unfair and unnecessary stressful to learners to know that they were being examined
on only a single occasion or over a short period of time where luck with the
questions played a particularly significant part in their chances of success.
8. Continuous assessment is more likely to be of coursework it could incorporate the
results of tests and even examinations.
9. Process and product are intimately related: there would be no product without
processes.
10. Without some sort of external “check”, however, charges of favoritism and
antagonism are difficult to refute.
11. External assessment is that it forces a comparison of local and national standards
and provides a check on the complacency which may result if teachers remain in
ignorance of levels of achievement by similar children elsewhere.
12. Tests are sometimes divided into various categories, such as formal, informal,
standardized, criterion referenced, diagnostic and so on.
13. The characteristics of a good assessment are: when to assess and what to assess.
14. Validity in research refers to how accurately a study answers the study question or
the strength of the study conclusions.
15. Reliability refers to whether an assessment instrument gives the same results each
time it is used in the same setting with the same type of subjects.
16. Spreading the marks out well is what is meant by discrimination.
17. Backwash is defined as the effect of examinations upon the curriculum and
teaching process.
20
Answers to Self-Assessment Questions
Answers of Self Assessment Questions 1.1
a. information
b. degree
c. test
d. large, examining
e. test, formal
a. criterion referenced assessment
b. norm referenced assessment
b. before, after
c. discriminate
d. specific
e. broad
a. overall
b. programme
c. raise
d. summation
e. product
Answers to Self Assessment Questions 1.4
a. sub-divided
b. manipulative
c. feedback
d. presenting
e. alternatives
a. Skills and attitudes
b. Plan
c. Slowly
d. Context, positive
e. objective
f. Statistics
g. Valid, reliable
h. Marks
i. Negative
j. Never

1. read the relevant section 1.6
2. read the relevant section 1.6
21
REFERENCES
American Educational Research Association, American Psychological Association, &

National Council on Measurement in Education. (1985). Standards for educational
and psychological testing. Washington, DC: Authors.
Bond, L. (1996). Norm-and criterion-referenced testing. Practical Assessment, Research

& Evaluation, 5 (2). Retrieved September 2002, from http://ericae.net/pare/
getvn.asp? v=5&n=2.
Cozby, P.C. (2001). Measurement Concepts. Methods in Behavioral Research (7th ed.).
California: Mayfield Publishing Company.
Cronbach, L. J. (1971). Test validation. In R. L. Thorndike (Ed.). Educational

Measurement (2nd ed.). Washington, D. C.: American Council on Education.
Downing SM. Reliability: on the reproducibility of assessment data. Med Educ. 2004; 38
(9):1006–1012.
Downing SM. Validity: on the meaningful interpretation of assessment data. Med

Educ. 2003;37(9):830–837
Linn, R. (2000). Assessments and accountability. ER Online, 29(2), 4-14. Retrieved

September, 2002, from http://www.aera.net/pubs/er/arts/29-02/linn01.htm.
Moskal, B.M., & Leydens, J.A. (2000). Scoring rubric development: Validity and
reliability. Practical Assessment, Research & Evaluation, 7(10). [Available online:
http://pareonline.net/getvn.asp?v=7&n=10].
Sanders, W., & Horn, S. (1995). Educational assessment reassessed: The usefulness
of standardized and alternative measures of student achievement as indicators for
the assessment of educational outcomes. Education Policy Analysis Archives, 3(6).
Retrieved September 2002, from http://olam.ed.asu.edu/epaa/v3n6.html.
The Center for the Enhancement of Teaching. How to improve test reliability and
validity: Implications for grading. [Available online: http://oct.sfsu.edu/assessment/
evaluating/htmls/improve_rel_val.html].
22
Unit–2
WHAT TO ASSESS
Written By:
Reviewed By:
23
TABLE OF CONTENTS
Page No.
Introduction ................................................................................................................. 25
2.1 The Aims, Goals and Objectives: Help for Planning Youth Science ................ 25
2.1.1 Aims: High Hopes to Teach Science ................................................... 25
2.1.2 Goals: Can your Students Achieve them this Year? ............................ 26
2.1.2.1 The Goals of Science Teaching ............................................. 26
2.1.2.2 Basic Goals of Science Education ......................................... 26
2.1.2.3 An Overview of Science Education ...................................... 26
2.1.2.4 The Goal of Science Education: A New Reform .................. 29
2.2 Three Domains of Educational Objectives........................................................ 35
2.3 Writing Instructional Objectives ....................................................................... 39
2.4 Writing Behavoural or Performance Objectives ............................................... 42
2.5 Developing/Adopting Grid of Specification for Assessment .......................... 47

2.5.1 Table of Specifications for Biology .................................................... 50
2.5.2 Table of Specifications for Physics ...................................................... 51
2.5.3 Table of Specifications for Chemistry ................................................. 52
2.5.4 Table of Specifications for General Science ........................................ 53
2.5.5 Table of Specifications for Mathematics ............................................. 54
24
INTRODUCTION
Assessment is the most important part of teaching learning process. Without assessment,
teaching learning process is incomplete. It provides feedback, which in turns is used to
improve teaching as well as learning. The important question arises what to assess? ,as it
links assessment strategies and curriculum together. There are many aspects of teaching
learning process especially in science education. Assessment helps to know how your
students are learning. The more teachers know about what and how students are learning,
the better teachers can plan learning activities to structure their teaching. Assessment
helps to understand your students' learning and so to improve your teaching.
The assessment process is an effective tool for communicating the expectations of the
science education system to all concerned with science education.
Learning Outcomes
After reading this unit, students will be able to:
1. identify the significance of aims, goals and objectives.
2. distinguish between instructional and behavioural objectives.
3. write objectives in behavioural terms.
4. understand the domains of objectives for science teaching.
5. construct table of specifications for science subjects.
2.1 THE AIMS, GOALS AND OBJECTIVES: HELP FOR PLANNING

YOUR SCIENCE
Being a teacher, you are responsible to select meaningful science objectives on the short
term and long term basis. The eventual achievement of your students depends on how
well you spell out this long term, daily, individual lesson expectations.
Aims, goals and objectives play vital role in science education. In the proceeding
discussion you will understand what are the aims, goals and objectives, where are the
sources to find these and personalize it particularly for your science teaching.
2.1.1 Aims: High Hopes to Teach science

Aims are general statements that provide direction to educational programme. Aims are
usually written in indistinct terms using words like: understand, learn, know, and
understand. These are not directly measurable. Aims may serve as organizing principles
of educational direction for more than one grade. Indeed these organizing principles may
encompass the continuum of educational direction for entire programs, subject areas.
Aims are broader and philosophical. The aims cannot be fully achieved.
You can find aims from the state education departments such as Ministry of Education,
National Institutes of Science and Technology (NISTE), school board or science
textbook. They can provide you the broad and general direction for science teaching.
25
Once you got the aims at the beginning, these will help you setting up broad and general
direction for your science teaching. By doing this, you can plan your teaching either
according to your philosophy, the philosophy of school and community and more
specifically according to the needs, interests and abilities of the students.
2.1.2 Goals: Can your students achieve them this year?

Goals are statements of educational intention and more specific than aims. Like aims,
goals also may cover an entire program, subject area, or multiple grade levels. They may
be in either vague language or in more specific behavioural terms.
Following are the distinct characteristics of goals:
1. Although goals are somewhat long-range, they have a shorter, definite timeframe
or target date for being accomplished.
2. Goals are more specific than aims.
3. Children can accomplish the goals within their developmental levels.
4. Usually, goals originate with local schools and teachers rather than on the national
or state levels.
5. Goals may be stated as either the teacher’s expectations or what is expected in the
student’s behaviours.
6. Being more specific, goals can be evaluated, making local schools and individual
teachers more accountable for specific learning by predetermined target times.
Now following questions may arise in your mind:

 How can goals help me in my science teaching?
 Where can I get ideas for science goals?
To get the answers of these please go through the pages 75–78 of Allied Material.
The appropriate methods for organizing the goal is first select the goals, and then rank
them according to priority. To make these goals more specific and achievable, we
formulate them in the form of teaching /learning object.
2.1.2.1 The Goals of Science Teaching

Science teachers continuously re-examine the goals and objectives of their programs.”
what units shall I teach this year? What new topics shall I introduce? Questions such as
these, and the answers, are the bases of new goals and change in science programs. Only
the individual science teacher knows the variables that must be evaluated in the decision
making process. “What is my budget?” What are the abilities and attitudes of my
students?” What new ideas did I get from Curriculum Wing?” Questions like these are
the examples of how individual science teacher revised the goal.
Goals are broad statements that give a general direction to a science curriculum,
planning and instruction in classrooms.
Because goals are too broad for specific directions, therefore these are reformulated into
objectives in order to make them appropriate for individual science teachers. Although
goals are different from objectives, yet they are logically related because objectives are
derived from goals.
26
2.1.2.2 Basic Goals of Science Education
There are many goals of science teaching. Most of the goals can be summarised into a
few categories.
1. The goals should be comprehensive enough to include the generally accepted aims
of science teaching.
2. The goals should be understand for other teachers, administrators, and parents.
3. The goals should be neutral; that is free of bias and not oriented toward any
particular view of science teaching.
4. The goals should be few in number.
5. The goals should be different conceptually from each other.
6. The goals should be easily acceptable to instructional and learning objectives.
On the bases of these criteria, the following goals of science education have been
identified.
1. Scientific Knowledge
Science education should develop a fundamental understanding of natural systems.
2. Scientific Method
Science education should develop a fundamental understanding of, and ability to
use, the methods of scientific investigation.
3. Social Issues
Science education should prepare citizens to make responsible decisions
concerning science related social issues.
4. Personal Needs
Science education should contribute to an understanding and fulfil of personal
needs, thus contributing to personal development.
5. Career Awareness
Science education should inform students about careers in the science. The goals of
science education: A new reform movement.
2.1.2.3 An Overview of Science Education

1955-1975
Science curriculum programmes developed during 1955-1975 were based on two
important goals:
i. The conceptual structure of scientific disciplines
ii. Scientific inquiry
These goals included:

i. Teaching about societal and cultural perspectives of science
ii. The interrelationship of science and technology
iii. Personal and humanistic goals
iv. Decision making skills
27
During this period several reports were published highlighting the importance of broader
perspective of science teaching. However these goals were not completely implemented.
1970-1980
During late 70’s and early 80’s the increased emphasis was on goals related to basic
skills, vocabulary and study habits i.e. back to basic movement. There was little focus on
general objectives of science teaching e.g understanding the nature of scientific inquiry.
Nevertheless the focus was on specific course objectives. There were very little evidences
that general goals of science teaching had been translated into classroom practice.
1990
In 1993, review of the assessment of science learning, the list of what is assessed was
given as knowledge of facts and concepts, science process skills, higher order science
process skills, problem solving skills, skills needed to manipulate laboratory equipment,
and attitudes of science.
2000
There is now recognition that all learning goals need to be assessed, and not just recall
and understanding of science concepts because they are easy to test for.
For further readings, please consult the book.
Handbook of Research on Science Education By Sandra K. Abell, Norman G.
Lederman page 970-972
Scientific Knowledge
As science programmes are oriented towards knowledge that’s why in the classroom,
knowledge goals has great importance. Therefore fundamental knowledge has been
important goals for many years.
Scientific Method
Science teachers put very little effort by science teachers to realize the method goal.
There are several influencing factors preventing widespread success in attaining the
scientific methods goals. Some of the factors are as follows:
a. Science teachers are neither model inquirers for the students nor have been
educated in methodologies of scientific research.
b. Most of the time of teachers is spend in delivering lectures leaving no time for
questions.
c. Most of the science teachers do not accept inquiry as goal.
d. The teachers who are aware of scientific methods as a goal of teaching feel that
only bright, highly motivated students can profit from inquiry teaching.
e. Inquiry teaching is seen by most of the science teachers as time consuming.
Societal Issues
The science teaching goals are in transition, with increasing emphasis on environmental
concepts, world problems, decision making, and interdisciplinary studies. Moreover
contemporary societal issues are influencing science programmes.
28
Personal Needs
The goal of fulfilling personal needs is not met for several reasons:
a. There is no clear definition of the needs of young people, there is increasing
emphasis on “the basics” and thus few concrete ways of dealing with personal
needs, and science teachers see other goals as more important.
Some personal need goals are overlap with other courses.
Career Awareness
Future employment is one of the goals of science teaching. over the last decade ,inclusion
of career goals in science programmes has been increased. Although it is not primary
goal, however career awareness goal was found to be constant across science
programmes.
2.1.2.4 The Goal of Science Education: A New Reform

During 1980s there was focus on science and technology as vital area with a pressing
need for reform. There were a number of disturbing trends, including declines in the
following:
 Science enrolments in secondary schools,
 Science education in elementary schools,
 Achievement test scores,
 Students entering science and engineering careers,
 Qualified science teachers,
 Public attitude towards science education,
 The quality and quantity of American science education compared to that of other
countries.
The discussions of reform in science education and rethinking of goals began altogether.
Obviously the direction of reform had to be guided by new goals. Anna Harrison and
Ronald Anderson called attention to the inadequacy of contemporary goals. These are
only two instances of people who began directing science educators toward the reform of
goals for science teaching. Others began addressing the need and substance for new goals
in more detail.
In 1983, a major report titled “educating Americans for the 21st century” , issued by the
National science board. This report was comprehensive in nature, including a section on
goals for science and technology education.
For list of general outcomes recommended by this report, please consult the following
book:
The Goals of Science Teaching, Chapter 7
29
This report emphasized the development of such materials to achieve these outcomes and
tests must be devised to measure the degree to which these goals are met. This report had
a summary of statement of goals which were then fully extended to the curriculum.
The new reform is based on the recent advances in scientific and technological
disciplines, needs and aspiration of society, and interrelationship of science, technology
and society.
A new reform should include the following emphasis:

 Scientific knowledge that will enable students to deal with personal and social
problems intelligently. Concepts fundamental to scientific disciplines presented in
the context of personal and social issues.
 Scientific inquiry will include basic skills, once information is gained, there is
increasing need to use the information to solve problems and make decisions.
 Social issues will be one focal point of science programmes.
 Students will have the knowledge and use inquiry skills about social issues and
personal needs.
 Career awareness will include opportunities to interact with other fields.
2.1.3 Objectives: Daily units of aims and goals

Aims and goals are translated into manageable daily segments to be achieved. This can
be done by describing specific outcomes for the students to achieve each day. This will
lead you toward your selected broad aims and goals. Objectives are statements of
purposes which are to be achieved in a unit/lesson/session i-e there are short term. Since a
major purpose of determining objectives is to set directions for the lesson or unit. It is
also eventual that these are stated in such a way that both the teacher and taught should
know as to what knowledge, skill or attitude will be developed as a result of a specific
unit/lesson or session. I also provides guidelines for assessment and achievements.
1.1.3.1 The Objectives of Science Teaching

Nowadays there is a paradigm shift from teaching to learning. The leaner is now more
focused. Hence all planning, activities, strategies, techniques should be learner centred.
Therefore one of the best way to learn is to be actively involved in and with the material
to be studied. General goals are related to specific objectives and both should be related
to your purposes as a science teacher.
2.1.3.2 Selecting Objectives for Science Teaching

There are many objectives of science teaching. We will clarify different types of science
objectives and then discuss the preparation of objectives for science teaching. Here are
six criteria that will help differentiate objectives from goals and give you a guide to select
objectives for science teaching.
1. Science objectives should be general enough to be identifiable related to science
goals and specific enough to give clear direction for planning and evaluating
science instruction.
30
2. Science objectives should be understandable for students, teachers, administrators,
and parents.
3. Science objectives should be few in number but comprehensive for any lesson,
unit, or program.
4. Science objectives should be challenging yet attainable for your students.
5. Science objectives should differ conceptually from each other.
6. Science objectives should be appropriate for the subject you are teaching.
2.1.4 Standards, Benchmarks and Learning Outcomes

Dear students, nowadays there is focus on inquiry base curriculum, student cantered
curriculum and outcome base curriculum .The National curriculum for general 2009 of
Pakistan cater all these three types of curricula.
Science and technology are major influences in many aspects of our daily lives, at work,
at play, and at home. Therefore quality learning in science has been/must be promoted
uniformly at national level, by focusing on all students irrespective of their gender and
socio-economic & cultural diversity, living in urban or rural areas of Pakistan so as to
cohesively satisfy their current needs and expectations of the future.
The General Science Curriculum has been made much student-oriented and for this
purpose, well-defined General Curriculum Outcomes (Learning Strands), Content
Standards, Key Stage Curriculum Outcomes (Benchmarks), and Specific
Curriculum Outcomes (Student Learning Outcomes – SLOs) have been developed so
that all students should be:
• Knowledgeable about the important concepts and theories of the three major
branches of scientific study: Earth and space, life, and physical sciences;
• Able to develop an understanding of the world, built on current scientific theories;
• Able to learn that science involves particular processes and ways of developing and
organizing knowledge and that these continue to evolve;
• Able to think scientifically and use their current scientific knowledge and skills for
problem solving and developing further knowledge;
As you can see that in the National Curriculum 2009 the terms standards, benchmarks
and student outcomes have been used instead of aims, goals and objective.
Standards: sets a level of accomplishment all students are expected to meet or exceed.
Standards do not necessarily imply high quality learning; sometimes the level is a lowest
common denominator. Nor do they imply complete standardization in a program; a
common minimum level could be achieved by multiple pathways and demonstrated in
various ways.
Benchmark: A detailed description of a specific level of student performance expected

of students at particular ages, grades, or development levels. Benchmarks are often
represented by samples of student work. A set of benchmarks can be used as
"checkpoints" to monitor progress toward meeting performance goals within and across
grade levels.
31
Learning Outcomes: Operational statements describing specific student behaviors that
evidence the acquisition of desired knowledge, skills, abilities, capacities, attitudes or
dispositions. Learning outcomes can be usefully thought of as behavioral criteria for
determining whether students are achieving the educational objectives of a program, and,
ultimately, whether overall program goals are being successfully met. Outcomes are
sometimes treated as synonymous with objectives, though objectives are usually more
general statements of what students are expected to achieve in an academic program.
(Allen, Noel, Rienzi & McMillin, 2002).
Think for a moment about a course or training session with which you are currently
involved. Identify one skill that you think would be essential to know or do by the end of
this learning period. If you were able to do this, then you are beginning to construct a
learning outcome.
Spady, (1994), an educational researcher who spearheaded the development of outcomes

based education, suggests that the ability demonstrate learning is the key point. This
demonstration of learning involves a performance of some kind in order to show
significant learning, or learning that matters. He claims that significant content is
essential, but that content alone is insufficient as an outcome. Rather, knowledge of
content must be manifested through a demonstration process of some kind.
An outcome statement that incorporates this knowledge within a performance

demonstration might include:
 The learner will have demonstrated the ability to make engine repairs on a variety
of automobiles.
 In the above statement, the ability to make engine repairs implies that the person
has the requisite knowledge to do so.
Performance statements include higher level thinking skills as well as psychomotor skills.
Consider the following learning outcome statement:
The learner will have demonstrated the ability to analyze engines and make decisions
regarding required repairs for a variety of automobiles.
Spady, also addresses the context or performance setting in which the performance
demonstration occurs. He suggests a range of performance contexts from that of
demonstrations of classroom learning to those which involve living successfully in the
larger society. Thus, his highest level outcomes refer to generic skills such as the
preparation of learners to be problem solvers, planners, creators, learners and thinkers,
communicators etc., regardless of subject areas studied.
Learning outcomes refer to observable and measurable

 knowledge
 skills
 attitudes
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Examples of Learning Outcomes Statements
The successful student has reliably demonstrated the ability to:
1. Administer medications according to legal guidelines
2. Make pricing decisions using relevant cost and profitability factor
Characteristics of Learning Outcomes Statements

Learning outcomes should:
 reflect broad conceptual knowledge and adaptive vocational and generic skills
 reflect essential knowledge, skills or attitudes;
 focus on results of the learning experiences;
 reflect the desired end of the learning experience, not the means or the process;
 represent the minimum performances that must be achieved to successfully
complete a course or program;
 answer the question, "Why should a student take this course anyway?"
 Learning outcomes statements may be considered to be exit behaviors.
Background and Context for Development of Learning Outcomes

You may have seen learning outcomes statements on various college course outlines,
including this course. Or, you may have seen learning outcomes statements which reflect
your children’s expected level of learning at a certain grade level.
Learning outcomes reflect a movement toward outcomes based learning (OBL) in

elementary, secondary, and post secondary educational systems throughout North
America, and beyond. This movement is, in turn, influenced by public pressure to ensure
a greater accountability and consistency within educational systems. Through the creation
of outcomes statements, and the evaluation of learner performance in relation to those
statements, it is believed by some that a more accountable educational system will result.
Because learning outcomes focus on the end result of learning, regardless of how or
where that learning occurred, their development serves to offer the potential for increased
access to learning opportunities through prior learning assessment.
Outcomes-based education is thought to provide greater:

* consistency - in course offerings across the educational system
* accountability - expectations for learning are clearly stated, and frequent
assessment processes help both teacher and student identify progress toward
meeting the outcomes
* accessibility - clearly defined outcomes enable learners to demonstrate
achievement of those outcomes through prior learning assessment processes
Guidelines for Writing Course Learning Outcomes

Learning Outcomes written at the course level should:
 state clear expectations - learners know what they have to do to demonstrate that
they have achieved the learning outcomes;
 represent culminating performances of learning and achievement; ( meaning the
highest stage of development, or exit, end performance)
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 describe performances that are significant, essential, and verifiable;
(meaning that performances can be verified or observed in some way and that they
represent more than one small aspect of behaviour; this also means that the
performance is considered to be essential for success in the course)
 preferably state only ONE performance per outcome;
 refer to learning that is transferable; (meaning that the learning can readily be
transferred from a class to a work place environment, or from one workplace
environment to another, etc.)
 not dictate curriculum content; (meaning that there could be a number of different
ways to achieve the outcome.)
 reflect the overriding principles of equity and fairness and accommodate the needs
of diverse learners.
 represent the minimal acceptable level of performance that a student needs to
demonstrate in order to be considered successful.
Anatomy of Learning Outcomes

Learning Outcome statements may be broken down into three main components:
 an action word that identifies the performance to be demonstrated;
a learning statement that specifies what learning will be demonstrated in the
performance;
a broad statement of the criterion or standard for acceptable performance.
For example:
ACTION WORD LEARNING STATEMENT CRITERION
(performance) (the learning) (the conditions of the
performance demonstration)
when executing psychomotor

Applies principles of asepsis
skills
Produces documents using word processing equipment
global and environmental

Analyzes in terms of their effects on people
factors
Performance Elements
Learning outcomes statements can be supported by the inclusion of performance
elements. Performance elements or indicators as they are sometimes called, provide a
more specific picture of ability. They define and clarify the level and quality of
performance necessary to meet the requirements of the learning outcome. In effect, the
elements are indicators of the means by which the learner will proceed to satisfactory
performance of the learning outcome. That is, they help to address the question, "What
would you accept as evidence that a student has achieved a certain level, or is in the
process of achieving the outcome?
34
For example:
Suppose you have the learning outcome:
Applies analytical skills when addressing contemporary social issues.

