Assignment No.

CourseName : Assessment in Science

Education

Course Code : “8628’’

Semester : Autumn,2022B.Ed(1.5Yrs)

Name : Farwa Munir

Roll No : CE-614625
 QUESTION NO #01

Discuss in detail the anatomy of learningoutcomes as proposed by Bloom?

ANSWER:-

LEARNING OUTCOMES
Learning outcomes are goals for student learning that you, as the instructor, set for
your course.  They essentially answer the question "What will students learn?"  Course-level
or semester-long learning outcomes are usually shared with students in the syllabus.  You
can also write learning outcomes for each unit or chapter, or even each class meeting; use
them as a guide as you design the course, and share them with students to guide their
studying.  
Over all, learning outcomes:
 Allow us to demonstrate that learning has occurred in our students in an objective,
measurable way
 Focus on learning and student success, supporting the university mission and provost
charge
 Are an integral part of accreditation standards
 Empower students to become more involved with their learning experiences
 Allow us to assess students' learning and use the results as a tool for improvement
 Create a common language that crosses all departments within a university
Learning outcomes demonstrate what you want students to know, do, or value by
the end of your course.  A typical learning outcome may start with "By the end of this
course, students will be able to…" Then, continue the sentence with an action verb and a
goal for the course.  When writing learning outcomes, Bloom's Taxonomy (described
below) can be a helpful tool to choose action verbs that reflect the appropriate level of rigor
intended for the course.
TIPS FOR CONSTRUCTING LEARNING OUTCOMES:
 Focus on outcomes, not processes
 Start each outcome with an action verb
 Avoid vague verbs such as know and understand
 Incorporate a mixture of lower-order and higher-order thinking
 Write the outcomes from the student perspective
 Check that the outcomes reflect knowledge, skills, or attitudes
 Try for no more than three outcomes per major topic
BLOOM'S TAXONOMIES
Bloom's Taxonomy is a tool to help you to assess the level of rigor and challenge your
students are experiencing in your course.  To consciously and intentionally address the level
of cognitive complexity and challenge in a course, Bloom's Taxonomy is an excellent
framework, providing multiple points of entry.
COGNITIVE DOMAIN
The cognitive domain concerns knowledge (remembering/retaining information) and the
development of intellectual skills (synthesis, problem solving, etc.).  The different levels of
the cognitive domain categorize students' thinking from less to more complex levels of
thinking; for example, having students write a paper analyzing the impact of interest rates
on the growth of the U.S. economy requires substantially more complex thinking than
asking students to state the current interest rate.  There are six major categories of
cognitive processes, starting from simple to more complex processes:
Instructors can use the six major categories to organize their lesson plans and assignments
into varying levels of difficulty, resulting in a course that guides students through
increasingly more complex material.  Additionally, instructors can use the verbs associated
with Bloom's taxonomy to develop clear learning objectives associated with a specific level
of difficulty.  Building learning objectives using Bloom's cognitive taxonomy can help
instructors link learning activities with specific levels of complexity. 
AFFECTIVE DOMAIN
The affective domain demonstrates how new knowledge and learning promotes the growth
in a student's feelings or emotions such as values, motivations, and attitudes.  Students
encounter the world through their affective domain via their values and belief systems:  the
outward portrayal of the affective domain would be the student's attitude.  A student's
attitude can have a profound effect on his or her learning.  For example, a student may have
competency in performing a task, but may not have the desire (attitude).  People in general
change their attitude in response to various events in life; however, instructors can change a
student's affective domain over the course of a class by performance interventions.
1. Exposure effect uses simple experiences to form a student's attitude by exposing the
student to a positive experience a number of times. 
2. Reinforcement requires a constant action to promote an effect or instill a good
habit.  For example, making classrooms safe and non-threatening promotes feelings
of security while students are learning.
3. Persuasive communication promotes a student internalization of a message by
making sure that the source (the instructor) is believable and likeable, the message
has appropriate content and style, and is properly tailored to the students' attitudes.
4. Changing viewpoints takes your students through the steps of understanding how
they initially approach a situation, and how that approach can be broken down to
PRODUCE A POSITIVE EMOTION.
PSYCHOMOTOR DOMAIN
The psychomotor domain relates to the physical movement, coordination, and use of motor
skills involved in completing a task or learning new material.  Students learn how to
physically accomplish tasks through the psychomotor domain by applying strategy and
practicing performing the actions required.  Students improve their skill by choosing and
implementing the most efficient strategies to accomplish the task, reviewing the results, and
then refining their strategies
REFERENCE:
 AIOU Course book 8628 book “Assessment in Science Education”
 https://www.nap.edu/read/4962/chapter/7
 https://thescienceteacher.co.uk/assessment/
 www.google.com
 www.scribd.com
 https://thescienceteacher.co.uk/assessment/

