Workshop 2014 Cam Xuyen, October 14, 2014

Testing/ assessment/ evaluation BLOOM’S TAXONOMY

 What is your understanding of the terms: assessment/ testing/ evaluation”  What is the relationship between them ?

Testing Assessment Evaluation One view

Evaluation/Assessment/Testing Evaluation All the factors that influence the teaching/learning process Purpose is to assign a grade or ranking ( generally summative) Assessment A variety of ways of collecting information on a learner’s ability or achievement Purpose is to improve the teaching and learning process ( generally formative) Testing One type of assessment: examine someone's knowledge of something to determine what he or she knows or has learned. Testing measures the level of skill or knowledge that has been reached. Purpose is to give information to the students and teachers (also parents!)

Purposes of assessment To identify what they have learned (achievement over a term) To identify Ss’ progress in learning EL To give feedback on the performance of Ss To diagnose problems and strengths Ss have in a skill Views from Filipino and Malaysian teachers To plan the next lesson

Traditional assessment Alternative assessment  One-shot standardized exams  Timed, multiple-choice format  Decontextualized test items  Norm-referenced scores  Focus on the “right” answer  Summative  Oriented to the product  Non-interactive performance  Objective  Continuous long-term assessment  Untimed, free-response format  Contextualized,communicative tasks  Criterion-referenced scores  Focus on high-level thinking  Formative  Oriented to process  Interactive performance  Subjective

Other Forms of Assessment 9 Self-assessment rating scales, checklists, questionnaires, diaries, dialogue journals, videotapes Classroom-based assessment Student-teacher conferences Peer assessment

Top 10 Ways to Assess Your Students 1.Oral Interview 2.Class presentation 3.Role play 4.Cloze exam 5.Fill in the blank 6.Writing samples 7.Online quiz 8.Multiple choice 9.True/ False quiz 10. Portfolio

Benjamin Samuel Bloom ( ) Jewish-Americ educational psychologist Book “Classification of Educational Objectives” 1956 Bloom’s taxonomy – translated into 22 languages

WHY USE BLOOM’S TAXONOMY? Build educational programs. Build questions, exercises for testing and assessment. Students’ high-level thinking skills Use knowledge: critical, creative, flexible and innovative ways.

BLOOM’S TAXONOMY knowledge application analysis synthesis evaluation comprehension High- level thinking Low- level thinking

1. Knowledge / Remembering level recall, restate and remember learned information Key words: list, define, tell, describe, identify, show, label, collect, examine, name, who, when, where, ……….. ActivitiesQuestions state facts make a chart do a worksheet listen to a lecture state a definition make a list What happened after….? How many…..? Who was it that……..? Can you name the …….? Describe what happened at…..? Who spoke to…..? Can you tell why….? Find the meaning of …..? What is …….?

2. Comprehension /Understanding level understanding information,grasp meaning translate knowledge into new context Key words summarize, describe, interpret, contrast, predict, associate, distinguish, differentiate, discuss, ActivitiesQuestions Summarize Participate in discussion Explain in own words Present a report Review Present lesson Can you write in your own words….? Can you write a brief outline….? What do you think could happen next…? Who do you think….? What was the main idea…..? Who was the key character…..? Can you distinguish between….?

3. Application/Applying level use information,methods, concepts, theories in new situations solve problems using required skills or knowledge Key words apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, change, classify, experiment, discover ActivitiesQuestions make a map construct a model conduct an interview write a diary make a timeline present information in chart draw an illustration Do you know another instance where….? Could this have happened in ….? Can you group by charateristics such as….? What factors would you change if…..? What questions would you ask of…..? From the information given, can you develop a set of instructions about……?

4. Analysis /Analyzing level seeing patterns, organization of parts recognition of hidden meanings,identification of components Key words analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain ActivitiesQuestions present information in graph present survey results develop questionnaire research problem develop a mind map Which events could have happened…? What do you see as other possible outcomes…? How was this similar to….? Can you explain what must have happened when…?

5. Synthesis /Creating level use old ideas to create new ones generalize from given facts predict, draw conclusions Key words combine, rearrange, plan, create, design, invent, what if?, compose, formulate, prepare, rewrite …….. ActivitiesQuestions compose a song develop an advertisement present a solution for change discover your own invention design a newspaper write a story present survey results develop questionnaire Can you design a…..to….? Can you see a possible solution to...? If you had access to all resources how would you deal with….? What would happen if …..? How many ways can you……? Why not compose a song about…..?

6. Evaluation/Evaluating level compare and discriminate between ideas assess value of theories, presentations Key words assess, decide, rank, grade, test, measure, recommend, select, judge, explain, discriminate, conclude, compare, summarize ActivitiesQuestions Evaluate project Give a recommendation Participate in a debate State your decision Is there a better sollution to …. Judge the value of…. Can you defend your position about…..? Do you think……is a good or bad thing? What changes to ……would you recommend? Do you believe….?

25 Jamaica C. Olazo ||