Some performance elements might include:
 identifies assumptions underlying various points of view
 presents a cogent argument with supporting evidence.
Verbs to avoid when writing learning outcomes include:

Appreciate Enjoy
Know Realize
Be aware of Perceive
Activity
What do these verbs have in common, and why do you think it is recommended that you
avoid using them when writing learning outcomes?
Self-Assessment Question 2.1
Q. 1 Fill in the Blanks.

i. Aims are ………………………statements that provide direction to educational
programme.
ii. Goals are statements of educational intention and more ……………………………
than aims.
iii. During late 70’s and early 80’s the increased emphasis was on goals related to
………………………………………………… skills, vocabulary and study habits.
iv. Contemporary …………………… issues are influencing science programmes.
v. Science objectives should differ………………………… from each other.
vi. Standards do not necessarily imply ………………………… quality learning.
vii. Benchmarks are often represented by …………………………of student work.
viii. Learning outcomes can be usefully thought of as behavioral………………… for
determining whether students are achieving the educational objectives of a program.
ix. Learning outcomes reflect a movement toward ……………………………… based
learning (OBL) in elementary, secondary, and post secondary educational systems
x. Performance elements or indicators as they are sometimes called, provide a more
………………………picture of an ability.
2.2 THREE DOMAINS OF EDUCATIONAL OBJECTIVES

Conventionally, objectives are classified in three domains i.e. cognitive, affective and
psychomotor. This classification is based upon the work of Benjamin Bloom and others.
Beginning in 1948, a group of educators undertook the task of classifying education goals
and objectives. The intent was to develop a classification system for three domains: the
cognitive, the affective, and the psychomotor. Work on the cognitive domain was
35
completed in 1956 and is commonly referred to as Bloom's Taxonomy of the Cognitive
Domain although, the full title was Taxonomy of educational objectives: The
classification of educational goals. Handbook I: Cognitive domain with the text having 4
other authors (M. Englehart, E. Furst, W. Hill, and D Krathwohl).
Why should the educational researcher be cognizant of domains of the process of

learning?
What need do they fulfill? What functions do they serve? First, they are needed to
distinguish the parts of a content area that are subject to different instructional treatments.
The learning of science is not simply science learning, and the learning of language is not
just language learning. Consider the learning of a foreign language. There are, then,
different parts to this single subject that need to be differentially handled, so far as
instruction is concerned. How shall one describe the different domains of the learning
process that apply to the parts of this subject, as they do to the parts of other content
areas? A second need for distinctive domains of the learning process is that of relating the
instructional procedures of one subject to those of another. If it is true that one cannot
generalize about learning conditions from one part of a subject to another, is it
nevertheless also true that similar parts can be found among different content areas? The
existence of these comparable parts of different subjects is rather easy to demonstrate.
Think of what a student is being asked to learn in mathematics, say, when one asks him
to learn to answer the question, “What is a triangle?” We expect that he will be able to
define this concept, perhaps by using his own words, but better still by showing how such
a figure possesses characteristics of a closed curve and intersections of line segments.
Suppose instead the subject is social science, and we want the student to answer the
question, “What is a city?” In an entirely comparable way, we expect that he will be able
to demonstrate a definition of this concept, by showing that a city possesses the
characteristics of concentration of population, commerce, and transportation center. In
both these subjects, very different in content, we are dealing with the use of a definition,
and similar mental activities would be required in any other subject field. In other words,
one of the kinds of things students are asked to learn is using definitions, and this is true
whether we are dealing with mathematics, foreign language, science, or whatever. A third
reason for identifying domains of learning is that they require different techniques of
assessment of learning outcomes. One cannot use a single way of measuring what has
been learned. This is, of course, the basic point made by the pioneering work of Bloom
(1956), Krathwohl, Bloom, and Masia (1964), and their associates. As this work amply
demonstrates, one cannot expect to employ the same kind of test item, or question, to
determine whether a student has learned an item of knowledge, on the one hand, or the
ability to synthesize several different ideas, on the other hand. Again, different categories
of the learning domain are needed for measurement, regardless of the particular subject
matter. They are needed in order to avoid the serious error of assuming that if a student
knows something about a topic, that he therefore is part of the way to knowing all he
needs to know about that topic. Instead, he can learn many more things without ever
accomplishing the latter goal; the reason is because he needs to undertake entirely
different categories of learning, rather than more of the same. The ways used to measure
36
these different categories are different, and it is these ways that demonstrate how distinct
the mental processes are.
Learning Domains: There are, then, a number of reasons for trying to differentiate
domains of the learning process that are orthogonal to content, but that at the same time
are in opposition to the notion that all learning is the same.
The major idea of the taxonomy is that what educators want students to know
(encompassed in statements of educational objectives) can be arranged in a hierarchy
from less to more complex.
Cognitive Objectives deal with intellectual results, knowledge, concepts and

understanding.
The cognitive domain includes the intellectual aspects of learning. Regular classroom
learning is generally in the cognitive domain. Six levels are recognized in the cognitive
domain.
 Knowledge: the lowest level of objectives
 Comprehension: understanding more than just what something is
 Application: showing that you can use your knowledge in different situations
 Analysis: being able to take apart a complex problem or situation into its
component parts
 Synthesis: being able to structure a result drawing on information from a variety of
areas
 Evaluation: being able to make judgments--the highest cognitive level
Affective Objectives include the feeling, interests, attitudes, and appreciations that may
result from science instruction.
The affective domain concerns itself with feelings and attitudes. Evaluation in the
affective domain requires the teacher to observe the behavior of students asking what
they do or say that makes the teacher think they have a positive attitude or a negative
attitude. There are five levels in the affective domain described as they apply to science
related material.
 Receiving: student is aware of the existence of the material and is willing to be
involved
 Responding: student is reacting to the material in one of three ways
o Acquiescence: the student does what is asked
o Willingness: the student goes above and beyond what is required
o Satisfaction: the student does science activities for pleasure and enjoyment
 Valuing: student consistently behaves in a way indicating a preference for science
 Organizing: student brings together different values to form a value system
 Characterizing: individual forms a lifestyle based on the value system
37
The Psychomotor Objectives that stress motor development, muscular coordination,
physical skills.
The psychomotor domain deals with the ability to manipulate physical objects in a
science laboratory. This aspect is the most recent and has undergone several major
revisions in the past few decades. A brief way to look at the psychomotor domain is the
three steps below.
1. Teacher demonstrates a laboratory method to a student.
2. Student practices the method under supervision.
3. Student becomes proficient in the method and no longer needs direct, intensive
supervision.
Over the years, more attention has been paid to behavioural objectives and performance
competencies in cognitive area. Performance in science knowledge and conceptual
understanding has been more focused. However science teachers should not omit
important learning results in the affective and psychomotor domains.
Dear students, your understanding of the three domains will be one of the most helpful
aids in formulating objectives for science teaching.
For further readings regarding instructional objectives in science, see the tables 8.1
through 8.7.
Chapter 8 The Objectives of Science Teaching
Fill in the blanks.

i. The classification of educational ……………………………… is based upon the
work of Benjamin Bloom and others.
ii. The major idea of the taxonomy is that what educators want students to know can
be arranged in a …………………………………from less to more complex.
iii. The cognitive domain includes the…………………………aspects of learning
iv. Application ability measures thee ability to use knowledge in ……………………

situations
v. Synthesis ability measures the ability to structure a …………………… drawing on

information from a variety of areas
vi. Evaluation is the ability to make……………………… the highest cognitive level.
vii. Evaluation in the affective domain requires the teacher to observe the
………………… of students asking what they do or say that makes the teacher
think they have a positive attitude or a negative attitude
38
viii. The psychomotor domain deals with the ability to…………………… physical
objects in a science laboratory.
ix. There are …………………………… levels in the affective domain described as

they apply to science related material.
x. Science teachers should not omit ………………………learning results in the

affective and psychomotor domains
2.3 WRITING INSTRUCTIONAL OR TEACHING OBJECTIVES

Learning can be defined as change in a student’s capacity for performance as a result of
experience (Moore, 2009). The intended changes should be specified in instructional
objectives. Viewed in this context, an objective can be defined as a clear and
unambiguous description of your instructional intent. An objective is not a statement of
what you plan to put into the lesson (content) but instead a statement of what your
students should get out of the lesson.
Teachers make broad variety of instructional decisions that directly affect the learning of
their students. These decisions range from the choice of materials, pacing and
sequencing of learning activities, to the ways of reinforcing pupil's learning are means of
assessing whatever students have learnt. Different types of learning require different
types of objectives however the following two main types are very much used in practice
by teachers:
i. Instructional or teaching objectives
ii. Behavioural or performance objectives
Instructional objectives are less abstract, more specific and are behavioral in nature.
Instructional objectives are specific statements of intermediate learning outcomes
necessary for acquiring a terminal behavioural objective, expressed from the learner’s
point of view and written in behavioural terms. Instructional objectives are stated in terms
of teacher’s behaviour. These objectives guide teachers to help his/her students to achieve
the specific kind of behaviour the students should exhibit.
Examples of instructional objectives include:

• The student can correctly punctuate sentences.
• Given five problems requiring the student to find the lowest common denominator
of a fraction, the student can solve at least four of five.
• The student can list the names of the Pakistani provinces and territories.
Instructional objectives focus teaching on relatively narrow topics of learning in a content

area. These concrete objectives are used in planning daily lessons.
Instructional objectives are related to and necessary as behaviors in order to acquire a

terminal behavioral objective. Instructional objectives can be thought of as intermediate
behaviors to be acquired during the instructional period but not the final behavior toward
39
which the learning is being oriented. They are intermediate in that they occur between the
initiation of instruction and the learner’s arrival at the desired terminal behavior.
Generally they are logically and empirically derived, and thus necessary as acquired
behaviors before the learner can obtain the terminal behavior. Sometimes they are called
enabling objectives.
Example of instructional Objectives:
Terminal behavioral objective: learner is to develop skill in solving equations of the type
H+ R- + R+ OH - R+ R-+ H+ OH- so that when given any four acids and four acids and
any five hydroxides he can construct a balanced equation depicting the reaction.
Instructional Objectives:
A1 write a balanced equation
A2 Determine molecular equivalents in an equation
A3Memorize the valences of common elements
A4 Memorizing the formulas of common acids and common bases
A5 Conceptualize the model of acid + base = salt + water
A6 Conceptualize the concept of an equation
A7 Conceptualize the formula for an acid and a base
In this case the instruction approximates the sequence A7- A6 -A5 -A4 -A3- A2 -A1 -A with
A being the terminal behavioral objective and A7 –A1 inclusive being instructional
objectives.
The following "GENERAL" rules should prove useful in writing instructional objectives
1. Be Concise: at the most, objectives should be one or two sentences in length.
2. Be Singular: An objective should focus on one and only one aspect of behavior.
3. Describe Expected behaviors: An objective should indicate the desired end product,
not merely a direction of change or a teacher activity.
4. Be Realistic: An objective should focus on observable behavior, not on teacher
illusions or un-definable traits.
5. Use Definite Terms (verbs): Terms such as "write, define, list and compare" have
definite meanings, whereas terms such as "know, understand, and apply" have a
multitude of meanings.
Instructional objectives are intended to guide program development and evaluation.

Making desired outcomes explicit should enable educators to select or develop
instructional methods which have the highest probability of achieving generalization and
to determine the most appropriate ways to evaluate the success of their efforts.
40
Activity
Develop two instructional objectives at each level of the cognitive domain for a General
Science at elementary level.

Q. 1 Consider each statement and circle either G,T, or I if you think the statement
represents a Goal (G), a Terminal BEHAVIORAL OBJECTIVES (T) ,or an
INSTRUCTIONAL OBJECIVES (I).
1. Leaner is to achieve competence in dealing with his peers
2. Learner is to differentiate between goals, behavioural objectives, and
instructional objectives so that he can classify them when given a list.
3. Learner is to develop skill in maintaining physical fitness
4. Student is to learn to sit insert typing paper into the typewriter correctly.
5. Learner is to develop a vocational skill so that he or she can earn a living.
6. Student is to write a sample of each of three types of letter: thank you,
application, and personal
7. Pupil is to compose three different salutations for a personal letter.
8. Pupil is to know the multiplication tables so he can recite to 9 times 9
correctly from memory.
9. Pupil is to develop skill in mathematics
10. Pupil is to solve correctly nine out of ten verbal problems in mathematics
involving any one or combination of operations as adding, subtracting,
multiplying, or dividing
11. Students at the end of the eighth grade are to develop skill in and an
appreciation for a variety of ways of speech making.
12. Learner is to match any ten of twelve given states and capitals from the total
list of fifty pairs.
13. Student is to develop skill in map reading so that he can locate any of the
twelve (12) geographic features (see list)
14. Learner is to form the capital letters A through Z.
Q. 2 At the end of each statement indicate “T” if you think it sounds like a terminal
objective and “I” if you think it states an instructional objective:
i. The learner is to understand the relationship between mosquitoes, man and
malaria so that he can”
a. list the type of malaria and the transmitting vector
b. describe the life cycle of the causative agent of malaria
c. write a description of the aetiology of malaria
ii. The learner is to know the term “principal focus” and be able to use it
correctly when discussing concave mirrors.
iii. Student is to know the kinds of nouns so that when given a list of fifty he can
classify them with no more than three errors within fifteen minutes.
iv. Student is to use nouns skilfully so that he can compose twenty sentences
without using any reference material and correctly underline all nouns used.
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2.4 WRITING BEHAVIOURAL OR PERFORMANCE OBJECTIVES
A behavioural objective is stated in terms of student’s behaviour to achieve desired
behaviour. Behavioural objective is a clear and unambiguous description of your
educational expectations for students. When written in behavioural terms, an objective
will include three components: student behaviour, conditions of performance, and
performance criteria.
Example of a Well-Written Behavioral Objective:

In an oral presentation, the student will comment on the Newton’s third law of motion,
mentioning at least 3 of the 5 major points discussed in class.
Behavioral objectives can be written for any of the domains of instruction (i.e., cognitive,
affective, or psychomotor.)
Use Caution With Behavioural/Performance Objectives

Behavioural/performance objectives are frequently used in science education. There are
some controversial aspects of behavioural /performance objectives. Antagonists are not in
the favour of defining end in advance. They argue that it will limit teacher’s freedom and
hence preventing creative teaching.
Tips on Writing Objectives Using Behavioural /Performance Objectives
Before writing objectives, you have to decide how specific your objectives should be. It
heavily depends on the purpose(s) of your objectives. Different teachers adopt different
way to write behavioural /performance objectives.
Some teachers do not include specificity during the initial plan, but they add specificity in
the later stage. On the other hand the teachers, who require more precision, include
specificity from the starting point.
ABCD of writing objectives

While writing the objectives, you must remember that each objective must address the
following components.
Audience The who. Your objectives had better say, "The student will be able
to…"
Behavior An objective always says what a learner is expected to be able to do.
The objective sometimes describes the product or result of the doing.
Ask yourself, what is the learner doing when demonstrating
achievement of the objective?
Condition An objective always describes the important conditions (if any)
under which the performance is to occur.
Degree or
Wherever possible, an objective describes the criterion of acceptable
minimal
performance by describing how well the learner must perform in
acceptance or
order to be considered acceptable.
criterion
42
The behavioural /performance objectives are purposely written in a form that translates
long term aims and goals into daily or short term actions. The focus is on precisely
defining the student’s task. Therefore the selection of verbs is extremely important.
Verbs for behavioural objectives

While writing behavioral/performance objectives, you must carefully choose the correct
verb to elicit the behaviour/performance you have decided your students should exhibit.
Consider a performance that which is directly observable or directly assessable.
There are two kinds of performances:
a. Overt
b. Covert
a. OVERT refers to any kind of performance that can be observed directly, whether
that performance be visible or audible.
b. COVERT refers to performance that cannot be observed directly, performance that
is mental, invisible, cognitive, or internal.
Overt performance can be observed by the eye or ear. Covert performance can be
detected only when asking someone to say something or to do something.
A performance can be covert (mental, internal, invisible, cognitive) as long as there is a

direct way determining whether it satisfies the objective. "A direct way" means a single
behavior that will indicate the covert skill. There is an easy way to handle the matter in
stating an objective, a way that helps us avoid arguments about just.
What ought or ought not to be called a covert performance. Simply follow this rule:
Whenever the performance stated in an objective is covert, add and indicator behaviour
to the objective.
What that means is this: You want student to be able to add? And adding seems like a
covert performance? Then just add an indicator behaviour to show the one single visible
thing students could do t demonstrate mastery of the objective. For example:
 Be able to add numbers (write the solutions) written in binary notation.
 Be able to identify (underline or circle) misspelled words on a page of news copy.
Identifying is a covert skill. You can't see anyone doing it. But you could see a person
doing activities that were either associated with the identifying or that were the result of
the identifying. So, all you do is add a word or two to your objective to let everyone
know what directly visible behavior you would accept as an indicator or the existence of
the performance.
The key to writing behavioural objectives is to use an action verb at the beginning of the
statement. It will help you to observe the performance of a direction containing action
verb.
43
Here is a table of verbs used for behavioural /performance objectives.
Knowledge Comprehension Application Analysis Synthesis Evaluation
Define Discuss Compute Distinguish Diagnose Evaluate
List Describe Demonstrate Analyse Propose Compare
Recall Explain Illustrate Differentiate Design Assess
Name Identify Operate Compare Manage Justify
Recognize Translate Perform Contrast Hypothesize Appraise
State Restate Interpret Categorize Summarize Rate
Repeat Express Apply Appraise Compose Revise
Record Locate Employ Calculate Plan Score
Label Report Use Test Formulate Select
diagnose Tell Practice Criticize Arrange Choose
Transform Schedule Diagram Assemble Estimate
Convert Sketch Inspect Collect Measure
Distinguish Prepare Question Construct Argue
Estimate Modify Relate Create Decide
Predict Solve Organize Criticize
Extrapolate Examine Prepare
Manage Classify Modify
Deduce Invent
Outline Generate
For further detail, please read the below referred book

Performance objectives in education, Volume 7
By Educational Technology Publications, Incorporated, Lawrence Lipsitz, Editor,
pages 32-35
Activity
The objectives listed below have something wrong with them. Examine each objective
and revise it so it follows proper ABCD objective form.
1. The student will be shown the proper way to make a slide.
A. ___________________________________________________
B. ___________________________________________________
C. ___________________________________________________
D. ___________________________________________________
2. The student will know the types of measuring instruments.

A. ___________________________________________________
B. ___________________________________________________
C. ___________________________________________________
D. ___________________________________________________
44
3. Given matching items listing dietary diseases and their causes, the student will
identify the correct cause of each disease listed.
A. ___________________________________________________
B. ___________________________________________________
C. ___________________________________________________
D. ___________________________________________________
Writing Affective Objectives

Writing affective objectives is usually more difficult than writing those in cognitive area.
It requires more care to formulate criteria for feelings, interests and attitudes of your
students. Students have attitudes and values toward the scientific enterprise. Although, it
is impossible to peer inside the student’s head and determine what attitude lie there.
However, certain behaviours are indicative of one’s attitude and interests.
Observation and evaluation of behavioural changes among students in the affective areas
is somewhat more difficult than in cognitive and psychomotor domains. Therefore
precision is required in the selection of appropriate verbs that describe behavioural
changes in attitude, appreciations, and development of values.
There are two kinds of affective changes in behaviour.

1. Overt: such affective changes in behaviour that can observe by the teacher during
the course of instruction.
2. Covert: More subtle, may not be directly observable and, therefore, can be called
covert.
In science, psychomotor objectives concern learning results which involve physical

manipulation of apparatus, skill development, and proficiency in using tools, such as
scientific instruments and devices. Many of these desired behaviours are not ends in
themselves but are means for cognitive and affective learning.
This observation points out the interrelation of the three domains and stresses the
importance of total learning by the individual. Since one of the goals of education is to
produce fully competent individuals who are self reliant and capable of pursuing learning
on their own throughout their lives, the psychomotor objectives occupy an important
place in the overall educational endeavour.
Table of specifications guide and help for learning and the formulation of general and
specific objectives. The tables help you to:
1. Clarify objectives for an instructional unit.
2. Identify appropriate levels for instructional objectives.
3. Define objectives in meaningful terms.
4. Prepare comprehensive lists of objectives for instruction.
5. Integrate the cognitive, affective, and psychomotor domains in your teaching.
6. Communicate intensions, levels and nature of learning, relative to your
instructional unit.
45
These are all the guidelines for your lesson planning to attain your objectives. However
don’t be a slave to the classification systems. You may have some objectives that do not
fit in any domains and others that fit all three. Be less concerned about classifying your
objectives and more concerned about how they will contribute to make you more
effective as a science teacher so that your students will become better leaner.
Preparing Objectives for Science Teaching

The task of writing objectives can be simplified by following these steps.
1. Have your overall instructional objectives in mind
2. Select the content desired to achieve the objectives of the unit.
3. Write general statements describing how the student should perform?
4. Write specific objectives under the general statements.
5. Review and evaluate objectives in terms of their comprehensiveness, coherence,
and contribution to the science lesson unit or program.
Implications of Aims, Goals, and Objectives for your Science Teaching

Being teachers, you must justify to the public your specific aims, goals and objective;
explain how you intend to teach and evaluate the results; and explain how we plan to use
these results and professional judgments to improve your science programmes?
Once your aims, goals and objectives are specifically stated, how do you assess the extent
to which your students are reaching those goals? How will you use your observed
evaluations and results to continually improve your teaching?
Figure represents a schematic diagram to consider in working aims, goals and objectives
into your science teaching.
1. After aims and goals, there is a planning stage.
2. Then write your own specific/performance objectives.
3. Then select teaching activities that will enable your students to perform the desired
tasks you identified in your behavioural/performance objectives.
4. Constantly evaluate the effectiveness of your teaching as measured by your
student’s performances.
5. Evaluative feedback gives you information as to how well you are achieving your
aims and goals, and the cycle starts again.
Answer the following questions:

Q. 1 Make three behavioural objectives from knowledge domain.
Q. 2 Make three behavioural objectives from comprehension domain
Q. 3 Make three objectives from application domain
Q. 4 Develop five statements to assess overt behaviour.
Q. 5 Develop five statements to assess covert behaviour.
46
2.5 DEVELOPING /ADOPTING GRID OF SPECIFICATION FOR
ASSESSMENT
There is always a model of outcomes of instruction in the mind of teachers. The careful
teacher is fully aware of many of the specifics of the model. There are many ways in
which model of outcomes or objectives of instruction can be expressed. A good table of
specifications consisted of two components:
 Content
 Behaviour which students should attain
A two dimensional table is best way of representing the relation of content and
behaviour, in which content on one axis and behaviour on another axis. The cells in the
table represent the specific content in relation to a particular objective or behaviour.
Precision is required while making table of specification, which can convey clear ideas of
what is intended not only to the person making the model but also to the other teachers,
education workers, and related professional people.
There are many ways of making the objectives more detailed and clarified to the
specifications of outcomes in which the table of specification can be developed:
 Specify the behaviours the student should possess or exhibit if he has attained the
objectives.
 Represent them in the form of problems, questions, tasks, and the like which the
student should be able to do or the kind of reactions he should give to specific
questions or situations.
The summative evaluation instruments, when fully constructed, offer an operational

definition of the model or specifications. To construct or select an appropriate evaluation
instrument is to define something about what the student should learn and to give a
detailed operational definition of a sample of the problems, questions, tasks, situations,
and so on to which he should be able to respond in an appropriate manner.
Table of specifications
It is useful to organize the specifications for a unit of learning and for formative
evaluation in tabular form. Here are some steps of construction:
 On one axis of this table, place the major behaviour categories. Under each of these
we list the appropriate subject matter elements or details.
 By using connecting lines, show the interrelations among elements. That is if an
element at one level is necessary for an element at a more complex level, this is
shown by a line connecting the two elements.
See table 6.1, 6.2, and 6.3.on each chart, there are circles indicating the number of
relevant formative test items.
Using Evaluation for Instructional Objectives. Page 120-121
47
Usefulness of Table of Specifications
 It enables teachers to see in a very compact form the elements in unit of learning as
well as the relationship among these elements as developed in the unit.
 Teachers and curriculum workers are especially sensitive to gaps revealed by the
specifications table-it immediately shows terms, facts, or rules which are to be
learned without being used in translations or applications.
 It describes the elements, behaviours, and interrelationships as they are developed
in the material.
 It is useful in the construction of formative evaluation instruments in that one can
determine what should be included in the formative test and something about the
hypothesized relations among the test items.
Formative Test Construction

After analyzing the unit into content and behaviour, the constructor of formative
evaluation instrument must determine which elements in the unit are important or
essential and which are unimportant or useful only as background for essential material.
The important point while constructing the formative test construction is that not
everything included in the specifications is of equal importance, and the curriculum
maker, the teacher, or the formative evaluator must apply some judgment and draw on
experience to determine what is essential in the unit and what is trivial-that is, what may
be omitted without impairing the student’s mastery of the unit.
General Principles of Formative Evaluation Test Construction

1. Formative evaluation should include all the important elements in a unit as detailed
by the table of specifications.
2. The formative evaluation should include items at each of the behaviour levels
specified. The formative evaluation should include items at each of the behaviour
levels specified.
3. If there is a hierarchy in learning difficulty, then the responses of students to the
test should reveal this hierarchy.
4. The items in the test may also form a hierarchy in that passing the lower-level item
is necessary for the mastery of the higher –level item.
5. One analysis of the formative evaluation test should be made in terms of mastery or
non mastery, e.g. you can use accuracy levels of 80 to 85 percent on each formative
test as an indication of mastery.
6. Analysis of formative evaluation tests should reveal to the students the errors they
have made.
7. Where possible, the record of errors should be accompanied by a detailed
prescription of the instructional material he should consult to correct the errors and
strengthen his mastery of the unit under consideration.
The use of formative evaluation by students

 It can be beneficial for the students in their learning of subject matter and
behaviours for each unit of learning.
48
 Formative evaluation can be one step in individualizing instruction accompanied
by a variety of materials and instructional procedures for the student to use in
remedying the particular gaps in their learning of the specific unit.
The pacing of students

Formative evaluation is effective in pacing students learning.
 Formative evaluation is helpful in sequential subject matter, that is when learning
unit 1 and 2 are prerequisite to subsequent units, it is important that the student
master units 1 and 2 before 3 and 4,3 and 4 before 5 and 6 and so forth. Poor
learning of the early units is likely to result in poor learning of all ensuing ones.
 Formative evaluation can set goals for student learning as well as a time schedule
for each unit in sequential subjects.
 Formative evaluation can help students to concentrate on their studies
continuously. They can make the appropriate preparation before the test.
 Formative evaluation helps the student by breaking the entire learning sequence
into smaller units and by pressing him/her to make adequate preparation while
he/she and others are learning a particular unit.
Reinforcement of mastery
 Formative evaluation can be an effective reward or reinforcement for students who
have achieved mastery or near mastery of a unit of learning, the results of the
formative evaluation.
 Formative evaluation is especially useful for providing the student with positive
reinforcement over small units of learning.
 The repeated evidence of mastery is a powerful reinforcement which will help
ensure that the student will continue to invest the appropriate effort and interest in
the subject.
 Formative evaluation is also helpful for those students who receive frequent Cs or
lower grades on quizzes and will adjust their investment in the subject so as to
protect their ego when they finally get C for the course.
 Formative evaluation should simply inform the student whether he/she has not
mastered the unit, and if he has not, indicates there are certain steps he should take
before leaving the unit.
 Formative evaluation is useful for the progress of students.
 The repeated administration of the formative evaluation test can further reinforce
those who attained mastery on the second administration.
For the examples of table of specifications of biology, physics, mathematics, general

science and chemistry, read the allied material.
49
2.5.1 Table of Specifications for Biology
Figure 1 (Table of Specification for Biology, Source: British Coloumbia Teachers)
50
2.5.2 Table of Specifications for Physics
Figure 2 Table of specification for Physics Class IX (Source: AKU Examination Board)
51
2.5.3 Table of Specifications for Chemistry
Figure 3 Figure 2Table of specification for Chemistry Class IX (Source: AKU Examination Board)
52
2.5.4 Table of Specifications for General Science
Figure 4 Table of specification for general science Class IX (Source: AKU Examination Board)
53
2.5.5 Table of Specifications for Mathematics
TABLE OF SPECIFICATION
Grade & section: II Subject: MATHEMATICS Date: _________

LEVELS OF DIFFICULTY
T
Number EASY O
Number AVERAGE (30%) DIFFICULT (10%)
Competencies of Item (60%) T
of
Days number A
Items Know- Appli- Compre- Evaluati
taught Analysis Synthesis L
ledge cation hension on
*Associate
number
with sets
having 101 2 1 1 1 1
up to 500
objects or
things
*Identify
number
with sets
having 501 2 1 2 1 1
up to 1000
objects or
things
*Count and
group
objects in
2 1 3 1 1
ones, tens
and
hundreds
*Count
numbers by
10s, 50s, 1 1 4 1 1
100s up to
1000
*Read and
write
numbers
through
3 2 5,6 1 1 2
1000 in
symbols
and in
words
*Give the
place value
of each
2 2 7,8 2 2
digit in a
3-digit
numbers
54
*Write 3-
digit
numbers in 1 1 9 1 1
expanded
form
*Compare
3-digit
numbers 1 1 10 1 1
using ˃ ,
˂,=
*Orders
numbers up
to 1000
from least 2 2 11,12 2 2
to greatest
and vice
versa
*Read and
write the
ordinal
numbers 2 1 13 1 1
from 1st
through the
20th
*Identify
and use the
pattern of
ordinal 1 1 14 1 1
numbers
from 1st to
20th
*Adds 2- to
3-digit
numbers
with sums 2 2 15,16 2 2
up to 1000
without
regrouping
*Adds 3- to
3-digit
numbers
with sums 2 2 17,18 2 2
up to 1000
without
regrouping
*Adds 2- to
3-digit
2 2 19,20 1 1 2
numbers
with sums
55
up to 1000
with
regrouping
*Adds 3- to
3-digit
numbers
with sums 3 2 21,22 1 1 2
up to 1000
with
regrouping
*Show the
zero/
identity
property of 1 1 23 1 1
addition in
adding
numbers
*Show the
commutativ
e property
1 1 24 1 1
of addition
in adding
numbers
*Show the
associative
property of
2 1 25 1 1
addition in
adding
numbers
*Add
mentally 1-
to 2- digit
1 1 26 1 1
numbers
with sums
up to 50
*Add
mentally 3-
digit
1 1 27 1 1
numbers by
ones (up to
9)
*Add
mentally 3-
digit
numbers by 1 1 28 1 1
tens(multipl
es of 10 up
to 90)
56
Add
mentally 3-
digit
numbers by
2 1 29 1 1
hundreds
(multiples
of 100 up to
900)
Analyse
and solve
word
problems
involving
addition of
whole
30,
numbers
3 3 31, 1 2 3
including
32
money with
sums up to
1000
without and
with
regrouping
Total 40 32 32 19 10 3 32
Activity
Develop table of specifications of any unit from science textbook.
Q. 1 Answer the following questions

i. Describe usefulness of table of Specifications.
ii. What are general principles of formative evaluation test construction?
iii. How does formative evaluation conducted by students?
Activity
Develop table of specifications of any unit from science textbook.
Answers of Self-Assessment Questions

i. General
ii. Specific
iii. Basic
57
iv. Societal
v. Conceptually
vi. High
vii. Samples
viii. Criteria
ix. Outcomes
x. Specific

i. objectives
ii. hierarchy
iii. intellectual
iv. different
v. result
vi. judgments
vii. behavior
viii. manipulate
ix. five
x. important

Q. 1
i. G
ii. I
iii. G
iv. I
v. G
vi. T
vii. I
viii. I
ix. G
x. T
xi. G
xii. I
xiii. T
xiv. I
Q. 2 1 and 4 are “T”, 2 and 3 are “I”
58
For questions i-v, read the relevant section

For questions i-iv, read the relevant section
Key Points
1. Aims are general statements that provide direction to educational programme
2. Goals are statements of educational intention and more specific than aims.
3. Objectives are statements of purposes which are to be achieved in a

unit/lesson/session i-e there are short term
4. Instructional objectives are specific and are behavioral in nature
5. Behavioural objective is a clear and unambiguous description of your educational

expectations for students.
6. Writing affective objectives requires more care to formulate criteria for feelings,
interests and attitudes of your students
7. Overt behaviour deals with affective changes in behaviour that can observe by the
teacher during the course of instruction.
8. Covert behaviour deals with more subtle, may not be directly observable and,
therefore, can be called covert.
9. A good table of specifications consisted of two components: Content and

Behaviour which students should attain.
59
REFERENCES
1. Kizlik, B. (2002). How to Write Behavioral Objectives. Boca Raton, FL: Adprima.
Retrieved: September 2002. [http://www.adprima.com/objectives.htm]
2. http://www2.gsu.edu/~mstmbs/CrsTools/Magerobj.html
3. http://www.polyu.edu.hk/assessment/arc/glossary.htm#24
4. Mager, R.F. (1984). Preparing Instructional Objectives. (2nd ed.). Belmont, CA:
David S. Lake.
5. Handbook of Research on Science Education, by Sandra K. Abell, Norman G.