QUESTION NO #02

Explain the table of Specification. Discuss its usefulness in test construction?

ANSWER:-

A table of specifications (TOS) is a chart that teachers and test developers use
in item writing. It ensures that the test developed assesses the content taught and the
learning experience given to the students. It also helps align the test with learning objectives
and their cognitive levels. Moreover, it defines the amount of the test to assess each
objective. In nutshell, a Table of Specifications precisely illustrates the scope and focus of a
test.
PURPOSE OF THE TABLE OF SPECIFICATION
The basic purpose of making a TOS is to enable teachers to:
1. determine the content area of the test;
2. develop items that reflect student learning across cognitive levels.
3. allocate a specific amount of instructional time needed for each topic/SLOs.
4. make sure that no important learning objective is left out of the assessment;
5. produce valid test items;
6. assess learning objectives that are actually included in the instructional process;
7. ensure proportional emphasis on each learning objective.
THE IMPORTANT TIPS TO DEVELOP A TABLE OF SPECIFICATIONS:-
The development of TOS has three steps. In the first step, topics along with cognitive levels
are tabulated. The table mentions the total number and percentage share of student
learning outcomes (SLOs) and their cognitive levels in each topic.
Table 1 illustrates the first phase of the first development of TOS. There are 5 columns in the
table. The extreme left column represents the chapters taught. The second column from the
 left shows SLOs whereas the last three columns represent the cognitive levels i.e.
knowledge, understanding, and application in each topic.
Table 1, Table of specification For Midterm Examination. (Based on Cognitive
Level: K, U, A)
Topics SLOs K U A

Major Industries of
6 1 2 3
Pakistan

Trade and
4 1 3 –
Commerce

Transportation  4 1 1 2

Formative Phase of
2 – 2 –
Pakistan (1947-58)

General Ayub Khan

4 – 1 3
Era

Total No. of SLOs 20 3 9 8

Percentage (%) 100 15 45 40

Marks 40 6 18 16

40
Total Marks
 
After the completion of the first step (the tabulation of topics, number of SLOs, and their
cognitive distribution), we find out the percentage share of SLOs and marks in each topic as
illustrated in Table 2. The table represents topics, no, of SLOs in each topic, percentage
share of SLOs, and distribution of marks in columns 1, 2, 3, and 4 respectively.
The formulas given below are used for calculating the percentage share of SLOs and
distribution of marks per SLO:
Weight in Percentage = No. of SLOs of the topic × 100 ÷ total no of SLOs
Weight in Marks = Calculated % of Max. Marks
Table 2: Content-wise /Chapter Wise distribution of test syllabus 
Distribution of
Topics No. of SLOs in a topic % share of SLOs 
Marks 

Major Industries of
6 30% 12
Pakistan
Trade and Commerce 4 20% 8

Transportation  4 20% 8

Formative Phase of
Pakistan 2 10% 4
(1947-58)

General Ayub Khan

Era (1958- 4 20% 8
1969)

