Assessment in Schools
Instructional Objectives &Learning Outcomes
Intelligence
Are you brainless? Jar Jar Binks: I speck! Qui-Gon Jinn: The ability to speak does not make you intelligent.
What is Intelligence? [2-8 to 2-15]
Gospel Foundations
Abr. 3:19 And the Lord said unto me: These two facts do exist, that there are two spirits, one being more intelligent than the other; there shall be another more intelligent than they; I am the Lord thy God, I am more intelligent than they all.
D&C 93:36 The glory of God is intelligence, or, in other words, light and truth.
Gospel Foundation
D&C 130:18-19 Whatever principle of intelligence we attain unto in
this life, it will rise with us in the resurrection. And if a person gains more knowledge and
intelligence in this life through his diligence and obedience than another, he will have so much the advantage in the world to come.
Educational Achievement
1. What is learning?Relatively permanent changes in behavior, ability, knowledge/understanding that occur as the result of experience or instruction.
2. How will you know Learning has occurred?When we see changes in behavior or evidence of understanding.
Educational Achievement
What does achievement mean [see 2-7]
1. Being able to recall important facts and information on demand.
2. Being able to perform discrete skill like reading, writing, speaking, or computing.
view from behavior psychology
Educational Achievement What does achievement mean [see 2-7]
1. Understanding concepts & principles.
2. Ability to think independently, formulate questions, inquire, solve problems, create new processes, evaluate ones thinking & that of others
3. Exercise discernment and judgment in matters of taste and preference
view from Philosophy & Cognitive Science
Taxonomy of Educational Objectives
Cognitive Domain: Knowledge outcomes, intellectual ability & skills
Affective Domain: Attitudes, Interests, Values, Emotions, Social norms
Psychomotor Domain: (motor skills)
Physical Performance, Ability & Behaviors
[pg. 55; Appendix G]
Multiple Intelligences (Gardner)
Intelligence Type Description
Visual-Spatialrespond to visual cues and they like to invent and design. Can easily visualize concepts and apply them quickly
Bodily-Kinestheticenjoy dramatics, role-playing, dancing, and physical expression. Moves body very easily and uses movement to learn. Enjoy athletics.
Interpersonalsocial and are in tune with the feelings of others. They make excellent leaders, can help their peers, and work cooperatively with others. Prefers to work in groups.
Logical-Mathematical
enjoy number games, problem solving, pattern games, and experimenting. They also do well with writing that involves exposition, argumentation, definition, classification, and analysis. Easily picks up and applies math concepts
Verbal - Linguisticsensitive to the meanings, sounds, and rhythms of words. They love reading, poetry, tongue twisters, puns, humor, puzzles, and riddles.
MusicalEasily picks up pitch, melodies and rhythms. Appreciate and excel in music
NaturalisticLikes to be outside, appreciates nature, easily recognize and classify elements from the natural world
Intrapersonalself-motivated and self-aware. Detailed, accurate self-knowledge. Like to work independently
Spiritual recognition of the spiritual (D&C 46:11-33)Also suggests - Spiritual and Moral Intelligence
Something you will need to decide
What are schools for? and
What purpose should testing have in schools?
Test Maker Troubles
What to Measure How to Measure it
The quality of an achievement test depends on how well both these problems are solved
Test Maker Troubles
What we should measure is usually determined by the content standards
How we should measure depends on the nature of the what is being measured and the performance standards
QUESTION (CHOOSE THE BEST ANSWER)
NCLB legislation requires states to align test with standards. Which best describes the type of standards use by most states
A.Content standardsB.Performance standardsC.Federal Education StandardsD.All the above
Utah Core Curriculum
http://www.uen.org/core/
http://www.education.com/reference/article/Ref_U_Pass_Tests/
Cognitive Domain Outcomes
Knowledge - remembering Comprehension - understanding Application – procedural concepts Analysis – breaking into parts Synthesis – combining, new ideas Evaluation – judging
value/usefulness
Revised Blooms TaxonomyCognitive Domain Outcomes
Remembering – recognize & recall Understanding – interpret, classify,
infer, explain, compare, summarize Applying – execute, implement Analyzing – differentiate, organize Evaluating – critique, judge Creating – plan, generate, produce
CategorizingCognitive Domain Outcomes
Lower Level Learning Remembering Understanding Applying
Higher Level Learning Applying Analyzing Evaluating Creating
Types of Knowledge [2-21]
Factual – terms, details Conceptual – classifications, principles Procedural – skills, techniques,
method MetaCognitive – strategies, self-
knowledge
Memory and Knowledge
Episodic Knowledge – tacit, experiential
Declarative Knowledge – semantic, facts & information
Procedural Knowledge – knowing how, following process
Conceptual or Conditional Knowledge – knowing why, adaptive, creative
Affective Domain Outcomes
Receiving – attendance only Responding – limited participation Valuing – involved and committed Organization – Integrating into one
life Characterization – Acting
consistently
Psychomotor Domain Outcomes
Perception – cues guide motor activity Set – mental physical emotional readiness to
act/perform Guided Response – imitation, meets set
criteria
Mechanism – habitual response, confidence & proficiency
Complex Overt Response – skillful performance of complex physical tasks
Adaptation – use or fit to unique situations Origination – creating new movements
Practice
Exercise 2 handout
Next Class
Chapter 3 Learning Objectives