Lederman
6. National Curriculum For General Science 2009,Ministry Of Education ,Pakistan
7. National Science Education Standards, Center for Science, Mathematics, and

Engineering Education (CSMEE)
60
Unit–3
ASSESSMENT OF KNOWLEDGE
Written By:
Prof. Khadim Ali Hashmi
Reviewed By:
61
TABLE OF CONTENTS
Page No.
Introduction ................................................................................................................. 63
3.1. Assessing Knowledge Objectives ..................................................................... 63
3.2. Developing Tests for Assessing Different Categories of Knowledge ............... 65

3.2.1 Knowledge of Specifics........................................................................... 66
3.2.2 Knowledge of Ways and Means of Dealing with Specifics .................... 67
3.2.3 Knowledge of Universal and Abstraction in a Field ............................... 69
62
INTRODUCTION
The relationship between objectives to measurements and evaluation process is very

essential. To make good test questions one must know rightly what one wishes to assess
and must know to express it in terms of certain education goals.
Such an experiment was done by Virginia high school science teachers. Here the
emphasis was on the recall of information. One reason for this practice seems to be that it
is easier to measure some types of education goals than others. Test questions beginning
with words like what, who, when, why, where etc can easily be understood while the
assessment of attitudes and interests is little bit difficult.
In this unit, the goals of science teaching are classified along with examples of test items.
With the help of this knowledge science teacher will be able construct useful tests in a
minimum time. Different levels of tests are to be assumed in this procedure according to
the mental level of the students.
Learning Outcomes
After successful completion of this unit hopefully, the student will be able to describe;
1) Assessing knowledge objectives.
2) Developing tests for assessing different categories/ subdivisions of knowledge

i. Knowledge of specifics
ii. Knowledge of ways and means of specific
iii. Knowledge of universals and abstraction in a field
3.1 ASSESSING KNOWLEDGE OBJECTIVES

The phrase “knowledge objectives,” as used in this book implies recall or recognition of
specific elements in a subject area. Perhaps the widest range of types of things which are
taught for the purpose of immediate recall appears in the taxonomy of educational
objectives. The objective of the ability to recall does not in itself suggest either the
existence or the nonexistence of the capability of using or applying that knowledge.
Certainly any self respecting educator –or educational system –would expect acquired
knowledge to be useful in some fashion, whether for the solution of problems (knowledge
of the relationship between temperature and pressure) or for personal enjoyment (recall of
lines from poem by E. A. Robinson). It is true that much of what we term knowledge is
forgotten after a period of disuse, but this does not deny that such knowledge was a
worthy outcome at the time it was learned. For example, most of you had a course of
mathematics at one time which require recall of general quadratic equation, ax 2+bx+c=0.
Unless you have been engaged in work (or games) which use it or unless you are
mathematics practitioner, the chances are that you could not have recalled it exactly at
this point. However, when you took algebra, it was important to “know” it both for the
solving of exercises and for more general purpose of acquiring usable concepts about
relationships between first order and second order equations.
63
Although many of the specifics which we learn to recall or recognize during our formal
instruction are forgotten within few months or years, knowledge of them at the time of
learning is extremely important for the development of ideas which do stay with us for
interpretative and associational uses. Therefore during the instruction period, it is
important for the teacher to test such knowledge as one facet of the evaluation of
student’s learning. In many cases assessment of recall of specific facts is more a function
of formative evaluation than a summative evaluation. We need to have evidence of
whether the student can recall certain terms, facts, or methods in order to make inferences
about difficulties or their treatments.
In some cases, perhaps in many, the underling knowledge may be important only during
the learning process, but at that point it is essential. Thus testing for it is highly desirable
if one is to understand what is happening to the students.
The recall of specific and isolable bits of information refers primarily to what might be
called the hard core of facts or information in each field of knowledge. Such information
represents the elements the specialist must use in communicating about his field, in
understanding it, and in organizing it systematically. These specifics are usually quite
serviceable to people working in the field in the very form in which they are presented
and need little or no alteration from one use or application to another. Such specifics also
become the basic elements the student or the learner must know if he is to be acquainted
with the field or to solve any of the problems in it. The specifics usually are symbols
which have some concrete referents and are, for the most part, at a relatively low level of
abstraction. There is a tremendous wealth of these specifics and there must always be
some selection for educational purposes, since it is almost inconceivable that a student
can learn all of the specifics relevant to a particular field. As our knowledge of sciences
and humanities increases, even specialist have great difficulty in keeping up with all the
new specifics found or developed in the field. For classification purposes, the specifics
may be distinguished from the more complex classes of knowledge by virtue of their very
specificity, that is, they can be isolated as elements or bits which have some meaning and
value themselves.
The cognitive domain as proposed by Bloom includes remembering, reasoning, problem

solving, concept formation and creative thinking. It is arranged in the following six
divisions.
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis 1
6. Evaluation
In this arrangement each succeeding division builds on and includes all the preceding
division.
64
For example, a student must have certain knowledge (1) and comprehend the meaning of
this knowledge (2) before he is able to make intelligent application (3) of it.
The table from Krathwohl (2002) shows the structure of the cognitive domain of Bloom’s
taxonomy including the six classes and their subclasses (p. 213 of study guide):
Q. 1 Answer the following questions

1. In what cases, the underling knowledge may be important only during the learning
process?
2. Why is it necessary for a teacher to test knowledge as one facet of the evaluation of
student’s learning?
3.2 DEVELOPING TESTS FOR ASSESSING DIFFERENT

CATEGORIES OF KNOWLEDGE
Knowledge
It is the most important and reputable component of the tests and has been divided by
Bloom in three categories.
1. Knowledge of specifics
a) Knowledge of terminology
b) Knowledge of specific facts
2. Knowledge of ways and means of dealing with specifics

a) Knowledge of conventions
b) Knowledge of trends and sequences
c) Knowledge of classifications and categories
d) Knowledge of criteria
e) Knowledge of methodology
3. Knowledge of the universals and abstractions in a field

a) Knowledge of principles and generalization
b) Knowledge of theories and structures
Activity:
This website is to designing and managing MCQs according to Bloom’ Taxonomy. I
assure you will find useful information about topic.
MCQs and Bloom's Taxonomy
www.uct.ac.za/projects/cbe/mcqman/mcqappc.html]
Now construct five MCQs from each subject for category knowledge of specific
terminology.
65
3.2.1 Knowledge of Specifics
In each subject there are many specifics that one has to learn at the initial stage. These are
given below:
i) Knowledge of Terminology
A teacher should know that which word/ term in the concerned subject the student
should know. For example:
1. Example from Gen. Science

A meter is a unit of
a) Energy b) Force c) Distance d) Pressure e) Work
2. Example from Biology

What is production of a new and useful material by cells called?
a) Agglutination b) Secretion c) Digestion d) Induction
3. Example from Chemistry

Air is classified as a
a) Compound b) Electrolyte c) Element d) Mixture
4. Example from Physics

Which of the following is a unit of work?
a) Coulomb b) Dyne c) Erg d) Pound
The students are required to select one of the most suitable answers. A minor variation
requires selection of a single phrase from the test.
Activity
Construct five MCQs from each subject for category knowledge of specific terminology.
ii) Knowledge of Specific Facts

There are a lot of words or a mass of facts including the names of peoples, dates,
historical developments and discoveries or inventions. Here, too the teacher has to
decide what to use
Bloom says that the facts in a field, “can be distinguished from the terminology in
that the terminology generally represents the conventions or agreements with a
filed while the facts are more likely to represent the finding which can be tested by
other means than determining the unanimity of workers in the field or the
agreements they have for the purposes of communication.”
Objective:
To judge the memory of student
Examples
From Gen. Science
What is soil made up of?
66
a) organic matter b) mineral particles c) microorganisms
d) none of these e) all of these
From Biology
Who is called the father of biology?
a) Aristotle b) Sudubon c) Darwin
d) Mendel e) Pasteur
The objective can be made narrow to include reference to specific facts within your field.
The objective can be made narrow to include reference to specific facts within your field.
Title Book: An Analysis of Test Items to Evaluate the Objectives of Science Teachers in
Virginia Combined and Secondary Schools
University of Virginia. School of Education, William D. Hedges, Ian C. Lochhead,
Mary Ann MacDougall
Division of Educational Research, University of Virginia, 1964 - Science - 106 pages
3.2.2 Knowledge of Ways And Means of Dealing with Specifics

This area of knowledge is a bit more complex than the measurement of terminology and
facts. It includes the knowledge which is mostly the result of agreement and convenience
rather than the knowledge which is more directly a matter of observation,
experimentation and discovery. This knowledge is more commonly the reflection of how
workers in the field think and attack problems rather than the results of such thoughts or
problem solving.
i. Knowledge of Conventions
The tradition or mutual agreement upon some areas of knowledge by all the people
of the world fall into this category. For example, mathematics symbols and sheets
of music. Such convections must be learned on the way to mastery of a field.
Example
From General Science
The customary way of naming the magnetic poles
a) Anode and cathode b) East and west
c) North and south d) Plus and minus
ii. Knowledge of Trends and Sequences

It means the order of events i.e.; how things happen or how they have happened
over a period of time.
Examples
Objective: To discover whether the students know the major stages in the life
history of certain insects or other organisms.
67
What are the stages in the life history of housefly –in order of occurrence?
a) Egg-larva-pupa-adult b) Egg-larva- adult-pupa
c) Larva- egg-pupa – adult d) Pupa-larva –egg- adult
From Physics
As the speed of sound waves in air is increased
a) The temperature will rise. b) The air will rise.
c) The pressure will fall. d) The temperature will fall.
iii. Knowledge of Classification & Categories

Biology provides a good example of man’s need to systematize phenomena.
Example
From General science
Which of the following is a physical change?
a) Burning a gasoline b) Evaporation of water
c) Mixing of salt and pepper d) none of these
iv. Knowledge of Criteria

It means how to make the student aware of the criteria for judging facts and
theories and conclusions.
Example
From Biology
Objective: to ascertain whether the student knows the criteria by means of which
animals can be classified.
In trying to decide if the material is plant or animal it would be most helpful for the
biologist to find out if the cells in the material
a. Reproduce
b. Have nuclei
c. Have thick walls
d. Are filled with air
v. Knowledge of Methodology
Knowledge of the methods of inquiry, techniques, and procedures employed in a
particular subject field as well as those employed in investigating particular
problems and phenomena. Here, again the emphasis is on the individual’s
knowledge of the methods rather than on his ability to use methods in the ways .
However, student is frequently required to know about methods and techniques and
to know the ways in which they have been used. Such knowledge is most nearly of
an historical or encyclopaedic type. This knowledge, although simpler and perhaps
less functional than the ability to actually employ the methods and techniques, is an
important prelude to such use. Thus before engaging in an inquiry the student may
be expected to know about methods and techniques which have been to know about
the methods and techniques which have been employed in similar inquiries. In the
68
later stage in his inquiry he may be expected to show relations between the
methods he has employed and the methods employed by others.
Example
Objective: to find whether the student knows the methods geologists employ to
make inferences about the crust of the earth.
Geologists have found that earth’s crust is approximately 25 miles in thickness.

They also think that this crust is made up of different layers of materials. They have
discovered this by studying.
A. Earthquake
B. Sedimentary rocks
C. Igneous or fire made instructions
D. Barrier reefs
3.2.3 Knowledge of the Universals and Abstractions in a Field

It deals with the concepts that have particular values for bringing organization to a
multitude of facts classification systems. It is necessary to teach facts and then retain
them.
Knowledge of the major ideas, schemes, and patterns by which phenomena and ideas are
organized. These are the large structures, theories, and generalizations which dominate a
subject field or which are quite generally used in studying phenomena or solving
problems. These are at the highest levels of abstraction and complexity.
These concepts bring together a large number of specific facts and events, describe the
processes and interrelations among these specifics, and thus enable the workers to
organize the whole in a parsimonious form.
These tend to be very broad ideas and plans which are rather difficult for students to
comprehend. Quite frequently they are so difficult because the student is not thoroughly
acquainted with phenomena the universals are intended to summarize and organize. If the
student does not get to know them, however, he has a means of relating and organizing a
great deal of subject matter and as a result should have more insight into the field as well
as grater retentiveness for it.
i. Knowledge of Principles and Generalizations
It means to ascertain whether the students can recall the principles based on facts.
Example
From Chemistry
Objective: to see whether the student is familiar with the principles of the gas laws.
If you have a certain mas of gass and if the volume remains constant, you may
reduce the pressure of the gas by
A. Heating the gas
B. Cooling the gas
69
C. Increasing the density of the gas
D. Decreasing the density of the gas
E. None of the means
ii. Knowledge of Theories and Structures

It is knowledge of the body of principles and generalizations together with their
interactions which present a clear, rounded and systematic view of complex
phenomenon, problem or filed.
Example
From Biology
Objective: to discover whether the student knows the theory of biological evolution
Directions: items 1-3 are concerned with possible evidences in support of the
theory of biological evolution. Select from the key list the category to which the
evidence mentioned in the item belongs.
A. Comparative anatomy
B. Comparative physiology
C. Classification
D. Embryology
E. Paleontology
3. Integrating forms of plants and animals differing from earlier species indicate
that evolutionary change is probably taking place today in all living
organisms.
4. Hematin crystal from the haemoglobin of various vertebrates have the same
chemical composition
5. The human heart has two chambers at a very early developmental stage.

Q. 1 How can assessment of knowledge of specifics be done? Explain your answer with
examples.
Q. 2 How can we differentiate between knowledge of ways and means from knowledge
of specifics for the purpose of classification?
Q. 3 Explain the different categories of knowledge.
Q. 4 What do you mean by “Knowledge of specifics”? Also develop the ten test items of
knowledge of specifics from General Science or Chemistry or Physics for 9 th or
10th class.
Q. 5 Explain the following with examples:

a) Knowledge of methodology.
b) Knowledge of theories and structures.
70
Q. 6 Define the cognitive domain. Write down some statements of knowledge
objectives.
Q. 7 How we can assess?

a) the knowledge of trends and sequences
b) Knowledge of classifications and categories
Q. 8 How can we develop a test for assessing the knowledge of the universals and
abstractions in a field?
Q. 9 How can assessment of knowledge of principles and generalizations be done?

Explain your answer with examples.
Q.10 What do you mean by “Knowledge of Theories and Structures”. Also develop the
ten test items of knowledge of specifics from General Science or Chemistry or
Physics for 9th or 10th class.
Key Points
1. The objective of the ability to recall does not in itself suggest either the existence or
the nonexistence of the capability of using or applying that knowledge.
2. During the instruction period, it is important for the teacher to test such knowledge
as one facet of the evaluation of student’s learning
3. Knowledge component of the tests have been divided by Bloom in three categories.
4. A teacher should know that which word/ term in the concerned subject the student
should know
5. The tradition or mutual agreement upon some areas of knowledge by all the people
of the world fall into this “knowledge of conventions category
6. The test for knowledge of trends and sequences means the order of events i.e.; how
things happen or how they have happened over a period of time.
7. Knowledge of criteria means how to make the student aware of the criteria for
judging facts and theories and conclusions.
8. Knowledge of the methods of inquiry, techniques, and procedures employed in a

particular subject field as well as those employed in investigating particular
problems and phenomena.
9. Knowledge of principles and generalizations means to ascertain whether the

students can recall the principles based on facts.
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10. Knowledge of theories and structures is knowledge of the body of principles and
generalizations together with their interactions which present a clear, rounded and
systematic view of complex phenomenon, problem or filed.

For questions 1-2 read the relevant section.

For questions 1-9 read the relevant section.
REFERENCES
Anderson, L.W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E.,
Pintrich, P. R., Raths, J., & Wittrock, M.C. (Eds.). (2001). A Taxonomy for
Learning, Teaching, and Assessing. New York: Addison Wesley Longman Inc.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W.H., & Krathwohl, D. R. (Eds.).
(1956). Taxonomy of Educational Objectives – The Classification of Educational
Goals – Handbook 1: Cognitive Domain. London, WI: Longmans, Green & Co.
Ltd.
Forehand, M. (2005). Bloom’s Taxonomy: Original and revised. In M. Orey (Ed.), Emerging
Perspectives on Learning, Teaching, and Technology. Retrieved on Nov.10, 2013,
from: http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An Overview [Electronic

Version]. Theory into Practice, Volume 41, Number 4, Autumn 2002, pp. 212-218.
72
Unit–4
ASSESSMENT OF COMPREHENSION
AND APPLICATION SKILLS
Written By:
Reviewed By:
73
TABLE OF CONTENTS
Page No.
Introduction ................................................................................................................. 75
4.1 Assessing Comprehension Objectives .............................................................. 78
4.2 Developing Tests For Assessing Different Levels Of Comprehension ............ 78

4.2.1 Translation ........................................................................................... 78
4.2.2 Interpretation ........................................................................................ 78
4.2.3 Extrapolation ........................................................................................ 78
4.3 Assessing Application Objectives ..................................................................... 79
4.4 Developing Tests for Assessing Application Skills. ......................................... 80

4.4.1 Application of Principles and Generalization to New Problems and Situation 80
4.4.2 The Ability to Apply ............................................................................... 80
4.4.3 Testing for Application ........................................................................... 80

4.4.3.1 Test Problems for Application Behaviour A and B ................ 81
4.4.3.2 Test Problems for Application Behaviour C and D ................ 82
4.4.3.3 Test Problems for Application Behaviour E ........................... 83
4.4.3.4 Test Problems for Application Behaviour F ........................... 84
4.4.3.5 Test Problems for Application Behaviour G ........................... 85
4.4.3.6 Test Problems for Application Behaviour H ........................... 85
74
INTRODUCTION
In the Taxonomy of Educational Objectives – Cognitive Domain, Comprehension is next

to the Knowledge category of objective followed by Application skill. Together the three
(knowledge, comprehension, and application) are termed lower abilities of educational
objectives.
Learning Outcomes
1. develop tests to assess comprehension skills;
2. develop tests to assess for application skills;
3. undertake assessment of comprehension objectives;
4. develop tests for assessing different levels of comprehension: translation,

interpretation, and extrapolation;
5. assess application objectives;
6. develop tests for assessing application skills;
7. apply principles and generalizations to new problems and situations;
8. exercise ability to apply; and
9. develop tests for application.
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4.1 ASSESSING COMPREHENSION OBJECTIVES
Comprehension: Comprehension is defined as the ability to grasp the meaning of
material. This may be shown by translating material from one form to another (words or
numbers), by interpreting material (explaining or summarizing, and by estimating future
trends (predicting consequences or effects). These learning outcomes go one step beyond
simple remembering of material, and represent the lowest level of understanding.
Illustrative General Instructional Objectives Understands facts and principles. Interprets

verbal material. Interprets charts and graphs. Translates verbal material to mathematical
formulas. Estimates consequences implied in data. Justifies methods and procedures.
Application: Application refers to the ability to use learned material in new and concrete
situations. This may include the application of such things as rules, methods, concepts,
principles, laws, and theories. Learning outcomes in this area require a higher level of
understanding than those of comprehension.
Illustrative General Instructional Objectives Applies principles to new situations. Applies

theories to practical situations. Solves mathematical problems. Constructs charts and
graphs. Demonstrates correct usage of a procedure.
Science teachers should write learning objectives that communicate and describe
intended learning outcomes. Objectives should be stated in terms of what the student will
be able to do when the lesson is completed. Objectives should include verbs such as
listed below to define specific, observable, and measurable student behaviour. See:
Metfessel, N., et al (1969)
A learning objective contains:

(1) a statement of what students will be able to do when a lesson is completed,
(2) the conditions under which the students will be able to perform the task, and
(3) the criteria for evaluating student performance.
While goals describe global learning outcomes, learning objectives are statements of
specific performances that contribute to the attainment of goals. Learning objectives
should help guide curriculum development, instructional strategies, selection of
instructional materials, and development of assessments.
Comprehension is understanding more than just what something is. According to the
taxonomy of educational objectives, the following verbs may be used to write objectives
for comprehension skill: associate, classify, convert, describe, differentiate, discuss,
distinguish, estimate, explain, express, extend, group, identify, indicate, order,
paraphrase, predict, report, restate, retell, review, select, summarize, translate, and
understand.
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Generally, learning objectives are written in terms of learning outcomes: What do you
want your students to learn as a result of the lesson? Follow the three-step process below
for creating learning objectives.
1. Create a stem. Stem Examples:
After completing the lesson, the student will be able to . . .
After this unit, the student will have . . .
By completing the activities, the student will . . .
At the conclusion of the course/unit/study the student will . . .
2. After you create the stem, add a verb:

analyze, recognize, compare, provide, list, etc. For a list of action verbs see below:
3. One you have a stem and a verb, determine the actual product, process, or
outcome:
After completing these lesson, the student will be able to recognize foreshadowing
in various works of literature.
Given below are some examples of learning objectives used by teachers. Modify them
according to your need.
After completing the lesson, the student will be able to:

 recall information about the reading . . .
 develop a basic knowledge of _____ (the solar system, etc.)
 record observations about . . .
 record and compare facts about _____ (the sun, moon, etc.)
 collect, organize, display, and interpret data about _____
 demonstrate an understanding of _____ in terms of _____
 create a visual representation of _____ (the water cycle, etc.)
 understand the basic structure of _____ (an atom)
 identify states of matter . . .
 create a concept map of . . .
 identify relevant questions for inquiry
 sequence and categorize information . . .
 demonstrate learning by producing a _____
 present their findings of _____ to the class
Activity
Read a paragraph from your Study Guide and using any of the above activities show your
skill of comprehension of the read matter.

1 Write FIVE objectives for comprehension for Newton’s Second Law of Motion.
77
4.2 DEVELOPING TESTS FOR ASSESSING DIFFERENT LEVELS OF
COMPREHENSION
Teachers can assess comprehension at the end of a lesson by asking quick-answer
question of the type given here:
Assessing Comprehension
The final thing to include in your lesson plan is a little time at the end of each class in
which to assess your students' comprehension. Many teachers assign short in-class
quizzes and writing exercises. Here are a few examples:
 The One-Minute Paper – Ask for a half-page response to one or both of these:
o What's the most interesting or important thing you learned today?
o What's the biggest question today's lesson left in your mind?
 The W D W WWW H S Quiz – Ask your students to synthesize the important

topical points of a lesson by summarizing in one grammatically correct sentence:
o Who Did/Does What to Whom, When, Where, How and Why?
 The Principle Involved Quiz – Provide a short list of problems and ask your
students:
o What are the best principle(s) to apply in solving each problem?
These type of assessment exercises are rarely meant for grading purposes. They're mostly
designed for taking the pulse of the classroom. Just a quick "down-and-dirty" that will
tell you what your students are struggling with, what they aren't grasping, whether you
need to revisit a topic and revise content, or if you are back at square-one and need to
revise the actual lesson plan.
Comprehension is Sub-Divided into Three Levels:

A. Translation—accuracy with which the communication is paraphrased from one
language to form another
B. Interpretation—explanation or summarization of a communication, and
C. Extrapolation—extension of trends beyond given data to determine implications.
4.2.1 Translation: Translation involves students ability to paraphrase or describe other

things into an easily understandable language. You are “translating” when you are
describing in your own words, or presenting a written content in the form of a picture,
diagram, graph or an equation.
4.2.2 Interpretation: Interpretation involves not only the students’ ability to rephrase or
translate a communication but also his ability to “identify and comprehend the major ideas
which are included in it as well as understand their interrelationships”. What is to be
interpreted may be presented in a variety of forms ranging from paragraphs to tables,
charts, graphs, or even cartoons. The response format may be either objective or subjective.
In “AM”, on pages 183-186, examples of interpretation are given.
78
4.2.3 Extrapolation: In “extrapolation”, the learner is expected to go somewhat
beyond the data presented and to “read in” to the communication implications that may or
may not be there in the literal sense. There should, of course, be some basis in the given
data for inferences that the learner makes.
Q. 1 Develop five test items from general science for translation.
Q. 2 Develop five test items from general science for interpretation.
Q. 3 Develop five test items from general science for exploration.
4.3 ASSESSMENT OF APPLICATION OBJECTIVES

According to the Taxonomy of Educational Objectives, after knowledge and
comprehension, the third category involves application of the learned concepts. Application
refers to the ability to use learned material in new and concrete situations. This may include
the application of such things as rules, methods, concepts, principles, laws, and theories.
Learning outcomes in this area require a higher level of understanding than those of
comprehension and builds upon categories of knowledge and comprehension.
The distinction between the category (comprehension) and category (application) is that
whereas the student who comprehends can demonstrate application when specifically
asked to do so. The student who has ability to apply knowledge will, by himself,
recognize the principle or principles involved, select the appropriate means for solution
and then solve the problem at hand.
Application has been sub-divided into two levels, namely:

A. Use of abstractions in particular and concrete situations, and
B. Abstractions may be general ideas, rules of procedure, technical principles and
theories
Acording to the taxonomy of educational objectives, following verbs may be used to

write objectives for application skill: administer, apply, calculate, change, chart, choose,
collect, compute, construct, demonstrate, determine, develop, discover, employ, establish,
examine, exhibit, illustrate, interview, manipulate, modify, operate, practice, predict,
prepare, produce, relate, report, schedule, show, sketch, solve, transfer, and use.