Total  20 100%  40
Once done with the calculation/distribution of marks per SLO, the TOS developers move on
to the next steps of calculating the number of items per cognitive level i.e. knowledge,
understanding, application. All six cognitive levels of Bloom’s taxonomy are not covered in
this case. Instead, the test developers at the secondary and higher secondary level
distribute SLOs in three cognitive levels of knowledge, understanding, and application. They
consider all higher-order thinking levels as part of the application. This is best manifested in
Table 3.
The formula given below is used to calculate the weight of items per cognitive level:
The number of items = Maximum marks topic ÷ no. of SLOs X number of SLOs in each
cognitive level
Table 3: Cognitive levels distribution of items

Allocated
Topics MCQs K U A
Marks

Major Industries  12 6 2 4 6

Trade and
8 4 2 6 –
Commerce 

Transportation 8 4 2 2 4

Formative Phase
4 2 – 4 –
of Pakistan

Ayub Khan Era 8 4 – 2 6

Total 40 20 6 18 16

CONCLUSION:-
There are three crucial steps to follow in the development of TOS. In the first step, we
tabulate the topics, SLOs, and cognitive levels of the taught curriculum. In the second step,
we tabulate the percentage share of each topic and the distribution of marks for each topic.
In the third and last stage, tabulation of the item distribution per cognitive level takes place.
The developed TOS informs the item developer to ensure the credibility of items.
Assessment experts also make use of TOS in a test review. This review informs if the test is
aligned with the taught curriculum or not.

USEFULNESS IN TEST CONSTRUCTION:-

1) Test constructors able to have a clear picture about who the test is aimed at, what its
purpose is, what content is to be covered, what methods are to be used, how many papers
or sections there are, how long the test takes, and so on. 

2) By having test specification, test users will know about the description of a test's content.

3)  Test specification also will be able to give some description of a test to help admissions
officers decide whether the test is valid for the particular decisions to be taken: for
university admissions purposes, a test that does not measure academic- related language
skills is likely to be less valid than one that does.
REFERENCE:
 AIOU Course book 8628 book “Assessment in Science Education”
 https://www.nap.edu/read/4962/chapter/7
 https://thescienceteacher.co.uk/assessment/
 www.google.com
 www.scribd.com
 https://thescienceteacher.co.uk/assessment/

QUESTION NO 03

How the “knowledge objectives” are assessed? Explain the procedure for developing test
for knowledge of universals and abstraction in a field?
ANSWER:-

 Knowledge Objectives are the intended learning aims or goals of the Learning

Element identified and grouped in terms of the primary focus of each aim or goal – so
the teacher is prompted to identify Experiential, Conceptual, Analytical and Applied
objectives. The Knowledge Objectives should be closely aligned to the learning activities-
Knowledge Processes, which they preface and mirror, and echoed in the Knowledge
Outcomes which are designed to indicate achievement of the Knowledge Objectives.

PROCEDURE FOR DEVELOPING TEST FOR KNOWLEDGE OF UNIVERSALS AND

ABSTRACTION IN A FIELD:-
The idea of creating taxonomy of educational objectives was conceived by Benjamin Bloom
in the 1950s, the assistant director of the University of Chicago's Board of Examinations.
Bloom sought to reduce the extensive labor of test development by exchanging test items
among universities. He believed this could be facilitated by developing a carefully defined
framework into which items measuring the same objective could be classified. Examiners
and testing specialists from across the country were assembled into a working group that
met periodically over a number of years. The result was a framework with six major
categories and many subcategories for the most common objectives of classroom
instruction–those dealing with the cognitive domain. To facilitate test development, the
framework provided extensive examples of test items (largely multiple choice) for each
major category.