Q. 1 Develop five test items from general science for use of abstractions in particular
and concrete situations.
Q. 2 Develop five tests from general science for the assessment of abstractions.
79
4.4 DEVELOPING TESTS FOR ASSESSING APPLICATION SKILLS
The “ability to apply” implies that with appropriate training, practice, and other kinds of
help, the learner becomes able to apply principles and generalizations in solving
problems that are new to him/her.
4.4.1 Application of Principles and Generalizations to New Problems and Situations

Application is “the use of abstractions in particular and concrete situations. The
abstractions may be in the form of general ideas, of procedures, or generalized methods.
The abstractions may also be technical principles, ideas, and theories which must be
remembered and applied.
The ability to apply principles and generalizations to new problems and situations is a
type of educational objective which is found in most courses of instruction beginning
with the elementary school and is increasingly stressed at the high school, college,
graduate and professional school levels.
Teachers and curriculum makers have long cognized that a student does not really
“understand” an idea or principle unless he/she can use it in new problem situations. Thus
application is frequently regarded as an indication that a subject has been adequately
mastered. More commonly, teachers and curriculum makers have stressed this objective
in its own right. They have regarded the ability to apply principles and generalizations to
new problems and situations as one of the more complex and difficult objectives of
education. They may see it as important because it makes the learning constantly useful
in problem solving, it enables the student to gain some degree of control over various
aspects of his environment and the problems it posses, or it represents one of the learning
outcomes which enable a student to cope with conditions and problems in a complex and
rapidly changing society. Then too, the student who has demonstrated a high level of
ability in this type of objective has acquired an intelligent independence which in part
frees him from continued dependence on teachers, experts, and other adult authorities.
Finally there is some evidence that once the ability to make applications is developed, it
is likely to be one of the more permanent acquisitions in learning. If the ability is retained
well, in part because it is so serviceable, then it becomes an especially important
objective for education, whenever it is appropriate.
4.4.2 The ability to Apply

Level “three” in the hierarchy of educational objectives, ability to apply knowledge
builds on the first and second categories of knowledge and comprehension. The issue is
not whether the student merely knows something or understand it but rather he is also
able to apply his/her knowledge and understanding in the solution of new problems in
new situations.
Example:
General Science
After each exercise number on the answer sheet, blacken the one lettered space which
designates the correct answer. When a geyser first begins to erupt, hot water overflows at
80
the orifice and this is followed by a rush of steam, mingled with hot water. The first
overflow of hot waster aids in the production of steam, because:
 less water needs to be heated
 more water can seep into the fissure from the surrounding rocks
 the higher the pressure, the greater the steam produced
 the higher the pressure, the lower the temperature at which steam is produced.
 the water which overflows is necessary below 2100f in temperature.
In this example the student must determine the principles used in the production of steam
which might apply to each of the distractions. He/she then determines whether this is
realistic in so far as the reaction is concerned. This leads him/her to choice.
4.4.3 Testing for Application

1. The problem situation must be new, unfamiliar, or in some way different from
those used in the instruction. The difficulty of the problem will be determined in
part by how different it is from problems encountered during instruction.
2. The problem should be solvable in part by the use of inappropriate principles or
generalizations.
3. One or more of the behaviours listed under “ability to apply” should be sampled by
the test problem.
4. The problems for application behaviours have been classified into four groups,
namely, A, B, C, D, E, F, G, and H.
4.4.3.1 Test Problems for Application Behaviour A and B

The student can determine which principles or generalisations are appropriate or
relevant in dealing with a new problem situation. (Problem situation – A).
The student can restate a problem so as to determine which principles or

generalizations are necessary for its solution. (Problem situation – B).
In this type of problem, the students do not actually have to solve the problem
completely; all they need to do is determine the principles or generalizations which are
appropriate. In the following examples, it will be noted that examinees must do little
more than exhibit a grasp of what the problem is about and what principles or
generalizations are relevant, useful, or pertinent. One cannot be sure from such problems
that the students could actually solve the problem in a detailed way, but one can be sure
that they have some grasp of what is required. The great value of this grasp of problem is
the efficiency with which one can sample a great variety of problems and principles of
generalizations.
Directions: For each statement of fact below, blacken the answer space corresponding to
the one explanatory principle, from the list preceding the statements, which is most
directly useful in explaining the fact. If none of the principles listed is applicable, blacken
answer space E. NOTE THAT EACH ITEM REQUIRES ONE ANSWER ONLY.
Explanatory principles [A-E]
81
2 Force is equal to mass times acceleration
3 Friction exists between any two bodies in contact with each other.
4 Conservation of momentum
5 Conservation of energy
6 None of the foregoing
1. to be opened slowly a given door requires a small greater a small force; to be

opened quickly it requires a much greater force.
2. The velocity of a body moving along a curve cannot be constant
3. A brick can be pulled along a fairly smooth surface by means of a string; the string
would break, however, if jerked sharply.
The next set of questions is very similar to the preceding set. However, the problems are
more likely to be different from the illustrations used in the instruction given to explain
the principles. It would be slightly more difficult if the student were asked to supply new
illustrations for the principles or to state the principles relevant to each fact or
observation.
Direction: Blacken the answer space corresponding to one principle which is most useful
in explaining each statement of fact.
a. Force is equal to mass times acceleration
b. The momentum of a body tends to remain constant
c. The moment or turning effect of a force is proportional to its distance from the axis
of rotation
d. Friction exists between bodies in contact and moving bodies in contact and moving
with respect to one another
e. The sum of kinetic and potential energies in an isolated system is a constant
a. Shears used to cut sheet metal having long handles
b. The force exerted on a broke by the driver’s foot is much less than that exerted on
the broke drums
c. A rocket can propel itself in a vacuum
d. If a rapidly rotating grindstone bursts, the fragments fly outward in straight lines
e. Streamlining an automobile reduces the amount of power necessary to maintain a
speed of 60 miles per hour.
4.4.3.2 Test Problems for Application Behaviour C and D

The student can specify the limits within which a particular principle or generalization
is true or relevant. (Problem situation – C).
The student can recognise the exceptions to a particular generalisation and reasons for
them. (Problem situation – D).
When these behaviours are being tested, the problems should include applications which
go beyond the limits of the generalization or principle as well as applications where the
generalization or principle is applicable. It should be remembered that these problems
have the purpose of determining whether or not the student is aware of the boundary
82
conditions under which the principles or generalizations are operative. For the most part,
the evaluation procedures for these behaviours can relatively simple, and may be asked to
do little more than recognizing or supply illustrations which are within or outside the
limits and in some cases to indicate the reasons the application or illustration is outside
the limits within which the principles or generalization is true, useful, or relevant.
In the following question, the student is to recognize the limits, special conditions, or
assumptions under which generalization or principle may be true or useful. This type of
behaviour is essentially useful in subjects where principles or generalizations have
limited applicability. The form suggested here is the simple form for testing this
behaviour.
Example:
The statement is made that the altitude of the celestial pole is equal to the geographic
latitude of the observer. This is correct
a. if the diameter of the earth is considered negligible compared to the distances to the
stars.
b. Only if the earth is considered spherical
c. only if the latitude is measured from the plane of the ecliptic
d. only if the observation is made at 12:oo noon
e. Only if the altitude of the celestial pole is equal to its zenith distance.
Example:
The best economic system is that one which allows individuals the most freedom to
pursue their own interests. In so doing, they will complete one with another, the end
result being to the benefit of society.
1. A necessary condition if the theory stated in the quotation is to be true is that
a. Government regulate the prices of a few basic commodities and let
individuals make their decisions accordingly.
b. Individuals have access to the necessary information
c. Individuals be morally sound
d. Government be made up of experts
2. If true, which of the following is best evidence against the application of the theory
stated in the quotation?
a. Individuals, when left free to pursue their own interests, have unequal
incomes
b. Ever increasing concentration of capital is accompanied by continuous
reduction in prices.
c. Individuals have other motivations in addition to the desire for profit
d. Government with unlimited power tend towards corruption
4.4.3.3 Test Problems for Application Behaviour E

The student can explain new phenomena in terms of known principles or
generalisations. (Problem situation – E).
83
The problems testing for this behaviour should include new phenomena, new
illustrations, or new situations which must be explained by use of principles or
generalizations. The explanations most frequently take the form “A occurs because of Y”,
where “Y” is a particular or generalization. The explanation may use the principle or
generalization to show why something happens how it happens or under what conditions
it occurs.
The following questions require a relatively precise recognition of the principles or

generalization which can explain the given phenomena. These simple test forms are
useful for a wide range of application problems.
Example:
If one frequently raises the cover of a vessel in which a liquid is being heated, the liquid
takes longer to boil because
a. Boiling occurs at a higher temperature if the pressure is increased.
b. Escaping vapour carries heat away from the liquid
c. Permitting the vapour to escape decreases the volume of the liquid
d. The temperature of a vapour is proportional to its volume at constant temperature
e. Permitting more air to enter results in increased pressure on the liquid
4.4.3.4 Test Problems for Application Behaviour F

The student can predict what will happen in a new situation by the use of appropriate
principles or generalisations. (Problem situation – F).
In tests for this behaviour, the new situation may be a common observation, or it may be
a situation in which something has happened or will happen and for which the student is
to predict the outcome. The predictions may involve qualitative or quantitative changes
likely to occur. With respect to the quantitative changes the predictions may be very
precise or only accordingly to rough orders of magnitude. The difficulty of the problem
may be determined by the precision with which the change must be estimated or
calculated in many of the problems, the student must use a principle or generalization to
predict but may not be asked to state or cite the basis for the prediction. In other
problems, the student must not only predict but also indicate the basis for the prediction/
Example:
Suppose an elevator is descending with a constant acceleration of gravity “g”. if a
passenger attempts to throw a rubber ball upward, what will be the motion of the ball
with respect to the elevator? The ball will
a. remain fixed at a point the passenger releases it
b. rise to the top of the elevator and remain there
c. not rise at all, but will fall to the floor
d. rise, bounce, then move towards the floor at a constant speed
e. rise, bounce, them move towards the floor at an increasing speed
84
4.4.3.5 Test Problems for Application Behaviour G
The student can determine or justify a particular course of action or decision in a new
situation by the use of appropriate principles and generalisations. (Problem situation – G).
This behaviour involves decision making of some type-on policy, practical occurs of
action, ways of correcting a particular situation, and so forth-and the use of principles or
generalizations to support or justify the action or decision. Behaviour G is especially
relevant to policy decisions in the social sciences.
4.4.3.6 Test Problems for Application Behaviour – H

The student can state the reasoning he/she employs to support one or more principles
or generalisations in a given problem situation. (Problem situation – H).
Behaviour “H” is the most complex behaviour application, since it requires the examinee
to explain the reasoning used as well as to determine the principles and generalizations
which are relevant to a given situation.
It is likely that items of the essay form could well be used in testing for this type of
behaviour.

Q. 1 Construct test items appropriate to the evaluation of application and analysis
objectives.
Q. 2 Try to write objectives for the sub-categories within the application and analysis
level.
Key Points
1. Comprehension is defined as the ability to grasp the meaning of material.
2. Application refers to the ability to use learned material in new and concrete
situations.
3. Translation involves student’s ability to paraphrase or describe other things into an
easily understandable language.
4. Interpretation involves not only the students’ ability to rephrase or translate a
communication but also his ability to “identify and comprehend the major ideas
which are included in it as well as understand their interrelationships”.
5. The distinction between the category (comprehension) and category (application) is

that whereas the student who comprehends can demonstrate application when
specifically asked to do so.
6. The “ability to apply” implies that with appropriate training, practice, and other
kinds of help, the learner becomes able to apply principles and generalizations in
solving problems that are new to him/her.
85

For question i, read the relevant section.

For questions i-iii, read the relevant section.

For questions i-ii, read the relevant section.

For questions i-ii, read the relevant section.
REFERENCES
Bloom, B. S. (Ed.) (1956). Taxonomy of Educational Objectives: The Classification of

Educational Goals; David McKay Company, Inc.
Metfessel, N., Michael, W., and Kirsner, D. (1969).Instrumentation of Bloom’s and

Krathwohl’s Taxonomies for the Writing of Educational Objectives. Psychology in
the Schools, 4(3), 227-231.
86
Unit–5
ASSESSMENT OF HIGHER ABILITIES
Written By:
Reviewed By:
87
TABLE OF CONTENTS
Page No.
Introduction ................................................................................................................. 89
Learning Outcomes ................................................................................................ 89
5.1 Assessment of Higher Ability Skills ................................................................. 90
5.2 Developing Tests for Assessing Different Categories of Analysis Skill ........... 90
5.2.1 Analysis of Elements ............................................................................... 90
5.2.2 Analysis of Relationship ......................................................................... 91
5.2.3 Analysis of Organizational Principles ..................................................... 92
5.2.4 Evaluation Techniques for Analysis Objectives...................................... 92
5.2.4.1 Testing Procedures used to Evaluate Analytical Abilities ......... 93
5.2.4.1.1 Test Problems for Analysis of Behaviour (A) ........ 93
5.2.4.1.2 Test Problems for Analysis of Behaviour (B) ........ 94
5.2.4.1.3 Test Problems for Analysis of Behaviour (C) ........ 95
5.2.4.1.4 Test Problems for Analysis of Behaviour (D,E,F).. 96
5.3 Developing Tests of Assessing Different Levels of Syntheses Skill ................ 98

5.3.1 Production of Unique Communication.................................................... 98
5.3.2 Production of Plan or Proposed Set of Operations .................................. 98
5.3.3 Derivation of A Set of Abstract Relation ................................................ 98
5.3.4 Evaluation Techniques For Syntheses Objectives ................................... 98
5.3.4.1 Test Problems for Synthesis A ................................................... 100
5.3.4.2 Test Problems for Synthesis B ................................................... 100
5.3.4.3 Test Problems for Synthesis C ................................................... 100
5.4 Developing Test for Assessing Different Levels of Evaluation ........................ 103
5.4.1 Judgment in terms of Internal Criteria..................................................... 103
5.4.2 Judgment in terms of External Criteria ................................................... 103
5.4.3 Evaluation Techniques for Evaluation Objectives .................................. 103
88
INTRODUCTION
Higher order abilities include analysis, evaluation and creativity. These abilities/skills
incorporate lower order thinking abilities/ skills like remembering, understanding and
applying. The purpose of teaching is to educate and facilitate higher order thinking skills.
Effective participation in a rapidly changing society also requires higher order thinking
skills.
Assessment must not be restricted to knowledge and comprehension abilities. Instead,

while assessing learning outcomes, test developers must include certain questions which
could assess higher order abilities of students. This chapter will guide you in developing
tests for higher order abilities. Moreover, it will also guide you evaluation techniques for
objectives of higher order abilities.
Learning Outcomes
1. understand different categories of higher order abilities
2. develop tests for the higher order abilities
3. evaluate the higher order abilities of students
89
5.1 ASSESSMENT OF HIGHER ABILITY SKILLS
Higher-order abilities basically mean such thinking that takes place in the higher-levels of
the hierarchy of cognitive processing. Bloom’s Taxonomy is the most widely accepted
hierarchical arrangement of this sort in education and it can be viewed as a continuum of
thinking skills starting with knowledge-level thinking and moving eventually to
evaluation-level of thinking.
When we promote higher-order abilities then, we are simply promoting thinking, along with
the teaching methodologies that promote such thinking, that takes place at the higher levels of
the hierarchy just provided, notably application, analysis, synthesis, and evaluation.
Critical/creative/constructive thinking is closely related to higher-order thinking; they are

actually inseparable. Critical/creative/constructive thinking simply means thinking
processes that progress upward in the given direction. First one critically analyzes the
knowledge, information, or situation. Then they creatively consider possible next-step
options, and then finally, they construct a new product, decision, direction, or value.
The assessment of Higher-order cognitive skills are said to be more difficult to measure
than simpler skills; they involve the orchestration and practical use of simpler skills,
which are easier to teach and to assess.
This chapter will provide you the detailed guidance of assessment of higher abilities.
Examples are also provided from physical sciences; which will certainly help you in
assessing higher abilities.
Answer the following questions.
i. What are higher ability skills?
ii. What is the need of assessing higher order skills?
iii. Discuss why does the assessment of higher order skills different?
5.2 DEVELOPING TESTS FOR ASSESSING DIFFERENT

CATEGORIES OF ANALYSIS SKILL ANALYSIS
• Analysis involves the student’s skills in BREAKING an idea down into its parts
and showing that he/she understands their relationships.
• It is one of the important objectives of any field of study.
• It deals how one idea relates to another.
Test items can be subcategories into three subcategories.
5.2.1 Analysis of Elements

Example: General Science
You have learned that the concentration of a salt solution may be standardized by adding
salt until a fresh egg will float in it. This assumes that all eggs have almost the same.
A. Volume
B. Weight
C. Shape
D. Density
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Example: Physics
Objective: to find whether the student is able to detect assumptions.
Galileo investigated the problem of the acceleration of falling bodies by rolling down
very smooth plans inclined at increasing angles, since he had no means of determining
very short intervals of time. From the data obtained he extrapolated for the cases of free
fall. Which of the following is an assumption implicit in the extrapolation?
1. That air resistance is negligible in free fall
2. That objects fall with constant acceleration
3. That the acceleration observed with the inclined plane is the same as that involved
in free fall
4. That a vertical plane and one which is nearly so have nearly the same effect on the
ball.
You will note from this example student is thrust into a situation similar to that of Galileo
must have confronted. How different this approach is from asking the student to state the
law or work a sample problem!
He must take what he knows and draw certain conclusions, however, in drawing those
conclusions he must be conscious of any assumption he is making for if they are untrue
they would invalidate the conclusions.
5.2.2 Analysis of Relationship

Analysis of relationship is next category to analysis of elements. It deals with certain
questions, such as:
 What are the relationship between hypothesis and conclusions?
 Can the student detect logical fallacies in the reasoning leading to a conclusion?
 Can he tell the difference between cause and effect relationship and consequences?
Example: Physics
Objective: To ascertain the student’s abilities to detect cause and effect relationship.
Items 1-7
A piston is pushed down in a cylinder of air (as shown in the allied material). After each
item number on the answer sheet, blacken the space.
A. If the statement is true and reason given is true
B. If the statement is true and reason given is false
C. If the statement itself is false
1. The gas heats up because the average kinetic energy of the molecules has
been increased.
2. The number of molecules is increased because the gas heats up
In this example, the student must judge whether there is a cause effect relationship as
distinct from a sequential type of relationship.
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5.2.3 Analysis of Organizational Principles
• It is usually written in essay form and is characteristic of the essay question.
• These are asked in advanced placement courses or college classes.
5.2.4 Evaluation Techniques For Analysis Objectives

Dear students, as we have already studied that analysis is the breakdown of a
communication into its constituent elements or parts such that the relative hierarchy of
ideas is made clear and or the relations between the ideas expressed are explicit.
Analysis is more common at secondary school and higher education level as compare to
elementary school objectives.
Analysis presupposes that the individual not only can comprehend what has been stated
in document but also can separate himself from the message to view it in terms of how it
does what it does.
Analysis requires the students to see the underlying ideas employed in a document.
There is common misconception that analysis objectives are very difficult to teach and
learn. In a fast moving and rapidly changing society, analytical abilities are very
necessary in order to go below the surface manifestations to explore the basis for these
changes and distinguish those which are real and fundamental from those which are not.
Analysis is required in such situations where a deeper understanding is required before
decisions are reached, problems are attacked, or significant evaluations are made.
There is possibility that once analytical abilities are developed in a number of fields of
knowledge, they can be applied to new problems in a creative way. It is also likely that
once such abilities are developed to a reasonable degree, they will be retained and will be
available to the individual long after he has forgotten much of the detailed knowledge.
The writing of analysis objectives is very important. All objectives must involve some
ability to recognize, identify, classify, distinguish, discriminate, or relate particular
qualities or characteristics of a work.
The ability or skill acquired as result of analysis can be used on new problems,
materials, or situations, and that the adequacy of the student’s analysis is to be judged
against the ability of some expert or experts to make a similar analysis with the same
givens.
Here two terms are important.

a. New problems, materials ,or situations
b. The ability to analyze
a. New problems, materials, or situations

The ability to recognize unstated assumptions or to distinguish factual from
normative statements is likely to be developed by practice in doing what is
suggested by the objective with real material in a learning situation.
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The evaluation of analysis abilities and skills requires that the students demonstrate
the appropriate behaviour in a new problem or situation.
The selection of new material and situation on which student is to be evaluated

requires fine judgment on the part of evaluator.
The new problem, material or situation must be selected from work or documents
that already exist.
Real materials are more interested than abstract ones.
b. The ability to analyze

The ability to analyze is a complex set of skills and behaviours which the student
can learn through practice with a variety of materials. Teacher’s help is requires in
this respect. Practice without guidance, help, and corrections are not likely to be
effective. Practice on materials’ which vary in difficulty, complexity, form, and
other aspects is likely to be more effective for learning these skills than is repeated
practice on the same kind of material.
In terms of student’s behaviour, the ability to analyse might include the behaviours
from A to F.
Testing for Analysis

Requirements for making analysis test items from the earlier description of behaviours
and new situations. Some of the requirements are as below:
1. The problem situation, document, or material to be analyzed must be new,
unfamiliar, or in some way different from that used in instruction.
2. The new situation, document, material should be available to the student as he
makes the analysis ,and he should be able to refer to it as he makes the analysis,
and he attempts to answer the questions or solve the problems posed by the
evaluator.
3. One or more of the behaviours listed in the subsection on ability to analyze should
be sampled by the test problem.
4. The adequacy of particular analysis should be determined by a comparison with
that made by competent persons in the field or by a judgment of the adequacy with
which evidence is used to infer particular unstated qualities or characteristics.
5.2.4.1 Testing Procedures used to Evaluate Analytical Abilities
5.2.4.1.1 Test problems for Analysis of Behaviour (A)

The student can classify words, phrases, and statements in a document using given
analytic criteria (A)
• It is the simplest type of analysis.
• This type of analysis is first step in overall analysis
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• The questions attempt to determine whether or not the student recognizes the
function, purpose, or use made of the particular elements in the document.
Example
A biological situation is listed below. In each situation, a specific phenomenon is
underlined {italicized}.after each situation is a numbered list of students, each of which
may or may not be directly related to the specific phenomenon.
Directions: for each numbered statement blacken the answer space, in accordance with
the series of choices given below, which best characterizes the statement.
Blacken answer space

A- If the statement helps to explain the cause of the phenomenon
B- If it merely describes the phenomenon
C- If it describes a consequence of the phenomenon
D- If the statement does not directly relate to the phenomenon
A flower box is kept near a south window. All the plants in the box bend towards the
window.
1. The plants were exposed to unequal illumination on opposite sides.
2. Growth rates differ on the exposed and shaded portions of the stems.
3. Cell division proceeds at a greater rate on the exposed side.
4. The plants receive an increased illumination due to the bending
5. The plants exhibits positive phototropism
6. Within certain limits, cell elongation is directly proportional to the quality of active
auxin present.
In these items, the student must determine the way in which the statements are related to
the phenomena described, only one of which has been included above. It is clear that the
student must have a good deal of knowledge about each phenomenon before he can make
the relatively simple type of analysis required here.
5.2.4.1.2 Test Problems for Analysis Behaviour (B)

The students can infer particular qualities or character not directly from clues available in
the document (B)
Students recognize a variety of clues in the document and to use these as a basis of his
inferences.
This behaviour emphasizes on specific qualities, characteristics or elements.
For an evaluation of this behaviour, it is necessary for the student to have the document
or material available to refer to as frequently as he needs.
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In some situations for the student well enough remembering of document in memory may
be required.
Example
[The student has the paper available for reference during the examination]
1. In Leibnitz’ discussion of “quality of motion”. His first assumption establishes
A- A definition of the term” force” acquired by a body in falling from height A
B- A relationship between falling bodies and bodies projected upward against
gravity
C- That the momentum acquired by a body falling from height h is sufficient to
carry it back to height h
D- The equivalence of weight and motive force.
2. His second assumption establishes

A- A definition of the term “force”
B- A relationship between height of fall and velocity acquired
C- A relationship between height of fall and weight of body
D- The special case arising in consideration of machines
3. In discussing the separation of particles, Lavoisier does not assert or assume that
A- Anybody expanded by heating can be contracted by cooling
B- There is a range of attainable temperature below the point at which bodies
remain constant in size despite further cooling
C- The size of the individual particles is unaffected by heat
D- There is a point on the temperature scale below which further marking are
meaningless.
It is to be noted that the student is to determine the effect of the assumptions made by the
writer. While these questions relate to the entire document or investigation, they deal
primarily with the more immediate effect of particular element in the paper.
5.2.4.1.3 Test Problems for Analysis Behaviour C

The students can infer from the criteria and relations of material in a document what
underlying qualities, assumptions, or conditions must be implicit required, or necessary. (C)
In this behaviour the emphasis is on the entire document or idea, although analysis still
deals with particulars which have bearing on the document as a whole.
Example
Geologists subscribe to the hypothesis that the earth has been shrinking. Which of the
following is the best evidence for this hypothesis?
A- The earth is not a perfect sphere
B- The density of the interior of the earth is considerably higher than that of the
surface layers.
C- The force of gravity varies in different parts of the earth.
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D- The earth came originally from the sun as heterogeneous material and has been
readjusting to the force of gravity.
E- Mountain ranges consist of series of folds.
In this example the student is to determine which type of evidence supports a particular
theoretical statement. The problem of relating evidence to theory could be put in different
forms. The above example requires that student must have a good deal of prior
knowledge about theoretical statements before he can make the type of analysis required.
5.2.4.1.4 Test Problems for Analysis Behaviours D,E,F

• The student can use criteria(such as relevance, causation, and sequence) to discern
a pattern, order, or arrangement of material in a document (D)
• The student can recognize (the organizational principles or patterns on which the
entire document or work is based (E)
• The document can infer the particular framework, purposes’ and point of view on
which the document is based (F)
All three type of behaviour require the student to make particular kinds of analysis in
which he is able to discern the pattern, organizational principle, framework, or point of
view on which an entire work is based.
Appropriate test problems for these types of analysis behaviours require the student to
relate the entire work to a given analytical question or problem.
Example
1. The falling of mass in the work [a sculpture]results from;
A- The material
B- The colour
C- The form
D- The treatment of surface
2. The sculpture is unified chiefly by;

A- Repetition of parallel planes
B- Color, texture, and repetition of lines and volumes
C- Bilateral symmetry
D- Repetition of identical shapes
3. One principal movement in the sculpture is created by;

A- The parallel turning of front and back planes of the figure
B- A single cylindrical volume running from top to base
C- An unbroken curve encircling the figure
D- A vertical core-line extending from top to base
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4. Linear movements felt in this work are;
A- Vertical
B- Diagonal
C- Horizontal
D- All of these
5. The principal linear movements in the sculpture are;

A- Repeated by the volumes, and repeated by the grain of the wood
B- Repeated by the volumes, but opposed by the grain of the wood
C- Opposed by the volumes and opposed by the grain of the wood
6. The medium affects the work chiefly;

A- By limiting the nature of the design
B- By its colour and grain
C- By its structure and hardness
D- By the difficulty of carving it
7. The work is best described as;

A- Close representation of the natural object
B- Selective representation of the natural object
C- Abstraction based upon geometrical principles
D- Nearly non objective
These questions are all related to new work of sculpture presented to the students at the
time of the examination. The first two questions attempt to evaluate the student’s ability
to discern particular aspects of the arrangement of material and form (behavior D).
The next four test the student’s recognition of some of the organizational principles
underlying the work (E)
While the last question focuses on the overall framework or quality of the sculpture (F)
Q. 1 Attempt all questions

i. How does a teacher assess the analysis of elements skill of a student? Give
examples
ii. How does a teacher assess the analysis of relationships skill of a student? Give
examples
iii. How does a teacher assess the analysis of organizational principles skill of a
student? Give examples
iv. What are evaluation techniques for analysis objectives? Describe in detail.
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5.3 DEVELOPING TESTS FOR ASSESSING DIFFERENT LEVELS OF
SYNTHESIS SKILL
 It implies almost the converse of analysis.
 Synthesis involves putting elements together to form a new pattern.
 It provides students an opportunity for originality and creativity.
Three Subcategories of Synthesis Skill Are:
5.3.1 Production of Unique Communication
• This kind of production involves such abilities as being able to write sciences
fiction, to tell a story of incident well, or to speak on the spur of the moment.
• It could involve secondary school student in a number of practical activities.
Example: Science
You have read the book entitles……Take one of the following positions and write a 500
word essay defending your position.
I agree with the author because …………….
I disagree with the author because…………..
5.3.2 Production of a Plan or Proposed Set of Operations

 This type of question can be very challenging to your students. It encourages them
to device ways of testing hypotheses.
 Teachers can actively involving their student in the process of inquiry.
 All good teachers try to develop this kind of inquiry in one way or another.

Objective: To assess the student’s capacity for original thinking.
You have learned that the earth is round and know one method for demonstrating this
fact. Can you think of another plan for demonstrating this phenomenon?
5.3.3 Derivation of a Set of Abstract Relations

This subcategory requires your students to analyze a phenomenon and then formulate a
hypothesis to explain the factors involved.
5.3.4 Evaluation Techniques for Synthesis Objectives

As you know synthesis is putting together of elements and parts so as to form a whole. This
involves the process of working with pieces, parts, elements, etc., and arranging and
combining them in such a way as to constitute a pattern or structure not clearly there before.
Creativity has been viewed as a kind of self expression in which a student is urged and
helped to produce something novel or different, bearing the stamp of his personal
uniqueness and individuality. Creativity is the reaction of authoritarian modes of teaching
and rote learning.
Synthesis is a kind of divergent thinking in that it is unlikely that the right solution to a
problem can be set in advance.
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In synthesis, each student may provide a unique response to the question or problem
posed, and it is the task of the evaluator to determine
a. the merits of the responses in terms of process exhibited
b. the quality of the product
c. Quality of evidence and arguments supporting the synthesis work.
In the revised Bloom’s taxonomy, synthesis is renamed as creativity and it is considered

as the higher order skill.
Synthesis represents one of the terminal outcomes of education. Synthesis is one of the
highest objectives of education in that the individual becomes a scholarly or artistic
craftsman in his own right.
Synthesis could cause the pride for students as it develops confidence for unique
creativity.
Synthesis is one of the important educational objectives.
In the fast moving society, there is need for creativity and uniqueness to solve the
problems.
For further reading about objectives related to synthesis, please read the following pages:
P 194-195
Synthesis Objectives
Synthesis objectives must involve the student’s developing some new organization of
material and ideas to meet the requirements of a problem or task to express some feelings
or ideas.
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The problem or task must be a new for the student; otherwise the outcome might be a
“remembered synthesis” rather than a “new one” produced by the student. It is not
necessary that the problem must be new in the field –instead it must be new to the
student.
Similarly the synthesis does not necessarily require a “new” solution –instead it requires
unique development
Synthesis requires something unique and different from student. The role of a teacher is
not like pedagogue but as guider and coach.
The judgment about the product as a result of synthesis is not pass-fail or a series of
grades. Rather, like more formative judgments, they are directed to help the students, find
aspects of his work which are adequate as well as aspects of his work which could be
improved or strengthened.
For synthesis, the emphasis is on quality of products created rather than on the specific
processes or behaviour involved in their creation.
We will present test illustrations under these subcategories

Production of unique communication (A)
Production of a plan or proposed set of operations (B)
Derivation of a set of abstract relations(C)
Testing for Synthesis

Here are some of the requirements for developing synthesis problems and tests:
Same 4 conditions of analysis will be applied
1. New situation, problem or task must be different in some way from those used in
instruction. The students may set the task or problem for himself or at least have
considerable freedom in refining it.
2. The student may attack the problem with a variety of references or other materials
available to him as he needs them.
3. The type of product developed may be one of the types listed under the general
category of synthesis or any other which is appropriate to the particular educational
objective being evaluated.
4. The adequacy of final product may be judged in terms of the effect it has on the
reader, observer, or audience; the adequacy with which it has accomplished the
task; or evidence on the adequacy of the process by which it was developed.
5.3.4.1 Test Problems for Synthesis A

Production of a unique communication
• Student is attempting to convey an idea to other
• Student must have in mind the effects to be achieved, the nature of the audience he
is attempting to influence or affect, the particular medium or form to be used
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(written, spoken, painted, etc),and the ideas, feelings, or experiences to be
communicated.
• Students must be given considerable freedom in defining task for himself or in
redefining the problem.
Example
Essay (suggested time: 2-2 ½ hrs)
Directions: Read the following comment on selections I and II of the reading materials
and answer the question based on them.
Comment: “each of the three statements-of a leading American policy planner, of

Britain’s (1951) Foreign Secretary, and of one of the Soviet Union’s official newspapers-
claims to prescribe indispensable conditions for the achievement of peace. But no one of
the statements really deals with the crucial factors which underline the conflict between
East and West. No one of them indicates the fundamental policies, both domestic and
foreign, which are necessary to achieve peace.”
Question: do you agree or disagree with this comment? In defending your answer, make
clear your views of the indispensable conditions, both within and between nations, of
lasting peace, and describe and defend a major line of policy which the United States
might now employ.
[your essay will be judged not in terms of the particular view which you accept but in
terms of the thoughtfulness and consistency of your essay as a whole, and the adequacy
of the information which you bring to bear upon the issues with which you deal. refer,
when appropriate, to authors read in the social sciences 3 course, but do not use such
references as a substitute for presenting your own consistent, coherent point of view.]
In preparation for this social science problem, the student is provided with several
readings relevant to the problem. The “comment” is intended to help him/her get stared
as well as to state the problem.
5.3.4.2 Test Problems for Synthesis B

Production of a plan or proposed set of operations
In this type of synthesis, students have to develop a plan or propose some procedure for
dealing with a task or problem. The plan or proposed set of operations should, in the view
of the student, meet the requirements of the task, provide for the specifications or data to
be taken into account, and satisfy the standards and criteria generally accepted in the
subject field. The student is not executing the plan; he is just proposing the necessary
operations.
Example
An experiment is being planned to determine the amount of radiation emitted through a
25 sq.ft. Opening in a furnace during a one minute period. A paper –thin flat sheet of
metal one foot square is held in the path of the radiation at a distance of five feet from the
opening. Its rise in temperature is measured by means of a thermocouple.
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Directions: you are to decide which of the following factors are important in this
experiment, for each factor below, blacken
Answer space A-if the factor must be take into account before even a rough estimate of
the amount of radiation emitted can be made.
Answer B- if the factor need be taken into account only if a fairly accurate estimate is
made.
Answer- if the factor is not likely to affect the estimate to any measureable degree
1. The shape of the metal sheet
2. The angle at which it is held relative to the opening
3. Whether the surface of the metal is blackened or shiny
4. The temperature of the room
In this illustration the student is not required to make his own synthesis-only to judge
particular details of a proposed set of operations. The value of this test form is that it can
sample a variety of details in a brief amount of time.
5.3.4.3 Test Problems for Synthesis C

Derivation of set of abstract relations
The student is to produce a set of hypotheses or explanations to account for given
phenomena; to create a classification scheme, explanatory model, conceptual scheme, or
theory to account for a range of phenomena, data, and observations; or to determine the
logical statements and hypotheses which can be deduced from a theory, set of
propositions, or set of abstract relations. The student’s work must meet the requirements
of the phenomena and the logical possibilities inherent in the relationships among the
phenomena or propositions.
Example
Imagine that you are able to travel into the future and study the culture of the United
States two thousand years from now. You find that at that time the majority of positions
of influence and honour are filled by women. When you question people, they tell you
that intelligence, kindness, and a respect for creative work are the ideal human attributes
and that women, by nature, excel men in these matters. Write an essay in which you
describe what other significant social changes might accompany the changes described
above.
Here the student is given more freedom to develop and illustrate a simple theory about
the social changes that might take place.
Read The Following Book For Further Reading:

Handbook on Formative and Summative Evaluation of Student Learning
Benjamin Samuel Bloom, John Thomas Hastings, George F. Madaus Pages 206-207
102
Q. 1 Attempt all questions
i. How does a teacher assess the analysis of “production of unique communication”
skill of a student? Give examples
ii. How does a teacher assess the “production of a plan or proposed set of operations”
skill of a student? Give examples
iii. How does a teacher assess the “production of a plan” skill of a student? Give examples.
iv. What are evaluation techniques for synthesis objectives? Describe in detail.
5.4 DEVELOPING TESTS FOR DIFFERENT LEVELS OF

EVALUATION SKILL
5.4.1 Judgment In Terms of Internal Evidence

It is important for the student to be able to detect fallacies in reasoning.

Objective: To determine whether the student can detect a valid categorical Syllogism.
All dogs are mammals
All cats are mammals
Therefore all cats are dogs.
By securing an introductory text on logic, you can devise a large number, of variations in
deduction that you can apply to science problems.
5.4.2 Judgment in Terms of External Criteria

The type of evolution discussed here is not frequently used in secondary or collegiate
education.
Example: Science History

Objective: To determine whether the student can evaluate a certain theory in terms of
specified criteria.
Dayton’s Atomic Theory is;

A. A good example of absolute truth.
B. A good example of the static view of science
C. Correct and led to more scientific discoveries.
D. Partially in error but led to more scientific discoveries.
E. Neither correct nor in error. Nothing more was done about it.
5.4.3 Evaluation Techniques for Evaluation Objectives

Making of judgment about a value, for some purpose of ideas, works, solutions etc.
It involves the use of:
a. Criteria
b. Standards
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Educational judgment is different from personal judgment. Personal judgments are rarely
base on some criteria and standards. On the other hand, evaluation found in educational
objectives is among the most complex cognitive behaviours. In the Bloom’s taxonomy of
educational objectives, evaluation is placed as the last category of objectives. Objectives
in this category require some competencies in all the previous categories of cognitive
domain i.e. knowledge, comprehension, application, analysis, synthesis. Evaluation is
higher order skill because the student is most likely required to make judgments about
something that he knows, analyzes, synthesizes, and so forth on the basis of criteria
which can be made explicit.
Educational objectives involving evaluation are found at secondary school and higher
educational levels. Curriculum makers include this kind of judgment relatively late in
educational process. In spite of its complexity, evaluation appears to be one of the most
important categories of educational objectives in our society. Citizens have to participate
meaningfully in the appraisal and evaluation of past as well as future decisions and actions.
As the societies are becoming complex and world is becoming a global village, it seems
evident that evaluation is the most relevant for education of citizens throughout the world.
Nearly all subjects, especially social sciences and physical sciences place more emphasis on
evaluation. New approaches to sciences and rapid communication about these developments
require that a person be able to suspend his judgments about the new while he makes
appropriate analysis and evaluation of it. The development of adequate evaluative behavior
and effective participation is specially required for a person’s well being in a rapidly changing
society where new choices, decisions, and consequences are ever present.
To see the examples of objectives under evaluation category, please read the following pages.
After observing these objectives, you will see that they involve some evaluate work,
policies, or situations among other things.
It can be inferred from these statements that the ability or skill is to be used on new
problems, materials, or situations, and that the adequacy of the student’s evaluation is to
be judged against the ability of some expert or experts to make a similar evaluation with
the same material or against an expert judgment about the adequacy of the criteria used
and the process by which the evaluations been made adequacy of the student’s evaluation
is to be judged.
New Problems, Materials, or Situations

Evaluation made by the student should be related to new works not treated this way in the
classroom.
By new, means the material which is new to student or which is unlikely to have been
evaluated in the same way by or for the student previously.
New material, problems and forth might be similar to those evaluated in the learning
situation in terms of difficulty or complexity.
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It is better that new material should be real in that it is selected from works, documents,
situations or other sources that already exist rather than expressly developed for the
evaluation problems.
Ability to evaluate
This refers to the ability to evaluate or judge works or other givens is a complex set of skills
and behaviours which the student is expected to learn through practice with a variety of
works and problems. As this ability is dependent upon the rest of the categories of
taxonomy –it includes in addition specific behaviours involving judgments and evaluation.
Evaluation objectives in terms of student behaviour
The student can make judgments of a document or work in terms of the accuracy,
precision, and care with which it has been made (internal accuracy; A)
The student can make judgments of a document or work in terms of the consistency of
the arguments; the relations among assumptions, evidence, and conclusions; and the
internal consistency of the logic and organization (internal consistency; B)
The student can recognize the values and points of views used in a particular judgment of
a work (internal criteria; C)
The student can make judgments of a work by comparing with other relevant works
(internal criteria; D)
The student can make judgments of a work by using a given set of criteria or standards
(external criteria; E)
The student can make judgments of work by using his own explicit set of criteria or
standards (external criteria; F)
Q. 1 Answer the following questions:

i. What is the criteria for judgment in terms of internal evidence?
ii. How does evaluation be done in terms of judgment in terms of external criteria?
iii. What are evaluation techniques for evaluation objectives? Describe in detail.
Key Points
1. Higher-order abilities basically mean such thinking that takes place in the higher-
levels of the hierarchy of cognitive processing.
2. Critical/creative/constructive thinking is closely related to higher-order thinking;
they are actually inseparable.
3. Critical/creative/constructive thinking simply means thinking processes that
progress upward in the given direction.
4. The assessment of Higher-order cognitive skills are said to be more difficult to
measure than simpler skills; they involve the orchestration and practical use of
simpler skills, which are easier to teach and to assess.
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5. Analysis involves the student’s skills in BREAKING an idea down into its parts
and showing that he/she understands their relationships.
6. Analysis of relationship is next category to analysis of elements.
7. Analysis requires the students to see the underlying ideas employed in a document.
8. The ability or skill acquired as result of analysis can be used on new problems,
materials, or situations, and that the adequacy of the student’s analysis is to be
judged against the ability of some expert or experts to make a similar analysis with
the same givens.
9. All three type of behaviour (D,E,F) require the student to make particular kinds of
analysis in which he is able to discern the pattern, organizational principle,
framework, or point of view on which an entire work is based.
10. Production of unique communication involves such abilities as being able to write
sciences fiction, to tell a story of incident well, or to speak on the spur of the
moment.
11. Creativity has been viewed as a kind of self expression in which a student is urged
and helped to produce something novel or different, bearing the stamp of his
personal uniqueness and individuality.
12. Synthesis objectives must involve the student’s developing some new organization
of material and ideas to meet the requirements of a problem or task to express some
feelings or ideas.

For answers i-iii, read the relevant section

For answers i-iv, read the relevant section

For answers i-iv, read the relevant section

For answers i-iii, read the relevant section
REFERENCES
Bloom, B.S., Hastings, J.H., Madaus, G.F. Handbook on Formative and Summative
Evaluation of Student Learning.
106
Unit–6
ASSESSMENT OF PRACTICAL SKILLS
Written By:
Zahoor Ahmad
Reviewed by:
Prof. Dr. Rabia Khatoon
107
TABLE OF CONTENTS
Page No.
Introduction ................................................................................................................. 109
6.1 The Nature of Practical Skills and Abilities ...................................................... 109

6.1.1 Coordination .......................................................................................... 110
6.1.2 Manipulation .......................................................................................... 110
6.1.3 Precision ................................................................................................ 111
6.1.4 Articulation ............................................................................................ 111
6.1.5 Creation ................................................................................................ 111
6.2 Developing Criteria for Assessment of Practical Skills. ................................... 112

6.2.1 Outcome Based Assessment Criteria ..................................................... 112
6.2.2 Process Based Assessment Criteria ....................................................... 112
6.2.3 Converting Assessments in Grades ....................................................... 112
6.2.4 The Moderation of Practical Grades ...................................................... 113
6.3 Assessment of Practical Skills .......................................................................... 114

6.3.1 Goals of Practical Work .......................................................................... 114
6.3.2 Evaluation System for the Laboratory..................................................... 114
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INTRODUCTION
All sciences have an empirical basis and that they involve practical pursuits and
activities. The development of practical skills and abilities must form an integral part of
the set of educational goals that is to be associated with science education. Thus practical
work has traditionally played a key part in all our Science Education programmes,
including those designed for the school level.
Learning Outcomes
1. explain nature of practical skills
2. develop tests for assessing of practical skills
3. establish evaluation system for the laboratory
6.1 THE NATURE OF PRACTICAL SKILLS AND ABILITIES

Practical skills and abilities can be defined as those that form an integral part of any
investigative process in science and through which the investigator obtains firsthand
experience of some scientific phenomenon or relationship. The following broad stages
are associated with experimental work in science.
i) The perception and formulation of a problem to be solved by practical means.
ii) The design and planning of an experimental procedure for solving the problems.
iii) The setting up of the experiment and its execution.
iv) The conduct of measurements /observations and their systematic recording.
v) The interpretation and evaluation of the experimental observations and data.
These foregoing stages can vary from case to case.

Only two, i.e. iii &iv of the above mentioned five stages are practical in nature. The other
stages are theoretical although they form an integral part of experimental work. They do
not involve or depend upon the exercise of manipulative and observations skills. For this
reason, it is widely accepted that abilities and skills associated with these activities can be
readily assessed by means of written test students’ knowledge about experimental
procedures and their ability to interpret data and information.
Assessment – what is it for?

1. To motivate students to learn
2. To punish those who do not!
3. To provide feedback – ‘it’s about getting to know students and the quality of their
learning’ (Rowntree 1987)
4. To improve the quality of the learning
5. As a ‘quality control’ check for our teaching
6. With vocational courses, to ensure graduates are ‘fit for purpose’ as well as ‘fit for
award’
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Assessment of practical skills – why?
1. Practical skills are central to professional practice
2. It defines what students take to be important (Rowntree 1987)
3. If delegated to staff in placements:
4. Lack of consistency between assessors
5. Seen as less important than other subjects
6. To assess competence
Assessment of practical skills – how?

In the workplace
1. Students work with one or more supervisors or mentors
2. Continuous assessment - the supervisor observes the student’s performance over a
period of time and indicates when competence is reached
3. Can take into account the views of other members
4. Assessment usually developed in partnership with academic members.
6.1.1 Coordination
The integration of activities, responsibilities or skills and abilities of putting information
in systematic order
1. Recording—tabulating, charting, working systematically, recording completely
2. Comparing—noticing how things are alike, looking for similarities, noticing
identical features
3. Contrasting—noticing how things differ, looking for dissimilarities, noticing unlike
features
4. Classifying—identifying groups and categories, deciding between alternatives
5. Organizing—putting items in order, establishing a system, filing, labeling,
arranging
6. Outlining—employing major headings and subheadings, using sequential, logical
organization
7. Reviewing—identifying important items
8. Evaluating—recognizing good and poor features, knowing how to improve grades
9. Analyzing—seeing implications and relationships, picking out causes and effects,
locating new problems
6.1.2 Manipulation
Manipulative skills are a category of motor skills—those skills and abilities of handling
materials and instruments.
1. Using an instrument—knowing the instrument’s parts, how it works, how to adjust
it, its proper use for a given task and its limitations
2. Caring for an instrument—knowing how to store it, using proper settings, keeping
it clean, handling it properly, knowing its rate capacity and transporting it safely
3. Demonstrating—setting up apparatus, describing parts and functions and
illustrating scientific principles
4. Experimenting—recognizing a question, planning a procedure, collecting data,
recording data, analyzing data and drawing conclusions
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5. Constructing—making simple equipment for demonstrations and investigations
6. Calibrating—learning the basic information about calibration, calibrating a
thermometer, balance, timer and or other instrument
6.1.3 Precision
The ability of a measurement to be consistently reproduced. Refinement in a
measurement, calculation, or specification, especially as represented by the number of
digits given.
6.1.4 Articulation or Communication

Ability to express and receive written, verbal and/or non-verbal language and the ability
to interact with others in a respectful and professional manner:
1 Speak, read, listen and write in the English and/ or National language at a level that
provides for safe and accurate understanding of words and meanings.
2 Recognize own non-verbal signals and interpret those received from others while
considering individual differences in expression and associated meaning.
3 Elicit and respond to information from clients, colleagues and others
6.1.5 Creation
Creative skills and abilities of developing new approaches and new ways of thinking
1. Planning ahead—seeing possible results and probable modes of attack, setting up
hypotheses
2. Designing—identifying new problems
3. Inventing—creating a method, device, or technique
4. Synthesizing—putting familiar things together in a new arrangement, hybridizing,
drawing together.
Activity 1
This website is related to practical skills and abilities. I assure you will find useful
information about topic.
http://usemyability.com/resources/skills/practicals.html
Now enlist the skills and abilities on this and others sites.

i. What is the use of assessment of practical skills?
ii. Why is it necessary for science teachers to assess practical skills?
iii. How do teachers assess practical skills in laboratory?
iv. Discuss the significance of communication in science.
v. In your point of view, what is the role of creativity in science learning?
vi. What kinds of skills and abilities are needed in students to perform practical in
Labourites?
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6.2 DEVELOPING CRITERIA FOR ASSESSMENT OF PRACTICAL SKILLS
There arises a question that the qualities mentioned in table 5.1 (of allied material) are bias in
nature whether this type of treatment can be justified? Apparently the alternative is to focus
on the outcomes of practical work. It should be noted that, traditionally, the assessment of
students’ practical abilities in science subjects has been based on the outcomes of practical
exercises carried out by them, the assumption being that a high co-ordination exists between
the results achieved by them and the quality of their practical processed.
A number of studies undertaken in recent years suggest that this correlation is far from
high. We can cite the example of Buckley in the subject of chemistry. The conclusion
derived from such a test was that we cannot simply infer a student’s practical competence
form the outcomes of practical exercises.
6.2.1 Outcome Based Assessment Criteria

Outcomes based assessment focuses on using frequent and varied assessment techniques
to guide students toward achieving the outcomes set for a course. In contrast to continual
assessment in which one merely assesses repeatedly, continuous assessment makes use of
a variety of assessment practices during a course or module with the intention of
understanding where the learner is.
The outcomes of the practical works can be divided into two classes
a) Quantitative
b) Qualitative
The development of assessment criteria in such cases is easy. For quantitative data
establish some target value.
The assessment of qualitative information requires dichotomous judgement.
6.2.2 Process Based Assessment Criteria

One in which a teacher observes and makes a judgment about the student’s demonstration
of a skill or competency in creating a product, constructing a response, or making a
presentation.
This emphasis on student’s ability to perform tasks by producing their own work with
their knowledge and skills.
Multiple criteria and standards are prescribed, there is no single answer.
6.2.3 Converting assessments in grades

Some mark or grade expresses the desired end. Product of an assessment of a student’s
performance. For the achievement of this the raw data derived immediately from an
assessment needs to be transformed into marks or grads. The first step is to place all the
students in a rank order provided the final marks or grades are norm-referenced.
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6.2.4 The Moderation of Practical Grades
The most reliable assessment of the student’s practical skills result from the use of
detailed check lists specifying precise performance criteria. However, it, too, is not the
guarantee of “common standard “assessments practically it is impossible for the teachers
to operate a common standard during assessment. Inter teacher variability of assessment
made and grades derived from them are necessary.
Inter teacher or inter- school variability of grades is not of much importance, too the
reason is that the results of students of one school or may vary from the result or the
students of another school.
The function of a moderating procedure is to detect and then to eliminate, or at least
reduce any over or under assessment to which teacher assessments of practical skills may
be subject at the same time. Correct any undue dispersion of grades within a teaching
test. These different approaches to the moderation of practical grades have been changed.
These are:
i) Moderation via the inspection of student’s notebooks and written records of
practical works.
ii) Use of visiting moderators.
iii) Statistical moderation of teacher based grades.
iv) These three grades are briefly discussed below.
a) Inspection of Practical Notebooks etc.
In this procedure the schools should submit the practical notebooks of the students to an
examining board. This examining board should then scrutinise these practical notebooks.
b) Moderation by Visiting Moderators
It means the assessment by an external examiner or moderator of the quality of the
student’s practical work carried out in the course of an actual laboratory session. This
assessment result can be compared with the grades awarded by the teacher and
appropriate adjustments made to the latter.
c) Statistical Moderating Procedures
It means to find some instrument or measure by which the extent of a teacher’s over or
under assessment of his students, relative to the total examined population , can be
determined. The choice of a theory examination as a reference standard for the
moderation of practical grades is not beyond criticism. The main question that arises is
that whether any significant relationship can be assumed to exist between student’s
practical abilities and their theoretical knowledge.