The categories were designed to range from simple to complex and from concrete to
abstract. Further, it was assumed that the taxonomy represented a cumulative hierarchy, so
that mastery of each simpler category was prerequisite to mastery of the next, more
complex one. A meta-analysis of the scanty empirical evidence available, which is described
in the Lorin Anderson and David Krathwohl taxonomy revision noted below, supports this
assumption for Comprehension through Analysis. The data were ambiguous, however, with
respect to the location of Knowledge in the hierarchy and for the order of Evaluation and
Synthesis.
The taxonomy has been used for the analysis of a course's objectives, an entire curriculum,
or a test in order to determine the relative emphasis on each major category. The unceasing
growth of knowledge exerts constant pressure on educators to pack more and more into
each course. Thus, these analyses repeatedly show a marked overemphasis on Knowledge
objectives. Because memory for most knowledge is short, in contrast to learning in the
other categories, such findings raise important questions about learning priorities.
Along these same lines is the taxonomy's use to assure that objectives, instructional
activities, and assessment are congruent (aligned) with one another. Even when instruction
emphasizes objectives in the more complex categories, the difficulty of constructing test
items to measure such achievement often results in tests that emphasize knowledge
measurement instead. Alignment analyses highlight this inconsistency.

The taxonomy has also commonly been used in developing a test's blueprint, providing the
detail for guiding item development to assure adequate, and appropriate curriculum
coverage. Some standardized tests show how their test items are distributed across
taxonomy categories.
THE AFFECTIVE DOMAIN
In addition to devising the cognitive taxonomy, the Bloom group later grappled with a
taxonomy of the affective domain–objectives concerned with interests, attitudes,
adjustment, appreciation, and values. This taxonomy consisted of five categories arranged
in order of increased internalization. Like the cognitive taxonomy, it assumed that learning
at the lower category was prerequisite to the attainment of the next higher one
A KNOWLEDGE OF DIMENSION:-
A forty-year retrospective of the impact of the Cognitive Taxonomy by Lorin Anderson and
Lauren Sosniak in 1994 (dating back to its preliminary edition in 1954) resulted in renewed
consideration of a revision, prior efforts having failed to come to fruition. In 1995, Anderson
and Krathwohl co-chaired a group to explore this possibility, and the group agreed on
guidelines for attempting a revision. Like the original group, they met twice yearly, and in
2001 they produced A Taxonomy for Learning, Teaching and Assessing: A Revision of
Bloom's Taxonomy of Educational Objectives, hereinafter referred to as
the revision. Whereas the original was unidimensional, the revision had two dimensions,
based on the two parts of objectives: (1) nouns describing the content (knowledge) to be
learned, and (2) verbs describing what students will learn to do with that content; that is,
the processes they use in producing or working with knowledge.
Instrumentalism is one of a multitude of modern schools of thought created by scientists
and philosophers throughout the 20th century. It is named for its premise that theories are
tools or instruments identifying reliable means-end relations found in experience, but not
claiming to reveal realities beyond experience. Its premises and practices were most clearly
and persuasively stated by two philosophers, John Dewey (1859-1952) and Karl Popper
(1902-1994). Independently, they defined the school quite similarly, but their judgments of
its premises were irreconcilable. Dewey was a practitioner of instrumentalism, accepting
means-end relations as discoverable by joining inductive and deductive reasoning about
experience.
Popper was a critic of the school. He insisted that induction is not scientifically valid, and
that realities can be known without experience. These contrary judgments endowed the
school with the legacy of confusion and ambiguity described below. This article gives the
definition of instrumentalism accepted by these two philosophers. It explains the grounds of
their irreconcilable judgments, which are still embedded in popular understanding of the
school, and describes the practice of followers of each philosopher, demonstrating that
neither philosopher's judgments have achieved universal assent, leaving the school's
meaning and legitimacy in modern scientific inquiry indeterminate. In 1925, John Dewey
published an article entitled "The Development of American Pragmatism," in which he
defined instrumentalism to distinguish it from schools known as "pragmatism" and
"experimentalism." In 1956, Karl Popper published an article entitled "Three Views
Concerning Human Knowledge," in which he defined instrumentalism to distinguish it from
"essentialism" and a "third view"—his own— which he came to call "critical rationalism."
Dewey's article was republished in 1984 in John Dewey:
The Later Works Popper's article was republished in 1962 in Conjectures and Refutations.
The following four premises defining instrumentalism are taken from these sources.
Premises 1 and 2 were accepted by both philosophers and the general public. Premises 3
and 4 were and remain controversial.
Theories are tools-of-the-trade of thinking, seeking to map means-ends relationships found
in experience. Dewey: "Instrumentalism is an attempt to establish a precise logical theory of
concepts, of judgments and inferences in their various forms, by considering primarily how
thought functions in the experimental determinations of future consequences." Popper:
Instrumentalism endorses "the interpretation of scientific theories as practical instruments
or tools for such purposes as the prediction of impending events."
Theories predict consequences of using means to achieve ends. Dewey: "The verification of
a theory … is carried on by the observation of particular facts."Popper: "… we submit
[theories] to severe tests by trying to deduce from them some of the regularities of the
known world of common experience."
Theory-development requires inductive reasoning, basing general statements on limited
observations of facts-of-the-case. Dewey: An empirical philosopher must "… first find
particular cases from which he then generalizes. I am "… an opponent of the widely
accepted dogma of intuitivism—of the view that science starts from observation and
proceeds, by induction, to generalizations, and ultimately to theories."
There are no realities behind or beyond what can be known by applying instrumental
theories. Dewey: "It is therefore in submitting conceptions to the control of experience…
that one finds examples of what is called truth.
REFERENCE:
 AIOU Course book 8628 book “Assessment in Science Education”
 https://www.nap.edu/read/4962/chapter/7
 https://thescienceteacher.co.uk/assessment/
 www.google.com
 www.scribd.com
 https://thescienceteacher.co.uk/assessment/