Answer the Following Questions.
i. What is outcome based assessment criteria? Give examples.
ii. What is process based assessment criteria? give examples
iii. Briefly explain different approaches to the moderation of practical grades.
iv. Differentiate between Outcomes based assessment criteria and process based
assessment criteria.
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6.3 ASSESSMENT OF PRACTICAL SKILLS
Most of the science teachers consider that practical work is essential for improving
student’s understanding of science concepts, their manipulative skills and their
appreciation of the way in which scientific knowledge is generated and validated.
Laboratory activities are important in fostering understanding of certain aspects of the
nature of science, intellectual and conceptual development, and positive attitude towards
science and certain problem solving and psychomotor skills.
6.3.1 Goals of Practical Work
The following table provides a list of the diverse goals which different teachers might
aim for, in their laboratory teaching.
Domain Goal
Cognitive To promote intellectual development
To enhance the learning of scientific concepts
To develop problem solving skills
To develop creative thinking
To increase understanding of science and scientific methods
Practical To develop skills in performing science investigations
To develop skills in analysing investigative data
To develop skills in communicating
To develop skills in working with others
Affective To enhance attitudes towards science
To promote positive perceptions of one’s ability to understand and
affect one’s environment
Irrespective of teacher’s particular goals, student behaviour in the science laboratory can
be grouped into four broad phases of activity:
1. Planning and design
2. Performance
3. Analysis and interpretation
4. Application
6.3.2 Evaluation System for the Laboratory

Systems for evaluating student’s activities in the laboratory can be classified into four
categories:
a. written reports
b. test items
c. laboratory practical examination and
d. observational assessment
Self-Assessment Exercise 6.3

Q.1 Attempt all questions:
i. How does a science teacher plan and design practical activities?
ii. How does a science teacher assess the performance of science students?
iii. What is the significance of laboratory practical examinations?
iv. Why is it necessary to observe students performing in laboratory?
v. Discuss the different approaches to moderate the practical grades.
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i. The skills and abilities of handling ______________and ______________are
known as Manipulative skills.
ii. The ___________________of activities, responsibilities or skills and abilities of

putting information in systematic order is called Coordination.
iii. The ability of a ____________ to be consistently reproduced is known as precision.
iv. Ability to express and receive written, verbal and/or non-verbal language is known
as ________.
v. The type of assessment in which a teacher observes and makes a judgment about
the student’s demonstration of a skill or competency in creating a
______________is called Process/performance based assessment .
Key Points
1. The unit was concerned with the assessment of the student’s knowledge, especially
practical abilities in science.
2. A distinction was made between outcome and process related assessments and the
argument advanced that the latter might well be preferable in the context of school
science education.
3. For assessment of the student’s knowledge the use of direct observation techniques
is inevitable.
4. The widespread adoption of schemes of teacher assessment of practical abilities has
to be welcomed for educational reasons.
5. Problems affecting the examining boards are meanly concerned with the effective
moderation of teacher’s assessments, prior to their incorporation into formal
examination grades attitudes towards practical work are often included among the
practical abilities to be assessed in students.
1. Practical skills and abilities are form of an integral part of any investigative process
in science and through which the investigator obtains firsthand experience of some
scientific phenomenon or relationship.
2. Practical skills and abilities can be assessed by means of written test students’
knowledge about experimental procedures and their ability to interpret data and
information.
3. The purpose of assessment is to motivate the student, punish, provide feedback,
improve the quality and quality control.
4. The integration of activities, responsibilities or skills and abilities of putting
information in systematic order is called coordination.
5. Manipulative skills are a category of motor skills—those skills and abilities of
handling materials and instruments.
6. The ability of a measurement to be consistently reproduced is known as precision.
115
7. Ability to express and receive written, verbal and/or non-verbal language and the
ability to interact with others in a respectful and professional manner is known as
articulation.
8. The outcomes of the practical works are of two types, Quantitative and Qualitative

For the answers of questions i-vi, read the relevant section.

For the answers of questions i-iv, read the relevant section.

Q. 1 For the answers of questions i-v, read the relevant section.
Q. 2
i. Materials, Instruments
ii. Integration
iii. Measurement
iv. Articulation
v. Product
REFERENCES
1. http://www.businessdictionary.com/definition/coordination.html#ixzz3JFkLlkXB
2. http://wikieducator.org/Assessing_and_Evaluating_for_Learning/Practical_Assess
ment_module
3. Harden & Robert G. Cairncross, Assessment of Practical Skills: The Objective

Structured Practical Examination (OSPE), Studies in Higher Education, Volume 5,
Issue 2, 1980
4. M. Reiss, I. Abrahams & R. Sharpe, Improving the assessment of Practical Work in

School Science, Institute of Education, University of London.
http://www.gatsby.org.uk/~/media/Files/Education/Improving assessment of
practical work in school science.ashx retrieved on 16/06/2014.
5. M. Nicol, Assessment of Practical Work Skills: Why, What, & where?, City
University, London.
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Unit–7
ASSESSING AFFECTIVE OBJECTIVES
Written By:
Reviewed By:
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TABLE OF CONTENTS
Page No.
Introduction ................................................................................................................. 119
7.1 Nature of Affective Objectives and Abilities .................................................... 121

7.1.1 Receiving ............................................................................................... 121
7.1.2 Responding ............................................................................................ 122
7.1.3 Valuing .................................................................................................. 122
7.1.4 Organizing ............................................................................................. 122
7.1.5 Characterizing ........................................................................................ 123
7.1.6 Objectivity ............................................................................................. 124
7.1.7 Open mindedness ................................................................................... 124
7.1.8 Humanity ............................................................................................... 124
7.1.9 Scaptism................................................................................................. 125
7.1.10 Creativity ............................................................................................... 125
7.2 Need to Evaluate Effective Objectives.............................................................. 126
7.3 Methods of Assessing Affective Outcomes ...................................................... 128

7.3.1 Interview ................................................................................................ 129
7.3.2 Direct Observation ................................................................................. 130
7.3.3 Semantic Differentiation........................................................................ 131
7.3.4 Projective Technique ............................................................................. 132
7.4 Reasons for the Neglect Affective Outcomes ................................................... 134

7.4.1 Fear of Indoctrination ............................................................................ 138
7.4.2 Technical and Methodological Problems .............................................. 139
7.4.3 The Ethical Perspectives ........................................................................ 139
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INTRODUCTION
The affective domain is part of a system that was published in 1965 for identifying,
understanding and addressing how people learn. Part of Bloom's Taxonomy, this
classification of educational objectives includes the cognitive domain, the affective
domain and the psychomotor domain.
Affective objectives relate to the behaviours indicating attitudes of awareness, interest,

attention, concern, and responsibility, ability to listen and respond in interactions with
others, and ability to demonstrate those attitudinal characteristics or values which are
appropriate to the test situation and the field of study. In this Unit we shall study how
affective objectives can be assessed.
The cognitive domain is organized in a hierarchy that begins with the straightforward
acquisition of knowledge, followed by the more sophisticated cognitive tasks of
comprehension, application, analysis, synthesis, and evaluation. The psychomotor
domain relates to the learning of physical movements. The members of the original
committee did not write a book about the psychomotor domain.
Learning Outcomes
After working through the Unit, the students shall be able to:
 describe affective objectives and write such objectives for their own teaching,
specifically, they will be able to discuss nature of affective objectives and abilities;
 define the categories of taxonomy of educational objectives – receiving,

responding, valuing, organizing, and characterizing.
 develop objectives for these categories;
 discuss the need to evaluate affective objectives;
 suggest methods of assessing affective outcomes, i.e., interview, direct observation,

semantic differentiation, and projective technique; and their use in science teaching
and assessment;
 discuss the reasons for the neglect affective outcomes, namely, fear of
indoctrination, technical and methodological problems, and the ethical
perspectives.
Krathwohl’s Taxonomy of the Affective Domain was developed in 1964, it includes

concepts such as Receiving; Responding to ideas; Valuing ideas; Organization;
Characterization by value set (or to act consistently in accordance with values
internalized). The learner moves from being aware of what they are learning to a stage
of having internalized the learning so that it plays a role in guiding their actions. We
expect graduates of our colleges to develop the ability to respond with a highly developed
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value system and in expressing this kind of outcome, we can use affective domain
framework. The affective domain is certainly applicable in Arts and Human Sciences, as
it captures the idea of students learning the value of what is being taught. Educators can
expect that students learn to value and appreciate literature, music, visual art, culture etc.
as part of their learning about them.
The levels or categories of taxonomy of affective domain by Krathwohl et al are

presented diagrammatically from lowest to highest.
These levels/categories are described as follows:

Affective Domain Hierarchy
Level Definition Example
Being aware of or attending to Individual reads a book passage about
Receiving
something in the environment. civil rights.
Individual answers questions about
Showing some new behaviours as a the book, reads another book by the
Responding
result of experience. same author, another book about civil
rights, etc.
The individual demonstrates this by
Showing some definite involvement
Valuing voluntarily attending a lecture on civil
or commitment.
rights.
Integrating a new value into one's
general set of values, giving it some The individual arranges a civil rights
Organization
ranking among one's general rally.
priorities.
The individual is firmly committed to
Characterization Acting consistently with the new
the value, perhaps becoming a civil
by Value value.
rights leader.
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7.1 NATURE OF AFFECTIVE OBJECTIVES AND ABILITIES
In its simplest form, affective learning characterizes the emotional area of learning
reflected by the beliefs, values, interests, and behaviours of learners. Affective learning is
concerned with how learners feel while they are learning, as well as with how learning
experiences are internalized so they can guide the learner’s attitudes, opinions, and
behaviour in the future.
Krathwohl et al.’s taxonomy (1964) says that affective educational outcomes can be
arranged in a hierarchy, according to complexity. The hierarchy begins with an ability to
listen to ideas. Next, is responding in interactions with others and demonstrating values
or attitudes appropriate to a particular situation. The highest levels involve displaying a
commitment to principled practice on a day-to-day basis, as well as a willingness to
revise one’s judgments and change one’s behaviour in light of new evidence.
Now please read the following material from allied material: Now please read the article
“Taxonomy of educational objectives: Affective domain” (pp. 325-326, in Allied
Material on Assessment in Science Education).
For more detail read the following section from allied material 7.1 Taxonomy of
educational objectives: Affective domain
While the cognitive domain focuses on the recall of and recognition of knowledge, the
affective domain relates to the emotional component of learning, student motivation,
personal values, and attitudes. The affective taxonomy contains five levels of learning
behaviours.
7.1.1 Receiving
This is the most basic level of involvement in the learning process. The learner must be
able to focus his or her attention in a particular direction and demonstrate a willingness to
hear ideas and information. One is expected to be aware of or to passively attend to
certain stimuli or phenomena. Simply listening and being attentive are the expectations.
Examples of learning objectives are:
 Listen to others in the classroom with respect.
 Attend class regularly.
 Takes notes from selected lecture material.
Examples: Listen to others with respect. Listen for and remember the name of
newly introduced people.
Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names,
points to, selects.
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7.1.2 Responding
At this level the student doesn’t just attend class, but actively participates by asking
follow-up questions, entering enthusiastically into activities, sharing ideas in discussions,
and showing interest in outcomes. One is required to comply with given expectations by
attending or reacting to certain stimuli. One is expected to obey, participate, or respond
willingly when asked or directed to do something. Examples of learning objectives are:
 Discuss the role of laws in message.
 Lead a class activity on ethical decision-making.
 Report on the research methods of a clinical study.
Examples: Participates in class discussions.
Key Words: answers, assists, aids, complies, conforms, discusses.
7.1.3 Valuing
At this level, the learner demonstrates that he or she attaches personal value to ideas and
is able to decide the worth and relevance of information and experiences. The valuing
level ranges from acceptance of a value to a clear preference for a value, to a
commitment to a value. The learner displays behaviour consistent with a single belief or
attitude in situations where one is neither forced nor asked to comply. One is expected to
demonstrate a preference or displays a high degree of certainty and conviction.
Examples of objectives are:

 Values self-improvement.
 Defends a treatment plan.
 Justifies beliefs.
Examples: Demonstrates belief in the democratic process. Is sensitive towards
individual and cultural differences (value diversity).
Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates,

invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
7.1.4 Organization
Students may be faced with situations where more than one value is relevant. The learner
must organize personal values by contrasting different values, resolving internal conflicts,
prioritizing values, and developing a value system. This level involves 1) forming a
reason why one values certain things and not others, and 2) making appropriate choices
between things that are and are not valued. One is expected to organize likes and
preferences into a value system and then to decide which ones will be dominant.

 Integrates the potential benefits and risks of a course of action.
 Formulates a personal code of professional ethics.
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 Modifies ideas in the light of new evidence.
Examples: Recognizes the need for balance between freedom and responsible
behavior. Accepts responsibility for own behavior. Explains the role of systematic
planning in solving problems.
Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains,
formulates, generalizes.
7.1.5 Characterizing
Now the student is self-reliant and behaves consistently, based on a personal value set.
The value organization of the previous level is replaced by a working system or
philosophy of life. All behaviour displayed is consistent with one’s value system. Values
are integrated into a pervasive philosophy that never allows expressions that are out of
character with those values. Evaluation at this level involves the extent to which one has
developed a consistent philosophy of life (e.g., exhibits respect for the worth and dignity
of human beings in all situations).

 Displays teamwork when participating in group activities.
 Acts with self-reliance while conducting an interview for research purpose.
 Influences others by modelling professionalism on a regular basis.
Examples: Displays a professional commitment to ethical practice on a daily basis.
Values people for what they are, not how they look.
Key Words: acts, discriminates, displays, influences, listens, modifies, performs,

practices, proposes, qualifies.
Attitudes in Science Education

Science has several dimensions. Traditionally, the overwhelming emphasis in the science
curriculum has been on the content dimension. Consequently students obtained a narrow
understanding of the scientific culture. The situation has improved somewhat in the
recent years as a result of the development of modern science programmes. Greater
attention is given to the nature of scientific enquiry through the promotion of active
student participation in activity-oriented learning experiences. In addition to the
knowledge and process dimensions of science some recognition has been given to
scientific attitudes and to developing these attitudes in students. It is generally maintained
and accepted unquestionably that scientists uphold a set of common scientific attitudes. It
is also pointed out that students by practising science in the manner of scientists will
consequently adopt and internalize these attitudes. The trend in current science
programme is to develop attitudes considered to be "scientific" and therefore valuable.
Gauld (1973:25) lists such things as the tendency to be objective, open-minded,
unbiassed, sceptical and curious and the possession of a critical, questioning and rational
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mind. Many modern science curricula such as the local Basic Science, the New Zealand
Science: Infants to Standard Four and the Physical Science, to name a few, have
recognized the need to develop scientific attitudes. What are scientific attitudes?
Scientific attitudes can be regarded as a complex of "values and norms which is held to
be binding on the man of science. The norms are expressed in the forms of prescriptions,
proscriptions, preferences and permissions. They are legitimatized in terms of
institutional values" (Barnes and Dolby, 1970:3). The norms and values are supposed to
be internalised by the scientist and thereafter they fashion his/her scientific practice. The
current set of scientific attitudes of objectivity, open-mindedness, unbiassedness,
curiosity, suspended judgement, critical mindedness, and rationality has evolved from a
systematic identification of scientific norms and values. The earliest papers of any
importance in the field of scientific attitudes.
7.1.6 Objectivity
Science provides a way of thinking about and solving problems in the world. It is used to
explain the behavior of both people and atoms alike. Scientists set out to answer
questions by creating experiments that test their ideas about how something works.
Objectivity is necessary to get an accurate explanation of how things work in the world.
Ideas that show objectivity are based on facts and are free from bias or personal opinion.
In science, even hypotheses, or ideas about how something may work, are written in a
way that are objective. This means that experiments may prove a hypothesis false if the
data does not support it. Scientists will alter hypotheses and theories when new
knowledge is developed. Objectivity is important in science because scientific studies
seek to get as close to the truth as possible, not just prove a hypothesis. Experiments
should be designed to be objective and not to get the answers that a scientists wants.
7.1.7 Open Mindedness

An scientific individual possess such an attitude if he/she respects and listens to the ideas
of others, accepts criticisms and changes hi/her mind in the face of reliable evidence
contrary to what he believes in.
7.1.8 Humanity
The phrase "humanity in science" encompasses several problems of various dimensions,
which have been present for a long period. Their particular force can be most clearly
appreciated by seeing the historical circumstances in which they arose and by examining
the changing nature of the social contact between the scientific profession and society.
The new ethical imperatives presently operating within society call for new responses. In
addition, new ways must be found of mirroring scientific activity so as to more faithfully
reflect its real nature to and incorporate it into our culture.
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7.1.9 Scaptism
An attitude of skepticism is essential to the scientific endeavor. In addition, most atheists
will tell you that the skeptical attitude can and should be applied to religious belief.
Simply put, skepticism allows us to guard against believing absurdities which, although
they might make us feel better temporarily, tend to have negative effects on individuals
and societies.
Many religious believers effectively utilize skepticism in other spheres of their life; they
just refuse to do so when it comes to their religion. We atheists know that this is a mistake,
but we sometimes make the mistake of framing skepticism too narrowly, emphasizing its
application to religious claims so much that we may miss other important applications. In
this series, I plan to explore the skeptical attitude in science, atheism, and some other
important spheres which tend to be neglected even by atheists.
Briefly, the skeptical attitude refers to the stance of withholding acceptance of various
claims until one has evaluated the available evidence in support of such claims. The more
stupendous the claim, the greater the necessary evidence must be. So when someone claims
that Omega-3 fatty acids in the form of fish oil supplements increase good cholesterol, for
example, we are intrigued but we do not accept the claim without good evidence.
The skeptical attitude pervades science and is applied to scientific claims as well.
Scientists are are skeptical of their colleagues' claims and even their own research
findings. This is the point of replication and convergence in science. Results must be
obtained again and again before too much is made of them. Independent labs must obtain
similar results, and differing methodologies must converge before even seemingly trivial
findings are trusted. This is a big part of what scientists mean when they refer to science
as a "self-correcting process."
Some scientists compartmentalize their skepticism deliberately. They view it as an

important part of the scientific enterprise but do not allow it to impact other spheres of
their lives, such as the religious sphere. The reasons for this decision are largely
psychological, and I do not intend to address them here. My point is simply that such
compartmentalization is possible and actually rather common.
Other scientists, and I am proud to count myself among them, see little point in such
compartmentalization. We apply the skeptical attitude to most or all spheres of live. In short,
we see no reason to grant religious claims an exemption from the requirement for evidence.
7.1.10 Creativity
Knowledge of science and creative vision of an individual have become two important
quality parameters of him/her in the contemporary society- which is highly technical, as
well as complex. In this context, fostering creativity in science education is also becoming
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more and more important. As a consequence, investigation of creativity in science
education, to be called precisely as „scientific creativity‟ is also receiving increasing
attention of science educators. This area has been selected as the focal theme of the present
study. The study was designed to identify whether science learning has scope to nurture
creative vision, to examine the construct of scientific creativity, to review different
considerations of science educators regarding various dimensions of the construct. Science
learning has some of its intrinsic features. It enables an individual to acquire various
information in science and also to apply different steps of scientific method in each step of
daily life leading to improvement of the standard of living, at the same time. Present study
has explained this feature of science learning with reference to the philosophical
perspective of science and also shows its similarity with the construct of creativity.

i. Define in your own words the five categories of the Taxonomy.
ii. Using the verbs suggested above, develop at least three (3) objectives each for
‘Receiving’, ‘Responding’, ‘Valuing’, ‘Organization’, and ‘Characterization by a
value or value set’.
7.2 NEED TO EVALUATE AFFECTIVE OBJECTIVES

The affective domain is important to examine because, as Ramona Hall states, “the
cognitive and affective domains are inseparable.” Proper assessment of the affective
domain is as vital to increase learning as assessment of the cognitive domain. In fact,
assessment of the affective domain may at times be more important than the cognitive,
because it can help an instructor intervene with students who tend to “give up on
themselves” in the classroom. This seems specially true when dealing with students who
may be facing library anxiety, a well-documented fear experienced by many users in an
academic library. As Anthony Onwuegbuzie found, library anxiety can threaten students’
ability to complete a task successfully. Additionally, self-awareness of feelings,
emotions, and attitudes toward the research process can lead to enhanced student
learning. Carol Kuhlthau’s study measured the confidence levels of students before and
after library instruction using an OERS, and again at the end of the semester using a
paper survey. Emily Riml and need to evaluate their work in order to reflect on their
struggles and make changes for future tasks, saying they “need to become aware of their
feelings at the end of the library research process [because their] feelings are often an
indication of how successful they have been in meeting the requirements of the research
assignment.” Once aware of their feelings, students are more likely to make changes that
lead to success in the classroom. Another advantage to assessing the affective domain
relates to instructors. With feedback in hand, an instructor can change the lesson plan
based on the needs of the students. Hence, the affective domain must be assessed
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periodically during instruction in order to monitor changes in the students and retool the
lesson plan. However, as H.D. Black and W.B. Dockrell add, although teachers value this
kind of information, they don’t often carry it out, at least in any formal way using an
assessment tool. Rather, teachers tend to use observed behaviours as their means for
informal assessment; however, this approach can be very time-intensive to summarize for
an entire class and tends to ignore the silent majority of students who may be non vocal
or have unobservable behaviours. In terms of assessment, if instructors agree that it’s
worth it, the authors argue, “then we must conclusively show that we can.” Looking more
closely at affective information literacy skills, many students have fear of the research
process and are often intimidated by library search tools and resources. In addition,
students may have little faith in their abilities to find information, or may lack the meta
cognitive awareness necessary to realistically assess their skills. In fact, novice library
users report more negative affect than positive effect, according to Diane Nahl-Jakobovits
and Leon Jakobovits. Focusing on affective learning and addressing these needs in a
library instruction session can lead to more positive behaviors and productive results.
Research has established clear linkages between affect and learning. Students are more
proficient at problem solving when they enjoy what they are doing. Students who are in a
good mood and emotionally involved are more likely to pay attention to information,
remember it, rehearse it. Too much anxiety interferes with learning, and an optimum
level of arousal is needed for maximum performance. Classrooms with more positive
“climates” foster student engagement and learning much more than classrooms with
negative climates.
Although virtually all teachers believe that it is important for students to obtain positive
affective traits, there is very little, if any, systematic assessment of affect in the
classroom. Teachers know that students who are confident about their ability to learn,
who like the school subjects they study, who have a positive attitude toward learning,
who respect others, and who show a concern for others are much more likely to be
motivated and involved in learning. At the same time, though, most teachers do not rely
on any kind of formal affective procedures, nor do they rely on any kind of formal
affective learning affective learning targets for their students. If we are striving to apply
the continuum of Krathwohl et al. to our teaching, then we are encouraging students to
not just receive information at the bottom of the affective hierarchy. We'd like for them to
respond to what they learn, to value it, to organize it and maybe even to characterize
themselves as science students, science majors or scientists. We are also interested in
students' attitudes toward science, scientists, learning science and specific science topics.
We want to find teaching methods that encourage students and draw them in. Affective
topics in educational literature include attitudes, motivation, communication styles,
classroom management styles, learning styles, use of technology in the classroom and
nonverbal communication. It is also important not to turn students off by subtle actions or
communications that go straight to the affective domain and prevent students from
becoming engaged.
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In the educational literature, nearly every author introduces his/her paper by stating that
the affective domain is essential for learning, but it is the least studied, most often
overlooked, the most nebulous and the hardest to evaluate of Bloom's three domains. In
formal classroom teaching, the majority of the teacher's efforts typically go into the
cognitive aspects of the teaching and learning and most of the classroom time is designed
for cognitive outcomes. Similarly, evaluating cognitive learning is straightforward but
assessing affective outcomes is difficult. Thus, there is significant value in realizing the
potential to increase student learning by tapping into the affective domain. Similarly,
students may experience affective roadblocks to learning that can neither be recognized
nor solved when using a purely cognitive approach.
Please refer to “Need for Affective Learning” in Allied material

i. What is the rationale for the need to evaluate affective objectives in your
own institutional context?
ii. In what ways do affective objectives influence the learner?
7.3 METHODS OF ASSESSING AFFECTIVE OUTCOMES

Affective outcomes can be assessed by:
 Teacher Observation (Structured and Unstructured);
 Student Self-Reports (Interview, Questionnaires, Constructed Responses, Selected
Responses, and Constructing Self-report items); and
 Peer Ratings (Guess who, Sociometric).
The importance of attitudes in all aspects of education at all levels means that there is a
need for attitude measurement. This measurement must be able to offer an accurate and
valid picture of learner attitudes to some specific aspect of the learning in the science
subject. It has to be emphasised that all attitudes must be inferred from observed
behaviour. Attitudes remain latent constructs not open to direct measurement but only to
inference. This is not as serious as it sounds. Teachers and lecturers are happy to award
grades and even degrees on the basis of marking samples of student work (behaviour) and
are able to make all kinds of statements about their confidence on learner understanding
on such evidence. Inference is the ‘stuff of education’. Caution is needed with the
cognitive. Caution is also needed with the attitudinal. In an important discussion which
has stood the test of time, Cook & Selltiz (1964) categorise the techniques of attitude
measurement into five types. In schools, paper and-pencil techniques must dominate.
They are socially acceptable and such approaches can handle the large numbers in
schools and universities. There are two approaches: we can either ask the learners to tell
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us (in writing or at interview) what they think or we can try to devise tests, responses to
which can throw light on learner attitudes. The farmer are open to error in that self-
reporting may be skewed by such things as a wish to give ‘desirable’ answers, while the
latter kind of questions are very difficult to devise. Nonetheless, experience with self-
report techniques (like the technique of Likert, 1932) shows that, under most conditions,
respondents are remarkably honest and consistent in their responses. For example, in a
some work looking at the educational outcomes from some new curriculum material for
biology students, it was noted that, with two consecutive year groups (550 and 750) of
biology students, the overall picture on each of the nine questions asked (Likert-type
questions) was found to differ by less than 1% in every category of response (see
Clarkburn et al., 2000, for an outline of the investigation). Agreement of this order is very
high and confirms that, with large samples, survey data can be robust. In looking at
paper-and-pencil techniques, several types of question have been identified:
(a) those with a format similar to that developed by Osgood;
(b) those with a format similar to that developed by Likert;
(c) rating questions; and
(d) situational set questions. These approaches have been discussed briefly elsewhere,
with examples given from the literature and their strengths and weaknesses
summarised (Reid, 2004).
Four examples of written questions are quoted from this source in the Appendix.
Interviews can offer very rich insights. They can be highly structured or totally open, but
often interviews can be described as semi-structured. Here the interviewer has a set of
questions for discussion but there is freedom to elaborate or move from the agenda as
appropriate. If the interview is highly structured, then data analysis can be simpler. For
example, we can simply record the proportion of students who like laboratories, used a
given textbook regularly, re-wrote their lecture notes after lectures and so on. However,
most interviews are, in some measure, not so structured and students can respond in
widely different ways using widely different language. Indeed, in open interviews, the
student may even determine the agenda. There is a considerable amount of research
following this latter paradigm (e.g., Marton, 1986).
7.3.1 Interview
In-depth "structured" interviews with a handful of carefully selected students will enable
you to readily judge the extent of understanding your students have developed with
respect to a series of well-focused, conceptually-related scientific ideas. This form of
assessment provides feedback that is especially useful to instructors who want to improve
their teaching and the organization of their courses.
What Is An Interview?
A formal interview consists of a series of well-chosen questions (and often a set of tasks
or problems) which are designed to elicit a portrait of a student's understanding about a
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scientific concept or set of related concepts (Southerland, Smith & Cummins, 2000). The
interview may be videotaped or audio taped for later analysis.
What i Involved?
Several hours required to develop a set of good questions,
Instructor Preparation
tasks and problems sets. Additional time to locate
Time:
appropriate props and recording equipment, if desired.
Interviews are most fruitful when the student has developed
Preparing Your
a good rapport with you. It is essential that the student feels
Students:
relaxed and at ease.
One-on-one or small group interviews may be conducted in
less than an hour in your office or other convenient "private
Class Time:
space." Some practice will reduce the time required to
conduct a good interview.
Disciplines: No disciplinary constraints. Appropriate for all STEM fields.
Normally, structured interviews are conducted outside of
class. It is important that subjects be carefully selected to
Class Size:
represent a range of ability and interest levels among
students enrolled in a course.
Special
Interview protocol, props, recording equipment and small
Classroom/Technical
private space.
Requirements:
The most useful interviews are those conducted with
Individual or Group individuals or small groups outside of class. Sometimes this
Involvement: is done well in laboratory sections, but TAs will need special
training or assistance.
For "formative" assessment, the instructor may want to
review taped interviews with special attention to potential
Analyzing Results:
"misconceptions." If used for "summative" evaluation, a type
of "scoring rubric" may be developed.
Other Things to
None.
Consider:
7.3.2 Direct Observation

Learning competences in affective domain are inadequately observed. Affective
competences currently observed in Nigerian primary and secondary schools are the
general character traits. The general character traits in affective domain as compiled in
school dossier are Attentiveness, Attendance, Punctuality, Neatness, Politeness, Self-
control, and Relationships with others, Curiosity, Honesty, Humility, Tolerance
Leadership and Courage. These general character traits are translated into school rules
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and regulations which form the basis for assessment of the general character traits of
students. The school rules and regulations serve as criteria or standard for observation.
The pattern by which observations are made is not defined.
Scoring is an integral part of assessment; it is a process of assigning the number or a

letter to indicate quality for example a test performance. Scoring can be defined as a
process of assigning marks (number) which represent in quantitative terms the worth of
an individual’s effort or attempt after adequate value judgment has been passed. Scoring
is criteria based: Scoring has some criteria built in it. The term criteria refers to principles
or standard by which something may be judged or decided (Collins English Dictionary,
2003). Criterion is a basis for comparison or a reference point against which other things
are evaluated (Farlex Clip Art Collection, 2012). The last definition helps to define
relationship between scoring and assessment that both the scoring and assessment go
together in determination of quality. Scoring the general character traits involves criteria
for comparison for each character trait. There are no criteria available. However, scoring
of character traits of affective attitudes is unlike scoring tests of cognitive knowledge
which can be marked right or wrong. Emotions exist on a continuum and feelings are
never marked wrong. Instead feelings observed as character traits of affective attitudes
are scored using rating scale in Nigeria’s secondary and primary schools. The standard
used in rating the character traits of individual learners is very unclear.
7.3.3 Semantic Differentiation

The Semantic Differential (SD) technique was originally developed to measure people's
affective responses to stimulus words and concepts in terms of ratings of bipolar scales
defined with adjectives on each end (Osgood, 1962; Osgood, 1957). The SD
methodology was considered a simple, economical means for obtaining data on
emotional reactions that could be used in many different situations or cultural contexts.
Numerous studies using the SD technique to map the mental representation of words, line
drawings, and concepts have demonstrated that three basic dimensions of variation,
evaluation, potency and activity (EPA), account for most of the co-variation in ratings.
Some adjective scales are nearly pure measures of an EPA dimension (good-bad for
evaluation, strong-weak for potency, fast-slow for activity) while others may be more
oblique in representing a dimension (light-dark for either evaluation or potency).
Although the SD technique was in wide use after its origination, only one study using this
technique to evaluate odor experience was published. This study was an attempt to
compare traditional multi-dimensional scaling techniques with the SD technique among a
native Japanese population using a set of familiar odorants (Yoshida, 1964). Following
factor analysis of both methods, the SD technique appeared to yield three factors (as
compared to six for the MDS technique), which were labeled as (1) sensory pleasure, (2)
harshness, and (3) intensity or vividness. Despite the small sample size and stimulus set
utilized, that the SD technique yielded the same basic 3-factor dimensions for odors as it
did for stimuli in other modalities, suggests that the SD technique may be useful in this
application.
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7.3.4 Projective Techniques
Projective techniques were developed for use in clinical psychology in the early twentieth
century. These techniques, including the Rorschach and the Thematic Apperception Test,
are employed in personality assessment (Rabin, 1981). After a sharp decline in their use
during the 1960s, they are now widely used in clinical practice across the globe
(Piotrowski et al., 1993). Despite some reservations about them in the academic
community, the practitioner community continues to find projective techniques useful
(Pruitt et al., 1985). Currently, many of these techniques are being adapted for computer-
assisted and computer-adaptive testing (Bellak, 1992). During the 1940s, they were
adapted from their clinical settings for use in attitude, opinion and market research
(Weschler & Bernberg, 1950; Smith, 1954). They were employed to encourage
respondents to express private feelings and to say things that might be threatening or
embarrassing when more conventional research techniques were used (Cobliner, 1951).
Since they require respondents to report on how others, and not they themselves, might
think, feel or behave, the views expressed can be seen as other people’s views or simply
attributed to imagination (Schlackman, 1989). Thus, at least one of the assumptions
underpinning the techniques remained when they were employed in these new research
applications; that projection is the process of attributing one’s own feelings, behaviour or
motivations to others. These techniques were not used in market or opinion research to
assess personality, nor did users adapt or develop any of the test norms or standards
available to users in clinical settings. Rather, they were seen as a way of overcoming
some of the response barriers associated with direct questioning (Oppen- heim, 1992).
Types of Projective Techniques

Linzey (1959) identified five categories of projective techniques based on the type of
responses they elicit.
1. Associative techniques. Respondents are asked to respond to a stimulus with the
Ž first thing that comes to mind. Word association is the most frequently used
associative technique and is especially useful for identifying respondents’
vocabulary (Gordon & Langmaid, 1988). It is best used in circumstances where the
subject can verbalise a response, such as in one-to-one or group interviews, as the
immediacy of response is important.
2. Construction techniques require respondents to construct a picture or story and

are loosely based on the clinical Thematic Apperception Test. They encourage the
expression of imagination and creativity. Respondents may be presented with a
picture and asked to explain what is happening in the picture (Mick et al., 1992;
Sherry, et al., 1993). They can be asked to draw their own picture. Matthews
(1996) asked students and secondary school pupils to draw pictures of scientists at
work. Market researchers often ask subjects to personify products and brands in
words or pictures: if Head and Shoulders shampoo was a person, what would this
person be like?
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3. Completion techniques. The respondent is presented with an incomplete stimulus,
such as the beginning of a sentence, and is asked to complete it or to complete
thought and speech bubbles in a cartoon drawing. Completion techniques generate
less complex and elaborate data than construction techniques, but they demand less
from respondents as the stimulus material has more structure.
4. Choice or ordering techniques. Respondents select one from a list of alternatives,

or arrange materials, such as pictures or statements, into some order, or group them
into categories according to their similarities and dissimilarities (Mostyn, 1978).
Market researchers present consumers with a variety of different brands within a
product category and ask that these be placed into groups. Often consumers will
place certain brands together in ways that were not envisaged by their brand
development and management teams.
5. Expressive techniques. Respondents incorporate some stimulus into a novel

production such as a role-play (Lannon & Cooper, 1983). Respondents might be
asked to prepare and act out a mini play where the characters are, say, the
computer, the software and a new user. Role-plays are best undertaken when
respondents know and are comfortable with each other and the researcher.
Benefits of Using Projective Techniques

Projective techniques are sufficiently versatile to be employed within a wide range of
research strategies and applications. They can be involving and fun for respondents, tap
feelings, perceptions and attitudes that can be difŽ cult to access by more direct
questioning techniques and can be a rich source of new leads and ideas for researchers.
Versatility: Whilst they can be used on their own, projective techniques are usually
employed in combination with other quantitative and qualitative research techniques.
Word association, sentence completion and bubble cartoons can be incorporated into
interviewer administered or self-completion questionnaires (Oppenheim, 1992). Other
techniques such as story telling or personification techniques are more appropriately
employed in class discussions or focus groups. Where projective techniques are
introduced at an early stage in group discussions, the responses they generate can provide
ideas and new perspectives for further discussion (Will et al., 1996). Clark (1995)
suggested that they could be used in the counselling process for similar reasons.
Involving: The willingness of respondents to cooperate and volunteer thoughtful

responses concerns academic and commercial researchers (Morton-Williams, 1993).
Long questionnaires and long, boring runs of questions with little variety in response
format can de-motivate respondents. Researchers may be disappointed when answers to
open questions appear superficial and stereotypical. By contrast, projective techniques
generate respondent curiosity because they are different, unusual and intriguing. They are
more likely to stretch the respondent’s imagination and involvement than survey
questions and scales.
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Fun: Projective techniques can also be fun to complete once respondents get over the
initial surprise, self-consciousness and embarrassment at what they are expected to do.
When we present projective techniques to students for completion in the classroom,
before long they are comparing their responses with those of other students. In sharp
contrast to the quiet examination type atmosphere often associated with self-completion
questionnaires, the classroom is filled with noise and laughter. This does not mean
necessarily that projective techniques trivialise research. The laughter and joking that
accompanies the completion of projective techniques can be advantageous, facilitating
self-expression and helping to overcome the self-censoring of responses (Gordon &
Langmaid, 1988).

1. How does interview be conducted?
2. How does direct observation use in science education?
3. In what situations projective techniques used?
7.4 REASONS TO NEGLECT AFFECTIVE OUTCOMES

Affective component for example, attitudes are not taught like the mental and physical
skills. People need to develop positive attitudes to learn. Such attitudes should be taught
in a similar way and manner mental skills and physical skills are planned and taught.
People learn and master skills but affective components are ignored, instead they are used
as facilitator of instructions in Nigeria’s schools. In a similar circumstance, Oughton and
Pierre (2007) observed that when it comes to mastery of skills, it is seen that “learning is
essential for students to master skills but if the affective domain is ignored, the cognitive
areas are greatly affected. If one feels threatened, sad, stressed among others, the learning
process can break down. Affective educational outcomes that focus on individual
dispositions, willingness, preferences, and enjoyment are not acknowledged and
integrated into Nigeria’s primary and secondary school curricula. These affective
educational outcomes are usually placed on mental and skills acquired or engaged in.
Astonishingly affective educational outcomes known to be useful in human relationship
in workplaces are lacking; even in schools where they are expected to be taught and
practised. According to Oughton and Pierre (2007), evidence that such outcomes are
lacking, but required, in education can be found in the soft skill shortage among
employees in the workplace. Soft skills are important to productivity, employee
satisfaction, a healthy workplace, and ultimately economic success for society. They
include self-awareness, analytical thinking, leadership skills, team-building skills,
flexibility, and acceptance of diversity, ability to communicate effectively, creativity,
problem-solving skills, listening skills, diplomacy and change-readiness. A shortage of
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these skills has been identified in both Canada and the U.K (Oughton and Pierre, 2007),
How to measure learning outcomes in the affective domain is difficult. A search of
educational resources will turn up dozens of handy assignments, tests and rubrics for
measuring cognitive outcomes; but very few, if any for evaluating affective progress
(Oughton and Pierre, 2007). Bednar and Levie in Oughton and Pierre (2007) observed
that since attitudes cannot be directly observed, they are inferred from behaviour, usually
in the form of verbal responses or observable actions. In Nigeria’s primary and secondary
schools, learners’ actions are improperly observed over time and scoring made at the end
of the term. The assessment of the learning competencies under affective domain is not
based on standard or criteria by which observation made can be compared. The
assessment of affective learning competences is unlike in cognitive or psychomotor
where a test can be marked right or wrong using marking scheme. Feelings are never
wrong; people’s ways of expressing that emotion may be changed, behaviour is slippery
ground, and learning theories of attitude change are no longer as popular as they once
were (Oughton and Pierre, 2007). Teachers understand that a largely cognitively-oriented
classroom is more predictable and controllable than an emotionally-expressive one. It is
by conviction that affective competences are facilitators in the acquisition of knowledge
or skills. They may assume that, by paying attention to cognitive outcomes, the affective
ones are automatically being furthered. The relationship between cognitive or
psychomotor domain and affective domain is that affective domain provides framework
for the cognitive domain to operate. If one feels sad or stressed or not interested in the
subject learning will not take place effectively. Many teachers are unaware of the
relationship between affective domain and the other two domains; they draw parallel line
between the affective and other domains in ignorance of the fact that attitudes act to
complement acquisition and application of knowledge and skills. Assessment in affective
domain carried out in Nigerian primary and secondary schools is on character traits.
Assessment in this contest is simply the process of collecting information about students
learning and performance to improve education (Carnegie Mellon University, 2012).
Assessment is a process of identifying errors and rewarding as a confirmation of
assessment of assigned task numerically or alphabetically according to degree of errors
committed. The assessment of character traits in school is checking for non-compliance
with rules and regulations and making observations of those that are at variance with the
laid down rules or violating rules and regulations. Assessment in affective domain in
Nigerian schools, especially primary and secondary schools which takes the form of
observation of general character traits is in three phases, namely, observation, scoring,
and reporting.
Neglect of the Affective Domain has been described by Martin G. Main (1992) in the
following words (pp. 5 – 7):
According to Keller (1979) motivation is the neglected “heart" of our understanding of
how to design instruction.
"Historically, instructional science has benefitted from the work of behavioural

psychology and cognitive-learning psychology, but this has given us only partial
135
knowledge of how people learn, and almost no knowledge of W they learn" (p. 390).
According to Beane (1985/86) "...the form or substance of affective education represents
perhaps the most problematic of all school issues" (p.27).
Even a brief review of the literature reveals greater emphasis on the cognitive domain in
instructional research than is devoted to the affective domain. Such neglect has not
always been the case. Krathwohl (1964) studied the history of major courses in general
education (liberal studies) at the college level. He found that, "...in the original statement
of objectives there was frequently as much emphasis given to affective objectives as to
cognitive objectives. However, as we followed some of these courses over a period of ten
to twenty years, we found a rather rapid dropping of the affective objectives from the
statements about the course and an almost complete disappearance of efforts at appraisal
of student growth in this domain" (p. 16).
Snow (1989) suggests cognitive psychology has hardly considered the cognitive-
motivation interface at all. He recommends research on problem-solving, cognition-
motivation interaction be increased. Although designers and developers have often
ignored the affective domain in instructional design models, the practice of affective
instruction has been kept alive by classroom teachers. It is usually mastery of affective
techniques that set apart the master teacher from the mediocre. The ability to capture the
student’s attention and structure the presentation to engage the student with the subject
matter is an art form. Good teachers control the learning environment using their
experience tested techniques and the technology available to maintain interest and
motivate the learner.
Laminack and Long's (1985) study of teacher effectiveness supports accounts of the
importance to student achievement of attention to the affective domain. They found that
undergraduates' memories of their favourite elementary teacher are characterized by a
variety of affective\ factors. In general, however, scientific evidence supporting the
affective domain as either dependent or independent variables is sparse. Why has so little
effort has been placed in exploring the affective component of the learning process if it is
so widely recognized as a major factor in learning? Krathwohl (1964) suggested that the
erosion of affective objectives in college curricula could be due to the hesitancy of
teachers to assign student grades for interest, attitude, or character development.
Of course extreme behaviours are recognized and disciplined, and at the other extreme,
awards and honours presented. Usually, however, imposing discipline and recognizing
honours are treated as administrative functions and performed outside the classroom
except in the primary grades. Krathwohl believed the hesitation to use affective measures
for assigning grades was mostly due to two factors. First, appraisal techniques are
inadequate. Second, students easily exploit their ability to detect responses to be
rewarded or penalized.
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Krathwohl felt cognitive performance could be measured more objectively than affective
behaviour. It was fairly straightforward to determine competence in meeting cognitive
objectives. In contrast, we might not trust the professed evidence of an interest or attitude
because of the difficulty in determining whether a response was sincere.
A more serious reason advanced by Krathwohl for dropping affective objectives from the
curriculum is the philosophical basis of personal privacy, cultural diversity and individualism.
Free choice and individual decision are central in a democratic society. The imposition of
affective behaviours blurs the distinction between education and indoctrination.
Another reason identified by Krathwohl for the erosion ineffective objectives in

education has to do with the immediacy of results. Particular items of information or a
specific skill is learned relatively quickly and results of instruction are readily seen. In
contrast, affective objectives dealing with values and attitudes may be achieved only over
considerable time, perhaps even years before they can be appraised. Topics such as
honesty, organizational loyalty or drug abuse prevention are difficult to assess from
immediate performance measurements.
Martin and Briggs (1986) searched the literature for clues as to why the affective domain
has not been addressed more vigorously in instructional design theory and practice. In
addition to difficulty of definition and measurement, they identified six other problems
they feel have contributed to this neglect.
The belief that affective goals are so long range and intangible that the time restrictions
of instructional programs prevent development and measurement of affective results.
a. A fear that discussion of values, attitudes, morals, and other aspects of the domain
may be seen as indoctrination or brainwashing.
b. A recognition that the absence of behaviours may often be as important in the
affective domain as the presence of behaviours.
c. The inability to identify and specify affective behaviors because of the imprecision
of natural language.
d. An uneasiness about some of the persuasive communication methods associated
with attitude change.
e. Disagreement and confusion about whether affective behaviors are ends
(outcomes) or means to ends.
Please refer to Ref. 7.4.1 Reasons for the neglect of affective outcomes (Allied
Material pp. 323-324).
Please go through Ref. 7.4 (INTEGRATING THE AFFECTIVE DOMAIN INTO

THE INSTRUCTIONAL DESIGN PROCESS by Robert G. Main, pp. 5-7) and
develop your understanding of: Fear of indoctrination, Technical and methodological
137
problems, and the Ethical perspectives. Your response should also be based upon your
own experience as a teacher in your own educational context.
Activity
Develop your understanding of: Fear of indoctrination, Technical and methodological
problems, and the Ethical perspectives. Your response should also be based upon your
own experience as a teacher in your own educational context.
Give your responses under the following headings:
i. Fear of indoctrination
ii. Technical and methodological problems
iii. The ethical perspectives
7.4.1 Fear of Indoctination
One of the reasons for the failure to give instructional emphasis to affective outcomes in
related to the Orwellian overtones in which attitudinal and value oriented instruction
often conjures up in the minds of teacher and the public. Can we teach values without
engaging in indoctrination or brainwashing techniques so foreign to our concepts of
education? Scriven deals specifically with this problem in his excellent paper “Student
Values as Educational Objectives” (1966). He makes distinction between values
acquired in conjunction with cognitive learning, such as the valuing of objectivity and the
scientific methods, and moral learning, such as the valuing of objectivity and the
scientific methods, and moral values, such as empathy and sympathy, which cannot be
taught with cognitive techniques.
In regard to cognitive-related values, Scriven points out (1966, P. 42) that not teaching
these is “not just cowardice but. Incompetence, professional incompetence.” On the
subject of moral behavior and conclusions, he points out that there is a moral imperative
to instruct in these areas so that students will not be “ignorant of the empirical punch
behind the morality. Behind the law and the institutions which incorporate this country’s
virtues and permit its vices.”
The teaching of both cognitive and moral values can, however, avoid the charge of
brainwashing if three notions are held in mind:
1. We teach as facts only those assertions which can really be objectively
established…others we teach as hypotheses. Hence, we do not violate the rights of
others to make their own choices where choice is rationally possible, nor their right
to know the truth where it is known.
2. Good teaching does not consist primarily in requiring the memorization of

conclusions the teacher thinks are true, but in developing the skills needed to arrive
at and test conclusions. . . .
3. That certain conclusions should now be treated as established does not mean they
cannot ever turn out to be wrong ……
(Scriven, 1966, pp. 44-45)
138
Contrary, then, to fears of accusations of brainwashing or indoctrination, if the dangers of
a 1984 society are to be avoided, schools have an obligation to work toward the
realization of affective objectives.
7.4.2 Technical and Methodological Problems

Other reasons for which teachers neglect to give instructional emphasis to their often
stated affective objectives are similar to the reasons for their failure to evaluate the
student on affective outcomes. Teacher-made tests use to assess student performance are
geared almost exclusively to cognitive outcomes. Standardized tests used by the schools
compare student performance with that of some national norm group, and lay stress on
intellectual tasks involving recognition or recall of previously learned knowledge and the
reordering or application of this knowledge to solve problems posed by the examination.
There are cogent explanations given for the failure to evaluate the affective objectives.
First, it is often assumed that, unlike most cognitive objectives, affective objectives
cannot, be attained in the relatively short instructional period of a week, month, semester,
or year, and that therefore they cannot be evaluated in the school setting. This belief is
implied in the statements of teachers who claim their goals are intangible or so long range
that the attitudes, values, interests, and appreciations they have tried to develop in their
students may not reveal until much later in life-long after formal education has been
completed. If this assumption were correct, then it would indeed be difficult to evaluate
affective objectives. While the time it takes to bring about an affective behavioural
change is undoubtedly a function of the complexity of the behaviour being sought, this is
also true for desired changes in cognitive behaviour. There is evidence that like certain
cognitive objectives, many affective objectives can be attained relatively quickly and are
therefore amendable to evaluation.
A second reason for hesitancy to evaluate affective objectives is that characteristics of

this kind, unlike achievement competencies are considered to be a private rather than a
public matter.
Closely related to this fact that most educators do not consider it appropriate to record
grade for a student’s attitudes values, interest, or appreciations. Thus, through such
affective characteristics may impinge, favourably or unfavourably, in an unofficial way
on the grade a student receives for his performance on a cognitive achievement test, for
most teachers an examination to grade them directly would be unthinkable.
7.4.3 The Ethical Perspectives

A very important goal of the organizations involved in assessment. Codes are intended to
increase the awareness of ethical practice among their memberships and to promote
ethical uses of assessment in various contexts: teaching, counselling, evaluation, research,
among others. The level of enforcement that each organization takes is directly tied to the
character of membership in the organization, whether it is voluntary or tied to a credential
139
or designation. Clearly, the more stringent the requirements are for membership in an
organization, the easier it is for that organization to establish a more formal means of
discipline and enforcement.
Educating others to understand and to engage in ethical practices is a critical goal.

Illustrations of good and bad practice within realistic assessment contexts and discussions
of ethical dilemmas are excellent ways of promoting ethically responsible practice in
assessment.
140
Answer all the questions

1. Define Nature of affective objectives and abilities in the Affective Domain. Give at
least THREE example of each objective in each of the categories (Receiving;
Responding; Valuing; Organizing and Characterising).
2. Develop a rationale for the need of evaluating affective objectives in your own
institutional set up.
3. Enumerate different methods of assessing affective outcomes (interview; direct

observation; semantic differentiation; and projective techniques).
4. Discuss why affective objectives are neglected in the assessment in Pakistani

institutions (curricular demands; teaching methods; examination system; and
philosophical aspects like fear of indoctrination and ethical perspectives).
Key Points
1. The hierarchy of affective domain begins with an ability to listen to ideas
2. Proper assessment of the affective domain is as vital to increase learning as
assessment of the cognitive domain
3. Attitudes remain latent constructs not open to direct measurement but only to
inference.
4. In-depth "structured" interviews with a handful of carefully selected students will

enable you to readily judge the extent of understanding your students have
developed with respect to a series of well-focused, conceptually-related scientific
ideas.
5. The SD methodology was considered a simple, economical means for obtaining
data on emotional reactions that could be used in many different situations or
cultural contexts.
6. Projective techniques are sufficiently versatile to be employed within a wide range
of research strategies and applications.
7. Affective component for example, attitudes are not taught like the mental and
physical skills.
8. The affective educational outcomes are usually placed on mental and skills
acquired or engaged in.
9. Educating others to understand and to engage in ethical practices is a critical goal.
10. Krathwohl felt cognitive performance could be measured more objectively than
affective behaviour.
141
Self Assessment Question 7.1

For questions 1-2 read the relevant section

For question 1-2 read the relevant section


REFERENCES
Robert G. Main (March, 1992) Integrating the affective domain, into the instructional
design process, Interim Technical Paper for Period June 1991 - August 1991,
HUMAN RESOURCES DIRECTORATE, Brooks Air Force Base, TX 78235-
5000
Span,Assessing Affective Traits and Learning Targets,Methods of Assessing Affective

Domain.pp. 271-288
Taxonomy of educational objectives: Affective domain pp.325-326
For further study read the following article:
Norman Reid (2006) Thoughts on Attitude Measurement, Research in Science &

Technological Education, 24:1, 3-27, DOI: 10.1080/02635140500485332 To link
to this article: http://dx.doi.org/10.1080/02635140500485332
142
Unit–8
USING ASSESSMENT INFORMATION
Written By:
Reviewed By:
143
TABLE OF CONTENTS
Page No.
Introduction ................................................................................................................. 145
8.1 Use of Assessment Information for Decision Making ...................................... 146

8.1.1 Changing the Curriculum ........................................................................ 147
8.1.1.1 Curriculum Content .................................................................. 147
8.2.2 Instructional Methods .............................................................................. 147
8.2.3 Examination Methods.............................................................................. 148
8.2 Use of Assessment Information for Diagnostic and Predictive Purposes .......... 149
8.2.1 Diagnosing Learning Problems and Providing Guidance ....................... 149
8.2.2 Student Profiling. .................................................................................... 150
144
INTRODUCTION
Assessment for Learning and Assessment of Learning are two approaches to assessment.
The two differ in how the collected information is used? The main purpose of Assessment
of Learning is to inform others, like parents and professionals about children’s
achievement. Assessment for Learning focuses on using assessment information to help
children with the next steps in their learning and development.
Learning Outcomes
1. use assessment information for decision making;
2. utilize assessment information for change of curriculum and instructional

methods;
3. utilize assessment information for diagnostic and predictive purposes;
4. discuss the use of assessment information for diagnostic and predictive

purposes;
5. diagnose learning problems and provide guidance for improvement;
6. use assessment information for student profiling;
7. describe the different uses of assessment information for decision making;
8. describe the use of assessment information for curriculum change;
9. discuss how the assessment information could be used for selecting

appropriate instructional methods.
145
Assessment is Important for Several Reasons
 Assessment results provide qualitative information that helps teachers determine
how they might improve courses and/or programs through changes in curriculum,
teaching methodologies, course materials, or other areas. When integrated into the
planning cycle for curriculum development and review, assessment results can
provide a powerful rationale for securing support for curricular and other changes.
 Assessment may provide comparative data that can give you valuable information on
how well your students are meeting the learning outcomes for your course or program,
or may show how your students perform compared to those at similar institutions.
 An effective assessment program is required as evidence of the institution's efforts

toward continuous improvement of effective teaching and learning.
 Most important, assessment is a tool that leads to a continuous cycle of improved

student learning.
Assessment results may be reported to: students, parents, professionals, community,

departmental authorities, etc.
Assessment information can be used for different purposes, these are for:
 diagnostic and predictive purposes; and
 decision making purposes.
8.1 USE OF ASSESSMENT INFORMATION FOR DECISION MAKING

Assessment is Important for Several Reasons
• Assessment results provide qualitative information that helps teachers to determine
teaching methodologies, course materials, or other areas. When integrated into the
planning cycle for curriculum development and review, assessment results can
provide a powerful rationale for securing support for curricular and other changes.
• Assessment may provide comparative data that can give you valuable information
on how well your students are meeting the learning outcomes for your course or
program, or may show how your students perform compared to those at similar
institutions.
• An effective assessment program is required as evidence of the institution's efforts

toward continuous improvement of effective teaching and learning.
• Most important, assessment is a tool that leads to a continuous cycle of improved
student learning.
146
Assessment results may be reported to: students, parents, professionals, community,
departmental authorities, etc.
Assessment information can be used for different purposes, these are for:
 diagnostic and predictive purposes; and
 decision making purposes.
8.1.1 Changing the Curriculum

Curriculum development teams should make a careful survey of the field before
commencing their work and should usually include an evaluator in the team, though it
should be pointed out that the evaluator’s main task is likely to be one of the formative
evaluation (that is, leading to improvements in materials and methodology) rather than
summative, or terminal evaluation.
Always be careful of the results of your assessment efforts.