QUESTION NO 04

What are essential components of a learning objective? Discuss it in the context of

developing test for assessing the comprehension levels?
ANSWER:-

ESSENTIAL COMPONENTS OF A LEARNING OBJECTIVE:-

Learning objectives are known to be made up of a number of components. The most known
components are those identified by an educational theorist Robert Marger. The major
components are audience, condition, standards and behavior. These components entail:
1. AUDIENCE:-
Learning objectives should always specify the audience they are intended to serve. Usually,
the audiences are participants in a given training program. For example in the phrase
“learners will be able,” the learners are the audience. Although there may be different
groups of participants in a training program such as learners, instructors, supervisors and
facilitators, the objective should describe the exact intended audience. This helps in making
the objectives measurable.
2. BEHAVIOR:-
Behaviors are observable actions that are supposed to be accomplished by the end of a
training session or program, and should be demonstrated during the program. To write a
clear learning objective, it is important to carefully choose the most appropriate word that
describes the behavior displayed by the participants in the program after the training is
done. The action verb that forms part of your objective should be able to fully describe the
specific behavior that is expected from a participant after undergoing a training program.
 
Examples of action verbs that you might use include ‘explain’, ‘identify’, ‘analyze’, ‘list’,
‘code’, and ‘present’ among others. These verbs are the most important part of any learning
objective. This is because they identify what has achieved by the end of the training
program, and presumably what they are ready to perform moving forward. It is therefore
important to avoid general verbs such as ‘know’ and ‘understand’ as they may not be
measurable and thus present a lot of problems when it comes to assessing the effectiveness
of training program. For instance, it is better to have an objective that says, “Learners will be
able to list important markets for electronic products,” rather than “learners will know the
important markets for electronic products.”
3. STANDARDS:-
 
Learning objectives should identify to what standards a given skill or knowledge must be
achieved by the learner. In other words, the standards used in objectives give the
proficiency to which the training will elicit in the learners. It is, therefore, important for you
to give the specifics of how a learner will be able to perform a given task in terms of quality
and quantity after undergoing a given training program. For example in the objective, “…the
learners should be able to identify 95% of errors…” the phrase ‘95% of errors’ is the
standard.
4. CONDITIONS:-
A condition in an objective specifies the conditions under which given tasks should be
performed. These are the actual conditions a given task should take place. The conditions
may include time and place. An example of a condition in an objective is “after this program
the learners should be able to take less than five minutes in successfully predicting the
performance of a given stock,” here the phrase “less than five minutes” represents the
condition.

CONTEXT OF DEVELOPING TEST FOR ASSESSING THE COMPREHENSION

LEVELS:-
Reading comprehension assessments are the most common type of published reading test
that is available. The most common reading comprehension assessment involves asking a
child to read a passage of text that is leveled appropriately for the child, and then asking
some explicit, detailed questions about the content of the text (often these are called IRIs).
There are some variations on reading comprehension assessments, however. For example,
instead of explicit questions about facts directly presented in the text, the child could be
asked to answer inferential questions about information which was implied by the text, or
the child’s comprehension might be tested by his or her ability to retell the story in the
child’s own words or to summarize the main idea or the moral of the story. Another
common reading comprehension assessment is called a "cloze" task — words are omitted
from the passage, and the child is asked to fill in the blanks with appropriate words. Also,
young children’s reading comprehension can be assessed by asking them to read and follow
simple instructions, such as, "Stand up" or, "Go look out the window."
Reading comprehension should not be confused with reading accuracy, another very
common form of reading assessment. In a reading accuracy assessment, a child is asked to
read a passage of text clearly, without making any mistakes. The mistakes that the child
does make are analyzed to find clues about the child’s decoding strategies (not
comprehension strategies). Very often, an assessment combines these two different
assessments into one assessment — the child reads a passage out loud while the teacher
makes note of errors the child makes (sometimes called a "running record"), and then the
child is asked some comprehension questions about the passage. However, it is worth
noting that a beginning reader’s comprehension usually suffers when he or she is asked to
read a passage of text out loud. When children read orally, they usually concentrate on
reading accurately, and do not pay as much attention to comprehension of the content. Oral
reading accuracy does give insights into decoding skills and strategies, but that is a separate
test. A reading comprehension test is most accurate if the child is not reading for an
audience.

REFERENCE:
 AIOU Course book 8628 book “Assessment in Science Education”
 https://www.nap.edu/read/4962/chapter/7
 https://thescienceteacher.co.uk/assessment/
 www.google.com
 www.scribd.com
 https://thescienceteacher.co.uk/assessment/
 QUESTION NO # 05
What is the need of assessment of higher order skills? Explain the process of development
of test for analysis skills with suitable examples?
ANSWER:-
NEED OF ASSESSMENT OF HIGHER ORDER SKILLS:-
In most of the societies around the world, education is considered a great asset for
economic development (Ozturk, 2001). It contributes towards socio-economic and political
modernisation as well as the well-being of individuals within a society (Ogawa and
Nishimura, 2015). This normally happens by increasing a “person’s and a nation’s
productivity (Ozturk, 2001:39). Education can largely contribute to economic development
when learners develop the knowledge, skills and values required and appropriate for the
labour market (Ozturk, 2001; UNESCO, 2000). To tune education towards an economic
development perspective, Altinyelken (2015) argues that the current global shift from inputs
and outputs to outcomes and from processes to results is a great minds-shift in education
and development. His argument is in favour of the current global paradigm shift from
measuring a nation’s quality of education based on attendance and completion rates
towards the intended learning outcomes more particularly higher-order thinking skills. In
Africa, although statistics indicate that the continent has achieved a steady progress in the
education sector, it is still a matter of debate. Most African countries have achieved
Universal Primary Education enrolment rates above 90 per cent (Altinyelken, 2015; Ogawa
and Nishimura, 2015). On a theoretical note, such a progress ties in with the Sustainable
Development Goals (SDGs) on education and global focus on human capital development
for national sustainable development. The reality on the ground, however, seems to suggest
that there are salient challenges concerning the quality of assessment of learning outcomes
and systemic reforms which might impend the process of human capital development (Allen
et al., 2016). This situation is African Educational Research Journal Vol. 6(4), pp. 240-249,
October 2018 DOI: 10.30918/AERJ.64.18.083 ISSN: 2354-2160 Full Length Research Paper
becoming even more pronounced as studies continuously reveal that the school enrolments
alone are not sufficient for national development or individual’s wellbeing (UNESCO, 2000;
Wagner, 2011). At the national level, Uwezo (2015) reports that there are also many
Ugandan children and youth who are in school but either not learning or not learning what
is relevant for their future life achievements. Odongo (2018) has equally argued that many
of the students, in Uganda, who are “successful in school” have not acquired enough of the
skills they need for their current and future including the world of work. In terms of
assessment and examinations, Allen et al. (2016) have argued that most of the knowledge
and skills learners need today and for their future have little or no role in the formal
learning, tests and examinations. This is supported by Altinyelken (2015) who argues that
most examinations in Uganda, including PLE, hardly call for critical consciousness but rather
focus on “the evocation of responses that involve repetition rather than critical analysis and
reflection, lack of procedures designed to improve students’ higher-order cognitive skills”