 Not every identified weakness should result in a curricular change.
 But, every curricular change should be grounded in programmatic assessment.
 Now please read the articles “Assess and Curriculum” (pp. 384-386), “Curricular
Changes and Problems of Assessment and Evaluation” (pp. 386-388)
 “Integrated Courses” (pp. 388-89), and “Assessment in Mixed Ability Groups”
(pp. 389-392).
8.1.1.1 Curriculum Content

If assessment is to be equitable, all students should receive feedback that is appropriate to
their learning needs. Early identification of students’ learning needs and patterns of
assessment use are essential. From the student perspective, most complaints focus on the
technicalities of feedback, including content, organization of assessment activities,
timing, and lack of clarity about requirements. Thus use of assessment information is
helpful for the curriculum content to be changed, modified or improved.
8.1.2 Instructional Methods

Assessment results have important implications for instruction. The primary aim of
assessment is to foster learning of worthwhile academic content for all students. Teachers
use assessment results in a formative way to determine how well they are meeting
instructional goals and how to alter curriculum and instruction so that goals can be better
met. But unless the content of assessment (what schools assess) and the format of
assessment (how schools assess) match what is taught and how it is taught, the results are
meaningless, if not potentially harmful. The same is true if assessment tools are not of
high quality. There's also potential for harm when decisions affecting students' futures are
being made based on results of assessments made with tools that are not appropriate for
the purpose.
Use of Assessments Information in Improving Instructional Methods

If assessments provide information for both students and teachers, then assessments
information must be followed by high-quality, corrective instruction designed to remedy
147
whatever instructional weaknesses the assessment identified. Teachers must therefore
follow their assessments with instructional alternatives that present those concepts in new
ways and engage students in different and more appropriate learning experiences.
The teacher must use approaches that accommodate differences in students' learning
styles and intelligences. Although, teachers generally try to incorporate different teaching
approaches when they initially plan their lessons, corrective instruction involves
extending and strengthening that work. In addition, those students who have few or no
learning errors to correct should receive enrichment activities to help broaden and expand
their learning. Materials designed for gifted and talented students provide an excellent
resource for such activities.
8.1.3 Examination Methods

Change is constant, and indeed change which is judged positive can, at a later date,
become an obstacle to further change. A curricular innovation or assessment method
which is novel in one country can of course be common practice in another country.
However, the main question which has to be addressed appears to be “what are the
aspects or attributes of examination systems which appear to affect curriculum
development in positive ways, and conversely what conditions encourage negative
effects?” Some potential aspects might be:
 the perceived importance of an examination; whether or not it is a “high stakes”
examination with life chances, or perhaps school- funding depending on a
particular result. In some cases this might help speed up curricular reform, but in
other cases it might encourage “teaching to the test”, i.e curricular distortion; the
technical adequacy (validity and reliability) of the examination;
 the extent to which the bodies charged with curricular and examination
responsibilities are able to, and do indeed, cooperate constructively. This in turn
will determine the extent to which curriculum development and examination
reform have been planned together and complement each other;
 the extent to which the process of policy-making in the areas of curriculum
development and examinations is consensual rather than imposed upon teachers
and parents: the extent and quality of feedback about examination performance to
teachers - sometimes called the ”transparency” of the system - and the use made of
such information, for example in the area of in-service training.
Q. 1 Answer all questions

i. Write a detailed account of methods of assessment used by you in your own
teaching. Discuss the merits and limitations of the methods employed by you.
ii. Described the examinations conducted in your institutional set-up. Discuss how the
information gained from assessment employed by you can help in the improvement
of the examination system.
148
iii. How is the assessment useful for improving the curriculum?
iv. Having gone through the material related to the use of assessment information for
curricular decision-making, please write a note on what role is played by
assessment information in making curricular changes in Pakistan.
8.2 USE OF ASSESSMENT INFORMATION FOR DIAGNOSTIC AND

PREDICTIVE PURPOSES
8.2.1 Diagnosing Learning Problems and Providing Guidance

In order to make his/her teaching effective, the teacher needs feedback in order to learn
about his/her teaching, feedback will also help in monitoring the progress of student
learning.
What is Diagnostic Assessment?

Before the start of working with your child, his/her tutor will conduct a diagnostic
evaluation to determine the child’s reading strengths and challenges. Unlike the
psychological evaluation process conducted by schools, the diagnostic assessment is very
practical in nature. Depending on the child’s age, the tutor will administer a few tests to
answer questions such as:
 what is the child’s instructional reading level?
 is the child able to efficiently attack an unknown word during reading?
 what aspects of decoding, spelling and phonics are under the child’s control? what
aspects of decoding, spelling, and phonics does the child need to learn next?
 is the child reading fluently compared to other children his/her age?
 how does the child’s comprehension compare to his/her age peers? what aspects of
the comprehension process are in place? what comprehension skills need to be
developed?
 does the child’s writing in response to reading adequately reflect a high level of
comprehension?
 is the child applying effective reading and writing strategies in the content areas,
such as science and social studies?
 how is the child’s attitude about reading influencing his/her progress?
149
Diagnostic Assessment occurs at the beginning of a year or unit of work and enables the
teacher to:
 establish the students’ prior knowledge (prepare student’s profile)
 identify learning problems
 make informed planning decisions
 differentiate learning needs.
8.2.2 Student Profiling

Portfolios are ‘folders’ where students collect their work which is to be assessed. Some
teachers use shoeboxes for this purpose, some use plastic bags, some use large sheets of
paper folded in half and some use coloured or decorated folders. The format is not
important, but its contents and the value given to each student’s piece of work is! There
are numerous types of portfolios which can be used to assess a student’s progress based
on a varied collection of the student’s work. The items in a work portfolio can include
work samples, homework assignments, final products and classroom test results. The
collection of the student’s work is done over time. Portfolios should include student self-
assessment and reflection as well as teacher written feedback on some or all of the
collected work. The pieces of work in the portfolio should reflect student progress and
student achievement. The portfolio helps teachers, students and parents to verify the
academic progress of the student. It also serves for celebrating students’ achievements
during an activity, period of the year or the year. Keeping students’ work in portfolios is a
very common practice in schools. Its purpose is for teachers and students to keep a
collection of students’ work and use it to continually record and evaluate progress –
students and teachers can readily see improvements and learning if the collection of
works is maintained. It is also important to stress that this material is a rich resource for
fostering learning within the school as whole because students can share what they have
produced with other groups of students and with the school community.
The outcome of the use of assessment information for diagnostic purposes leads to
student profiling. This is shown in the end of the following description of diagnostic
assessment.
The diagnostic assessment will inform the instructional focus for the child. The student
profile must include the following information, which is an example of student profiling:
 pre-test results
 an evaluation of your child’s reading strengths and reading needs
 an instructional plan
 a description of the tutoring that was conducted
 post-test results
 a summary of outcomes
 recommendations for future instruction
150
This is an example of the use of feedback for diagnostic purposes and of student-
profiling.
Teacher assessment of student needs is a method of determining a student’s current level

of knowledge and skills in a particular area using measurable terms to direct future
learning. Teacher assessment is used to determine the current level of student
achievement and, accordingly, to determine appropriate teaching strategies and goals for
the student.
Strategies
• Examine the errors and why they were made, and use this information to direct the
next steps in teaching error analysis.
• Use various forms of assessment to accurately measure what you intend. A math
test of word problems may seem like a difficulty with math, when it may in fact be
a reading or receptive language issue.
• Allow students a choice in assessment options to test the same skill.
• Allow for retaking of tests or improving of assignments to demonstrate improved
learning.
• Review and document a summary of the student’s school record for past
information; consider strengths and needs. Be sure to examine the documentation
file in the student’s school record for previous assessments
• Use tracking and documentation of assessment.
• Develop a learner profile from your assessments.
• Meet with parents/guardians to discuss concerns and get information,
Q. 1 Answer all questions.

i. What is diagnosis assessment?
ii. How does diagnosis assessment improve student’s science learning?
iii. Describe the advantages of student’s profiling.
Key Points
i. Assessment results provide qualitative information that helps teachers to determine
teaching methodologies, course materials, or other areas.
ii. Assessment may provide comparative data that can give you valuable information
on how well your students are meeting the learning outcomes for your course or
program
iii. An effective assessment program is required as evidence of the institution's efforts

toward continuous improvement of effective teaching and learning
151
iv. Assessment is a tool that leads to a continuous cycle of improved student learning.
v. Curriculum development teams should make a careful survey of the field before
commencing their work and should usually include an evaluator in the team
vi. Early identification of students’ learning needs and patterns of assessment use are
essential
vii. Assessment results have important implications for instruction
viii. The teacher must use approaches that accommodate differences in students'
learning styles and intelligences
ix. the perceived importance of an examination; whether or not it is a ”high stakes”

examination with life chances, or perhaps school- funding depending on a
particular result.
x. Before the start of working with your child, his/her tutor will conduct a diagnostic
evaluation to determine the child’s reading strengths and challenges.

For questions i-iv read the relevant section

For question i-iii read the relevant section
152
REFERENCE
BELL, B. (1993) Taking into Account Students’ Thinking: a Teacher Development

Guide (Hamilton, University of Waikato).
BELL, B. & COWIE, B. (1997) Formative Assessment and Science Education, Research
Report of the Learning in Science Project (Assessment), August.
BLACK, P. (1995) Can Teachers Use Assessment To Improve Learning?, British Journal
of Curriculum & Assessment, 5(2), pp. 7±11.
COWIE, B. & BELL, B. (1996) Validity and formative assessment in the science
classroom, invited keynote paper to Symposium on Validity in Educational
Assessment, 28±30 June, Dunedin, New Zealand.
DENSCOMBE, M. (1995) Teachers as an audience for research: the acceptability of

ethnographic approaches to classroom research, Teachers and Teaching: Theory
and Practice, 1, pp. 173± 192.
GIPPS, C. V. (1994) Beyond Testing: towards a theory of educational assessment

(London, Falmer Press).
Cowie& B. Bell GOODFELLOW, J. (1996) Weaving Webs of Caring Relationships,

Paper Given to the Weaving Webs Conference, Collaborative Teaching and
Learning in the Early Years Curriculum, Mel- bourne, 11±13 July.
HARLEN, W. & JAMES, M. (1996) Creating a positive impact of assessment on

learning, paper given at the American Education Research Association Conference,
New York, April. JAWORSKI, B. (1994) Investigating Mathematics Teaching: a
constructivist enquiry (London, Falmer Press).
LEARVITT, R. L. (1994) The emotional culture of infant toddler day care, in: J. A.
HATCH (Ed.) (1994) Qualitative Research in Early Childhood Setting s, pp. 3±21
(London, Praeger).
MEHAN, H. (1979) Learning Lessons: social organisation in the classroom (Cambridge,

MA, University Press). New Zealand Ministry of Education (1993) The New
Zealand Curriculum Framework (Wellington, Learning Media). New Zealand
Ministry of Education (1994) Assessment: policy to practice (Wellington, Learning
Media).
PETERSON, P. L. & CLARK, C. M. (1978) Teachers’ reports of their cognitive

processes during teaching, American Educational Research Journal, 15, pp.
555±566.SADLER, D. R. (1989) Formative assessment and the design of
instructional systems, Instructional Science, 18, pp. 119±144.
153
SHULMAN, L. (1987) Knowledge and teaching: foundations of the new reforms,
Harvard Educational Review, 57, pp. 1±22.
WILIAM, D. (1992) Some technical issues in assessment: a user’s guide, British Journal
of Curriculum and Assessment, 2(3), pp. 11±20.
Aid to Learning,
Teaching and Assessing
Please refer again to the articles “Problems of Assessment” (pp. 387-388), “Assessment
in Mixed Ability Groups” (pp. 389-92), “Evaluation within the School” (pp. 392-
395), and “Public Examinations” (pp. 395-398).
154
Unit–9
PROBLEMS OF ASSESSMENT AND

THEIR SOLUTION (STRATEGIES)
Written By:
Reviewed By:
Dr. Rabia Khatoon
155
TABLE OF CONTENTS
Page No.
Introduction ................................................................................................................. 157
9.1 Factors Affecting Assessment ........................................................................... 157

9.1.1 Social Factor ........................................................................................ 157
9.1.2 Training Factor ..................................................................................... 157
9.1.3 Instrumentation Factor ......................................................................... 158
9.1.4 Pupil Factor .......................................................................................... 158
9.1.5 Time Factor .......................................................................................... 158
9.1.6 Crowding Factor .................................................................................. 158
9.1.7 Curriculum Objectives Factors ............................................................ 158
9.1.8 Facilities And Resources Factor........................................................... 158
9.1.9 Language Factor ................................................................................... 159
9.2 Strategies For Student Performance Assessment .............................................. 159

9.2.1 Training in Task Analysis .................................................................... 159
9.2.2 Pupil Peer Evaluation and Self Evaluation .......................................... 160
9.2.3 Use of Worksheets ............................................................................... 160
9.3 Student Evaluation Tasks .................................................................................. 160
156
INTRODUCTION
Educational assessment provides the necessary feedback we require in order to maximize

the outcomes of educational efforts. The assessment of learners’ learning provides
objective evidences necessary in the decision-making process in education. But during,
this process teachers have to face many problems and their solutions are required.
In this unit, the problems of assessment along with their possible solutions have been
discussed. These discussed problems of assessment and their solutions will help and
guide them to deal in future.
Learning Outcomes
After successful completion of this unit hopefully, you will be able to;
1. Identify and describe the problems present in curriculum and assessment.
2. Select/give possible solution of identified problems of assessment.
3. Make strategies and adapt methodologies related to student performance.
4. Evaluate students’ tasks.
9.1 FACTORS AFFECTING ASSESSMENT

Some identified problems in present curricula and a selection of possible solutions is
given below.
9.1.1 Social Factor

Emphasis on selection has influence on teaching and learning.
Solution:
1. Improve the design of external examination.
2. First shift towards partial and then towards total school assessment, in conjunction
with expert advice and moderation procedures.
3. Focus on process and affective objectives using real life situations, investigations,
project discussion session, science and society debates etc.
9.1.2 Training Factor

Pre-service training inadequate preparation for understanding, competence and
confidence building especially in regard techniques for assessment of process skills.
Solutions:
More intense pre and in-service training with focus on formative evaluation techniques.
Develop and disseminate innovative teaching and learning packages with explicit
guidelines for effective formative evaluation.
157
9.1.3 Instrumentation Factor
There is a lack of valid and reliable tests and other evaluation devices in the affective and
process areas.
Solution:
Develop large banks of pre-trailed tests and other techniques.
9.1.4 Pupil Factor

Students’ interest in science is negatively affected in the current evaluation.
Solution:
Evaluation procedure should account for alternative teaching strategies aimed at
promoting student interest and developing process skills, including real life situation
investigations.
9.1.5 Time Factor

For effective formative evaluation the teacher has very limited time to prepare.
Solution:
Ongoing evaluation of curricula concerning quantity of content, resources available selection
of curriculum materials and mismatch between intended and achieved curriculum.
9.1.6 Crowding Factor

No individual attention can be paid and assistance can be extended to students due to
overcrowding and heavy workloads.
Solutions:
1. Reduction of class strength.
2. Provision of prepared and tried evaluation techniques.
3. Consider use of oral evaluation, per assessment and self assessment.
9.1.7Curriculum Objective Factor

Many existing materials do not always indicate higher level objectives and techniques to
evaluate them.
Solutions:
1. Review curriculum materials.
2. Provide guidelines and examples.
9.1.8 Facilities and Resource Factors

Lack of facilities and equipment makes it difficult to develop and evaluate the full range
of objectives.
Solutions:
1. Establish or expand resource centres.
158
2. Encourage teachers to improve, especially with locally available low cost equipment.
3. Provide sufficient facilities and equipment.
9.1.9 Language Factors

It may be difficult evaluating science understanding if medium of instruction is not the
mother tongue.
Most of these problems can be solved by long term approaches at levels as high as the
national level.
Students’ language background on their performance on math word problems. First, the
study found that English language learners scored significantly lower than proficient
speakers of English.
This is a cause for concern. Second, it appears that modifying the linguistic structures in
math word problems can affect student performance. In interviews, students indicated
preferences for items that were simpler linguistically.

Fill in the blanks
i. Social Factor has ……………………………. on teaching and learning.
ii. There is a lack of valid and reliable tests and other ……………. devices in the
affective and process areas.
iii. Students’ interest in science is…………………. affected in the current evaluation.
iv. For effective formative evaluation the teacher has very ……………….time to
prepare.
v. No individual attention can be paid and assistance can be extended to students due
to ………………… and heavy workloads.
vi. Lack of facilities and equipment makes it difficult to develop and …………………
the full range of objectives.
vii. It may be difficult evaluating science ………………… if medium of instruction is

not the mother tongue.
9.2 STRATEGIES FOR STUDENTS PERFORMANCE EVALUATION

Some of methodologies related to pupil performance are given below.
9.2.1 Training in Task Analysis

To investigate student problems the teacher may not know the extent to which
knowledge, process attitudes and manipulative skills are used. This can be clarified by
task analysis.
159
9.2.2 Pupil Peer Evaluation and Self Evaluation.
Pupil can be trained to work in groups using a combination of both peer evaluation and
self evaluation to an investigation.
9.2.3 Use of Worksheets

Inspection of worksheets may provide an alternate to observation of pupil actions. These
may be structured, unstructured or combination of both.
Structured:
1. Look at the sample? what colour is it?
2. How many petals do you see?
3. What is the length of the biggest petal?
Unstructured:
Outline the procedure you would use to identify the unknown substance. Carry out these
procedures and record all observations.

i. Propose some strategies for the evaluation of student’s performance in task
analysis.
ii. How does pupil peer evaluation effect student’s performance?
iii. Explain the significance of worksheets in science learning.
9.3 STUDENT EVALUATION TASKS

When a teacher is trying to solve even a simple and contrived problem during student
investigation it may be clarified by a task analysis. The teacher may face difficulty
recognising the occurrence of these processes while observing the students if he has no
training. One of the reasons is that students are unlikely to proceed in the stepwise
sequence analysed by the teacher.
Teacher is not necessary to try to observe every step that a student task along the path of
an investigation, it will be better if the students’ behaviours can be translated into the
teachers’ formal nations of scientific processes.
Having this in mind, the participant’s attention was drawn to the following formal labels
commonly used to describe in scientific investigations.
i) Observing ii) Classifying
iii) Measuring iv) Inferring
v) Predicting vi) Hypothesising
vii) Experimenting viii) Interpreting
ix) Making operational definitions x) Formulating theoretical models
xi) Communicating xii) Making conclusions / decisions
160
The task to the workshop participants was to list as many as possible of the common
behaviour used by the students.
Activity:
Search on internet “Problems of Assessment” as well as their solution, and make a report
Answer the following questions.

i. Enlist the factors, affecting assessment. Discuss each factor in detail.
ii. Discuss the problems and issues in assessments of science education in Pakistan.
iii. Describe the factors affecting the assessment.
iv. Write down some problems of assessment and their solutions.
Key Points
1. Factors affecting Assessment are Social, Training, Instrumentation, Pupil, Time,
Crowding, Curriculum objective, Facilities, resource and Language Factors.
2. Social factor emphasis on selection and it influences on teaching and learning.
3. Pre-service training inadequate preparation for understanding, competence and

confidence building and intense in-service training is its solution.
4. The lack of valid and reliable tests tools is instrumentation factor and to develop
large banks of pre-trailed tests and other techniques is its solution.
5. Students’ interest in science is negatively affected in evaluation.
6. Time is limited for formative assessment.
7. Existing Curricula do not meet the challenges of present era and there is dire need
to review it.
8. Student’s performance evaluation can be made by task analysis and pupil peer
evaluation and self-evaluation.

i. Influence
ii. Evaluation
iii. Negatively
iv. Limited
v. Overcrowding
vi. Evaluate
vii. understanding
161
Read the relevant section

Read the relevant section
REFERENCES
1. E. David, Authentic Assessment: A Solution, or Part of the Problem? The High

School Journal ,Volume 85, Number 1, October-November 2001 pp. 24-29 |
10.1353/hsj.2001.0020
2. Atherton J S (2013) Learning and Teaching; The Problem of Assessment [On-line:

UK] retrieved 16 November 2014 from http://www.learningandteaching.info/
teaching/ assess_problem.htm
3. A. Bernard N., R. Emmanue, Problems of Implementing Continuous Assessment in

Primary Schools in Nigeria, Journal of Education and Practice, (Online)Vol. 3,
No 6, 2012
4. Braskamp, L. A. & Ory, J. C. (1994). Assessing faculty work: Enhancing individual

and institutional performance. San Francisco: Jossey-Bass.
5. Centra, J. A. (1993). Reflective faculty evaluation: Enhancing teaching and

determining faculty effectiveness. San Francisco: Jossey-Bass.
6. Perry, J. D. (2002). Course Evaluation Practices at IU Bloomington. Office of the

Vice Chancellor for Academic Affairs and Dean of the Faculties.
162

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First Edition ...................................... 2016

Composed by..................................... Muhammad Hameed Zahid

Printing Coordinator .......................... Printing Press Operations Committee

Printer ............................................... AIOU-Printing Press, Sector H-8, Islamabad.

Publisher ........................................... Allama Iqbal Open University, H-8, Islamabad.

Chairman: Prof. Dr. Tanveer Uz Zaman

Writers: 1. Prof. Khadim Ali Hashmi

Reviewers: 1. Prof. Dr. Tanveer-Uz-Zaman

Editor: Fazal Karim

Composed by: M. Hameed Zahid

Course Coordinator: Dr. Farkhunda Rasheed Choudhary

Unit–1: Introduction to Assessment ............................................................... 1

Unit–2: What to Assess? ................................................................................. 23

Unit–3: Assessment of Knowledge ................................................................. 61

Unit–4: Assessment of Comprehension and Application Skills ..................... 73

Unit–5: Assessment of Higher Abilities ......................................................... 87

Unit–6: Assessment of Practical Skills ........................................................... 107

Unit–7: Assessing Affective Objectives ......................................................... 117

Unit–8: Using Assessment Information .......................................................... 143

Unit–9: Problems of Assessment and their Solution (strategies) .................... 155

Finally, I am indebted to all staff of Department of Science Education for helping in

Prof. Dr. Tanveer-Uz-Zaman

Meaningful science assessment is realized only when stakeholders—students, parents,

Dr. Farkhunda Rasheed Choudhary

1. define the nature of assessment

2. differentiate different methods of assessment

3. construct tables of specifications for assessment

4. utilize assessment information for improvement

5. create effective assessment tests to measure various skills such as analytical,

Learning Outcomes ..................................................................................................... 3

1.1 Role of Assessment in Science Education ........................................................ 4

1.2 Types of Assessment ......................................................................................... 6

1.3 Modes of Assessment ........................................................................................ 9

1.4 Process of Assessment ...................................................................................... 12

1.5 Characteristics of Good Assessment ................................................................. 14

1.6 Limitations of Assessment ................................................................................ 19

Assessment is a systematic, multistage process involving the collection and interpretation

1. describe role of assessment in science education

2. construct good assessment instruments

3. analyze process of assessment

4. evaluate limitations of different assessment instruments

Figure 1. The Why, What and How of Assessment

Various Reasons “why”

1.1 Role of assessment Page 1

Self-Assessment Questions 1.1

c. A test refers to a particular (situation) _______________ set up for the purpose of

d. Examination refers to a _______________scale test, or more commonly, a

e. A standardized _______________ represents the most _______________end of

1.2 TYPES OF ASSESSMENT

Traditional assessment is a form of summative assessment usually involving multiple-

1.2.1 Norm Referenced

A norm-referenced test scores a test by comparing a person's performance to others who

1.2.2 Criterion Referenced

The following is adapted from: Popham, J. W. (1975). Educational evaluation.

Self-Assessment Questions 1.2

b. The purpose of __________________referenced assessment is to rank each student

d. Norm referenced assessment is used to _______________ between high and low

e. The norm referenced assessment measures __________skills which make up a

1.3 MODES OF ASSESSMENT

e. A standardized _ represents the most _end of