Process of development of test for analysis skills with suitable examples

Analytical skills are the traits and abilities that allow you to observe, research and interpret
a subject in order to develop complex ideas and solutions. You can apply analytical thinking
in just about every situation, such as developing or improving programs or products,
relational issues, processes, identifying audience and client needs and more. Analyzing a
subject means that you’ve cultivated an in-depth understanding of it and are able to speak
to it with some level of expertise.
Most analytical thinking requires trial and error. Those with strong analytical thinking skills
are often capable of quickly analyzing a situation, topic or problem, and often work well in a
team setting to accomplish goals.
THE ANALYTICAL THINKING PROCESS:-
The process of applying your analytical skills usually involves several steps, including:
1. Identifying a topic, problem or issue
2. Gathering information through testing and observation
3. Developing solutions or deepening your understanding of the topic
4. Testing solutions or new ideas based on what you’ve learned
5. Post-analysis, or reviewing what solutions worked, to assess and apply your new
knowledge
A key element to analytical thinking is the ability to quickly identify cause and effect
relationships. This means understanding what might happen during the problem-solving
process, for example, and examining how new ideas relate to the original topic.
WHY ARE ANALYTICAL SKILLS IMPORTANT?
Analytical skills are important because they allow you to find solutions to common problems
and make informed decisions about which action to take next. Understanding problems and
analyzing the situation for viable solutions is a key skill in every position at every level.
Developing this ability can improve your work, help you achieve company goals and
eventually support your personal career goals.
Using analytical skills in your everyday work shows you’re a reliable and pragmatic thinker,
able to base your decisions on meaningful data. For example, you have a limited amount of
time to spend on work each day. Deciding how to spend your time in a way that will make
an impact for your business can quickly make you a valued and indispensable team member.
You can use your analytical skills to determine which tasks will help you make the most
progress towards your goals.
If you are seeking a role specific to analytics such as a data analyst or lab analyst, you should
build analytical thinking skills specific to your industry. While analytical thinking is a soft skill,
analyst jobs will also require you to have specific hard skills that relate to the position. This
also applies to roles with required technical knowledge like nursing, engineering or scientific
research.
ANALYTICAL SKILLS LIST AND EXAMPLES:-
There are several analytical skills you may find valuable to include on your resume. Here are
a few examples:
1. CRITICAL THINKING:-
Critical thinking skills are necessary in every job at every level—from associates and
individual contributors to CEOs and entrepreneurs. Critical thinking skills provide the ability
to question an idea, assertion or opinion that’s before you. For example, if you’ve been told
that a certain task can’t be done or a certain goal can’t be met, critical thinking skills require
that you ask deeper questions so you can understand what’s at the root of the issue:
 Why can’t it be done?
 Will time, money, manpower or expertise would allow us to solve the issue?
 Will investing in solving the issue be worth the reward?
 What might we spend our time on instead of solving this issue, and what would be
the payoff of investing there instead?
Critical thinkers are also capable of identifying all aspects of a problem and understanding
why a problem exists. They take the time to fully understand a problem in order to develop
a workable solution.

REFERENCE:
 AIOU Course book 8628 book “Assessment in Science Education”
 https://www.nap.edu/read/4962/chapter/7
 https://thescienceteacher.co.uk/assessment/
 www.google.com
 www.scribd.com
 https://thescienceteacher.co.uk/assessment/