Writing Learning Objectives and Taxonomy Table and TOS

8/12/2019 Writing Learning Objectives and Taxonomy Table and TOS

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test development process

GED 311

parts of MCQ:

stem and choices (key & distracter)

stem

choices

key= the correct/best

choice (here, A)

distracter= wrong

choice (here, B, C, & D)

Ifxy = 2 andxy2= 8,

what is the value ofx?

A) 1/2

B) 1/4

C) 2

D) 4


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exercise: evaluating C!s using the checklist

CO: "denti#y the basic #unctions o# the bar $ersonnel% (nderstand level)

MCQ: r% A works in 'agles Bar% r% B assigns r% A to oversee various bar #unctionssuch as $re$aration and service o# drinks, organiation and delegation o# tasks as well

as the maintenance o# bar stocks and su$$lies% "n lieu o# r% A, r% C monitors the sta##

as well as the bar o$eration% *uests in 'agles bar are usually greeted and escorted by

s% D, re#erred then to r% ' #or wine orders or sometimes to r% + #or cocktail or

mocktail orders% hich o# the above-mentioned $ersonalities is the bar rece$tionist.

A. r% A

B. r% B%

C.r% C

D.s% D

(from an HRM exam)


Topic: anaging the cost o# #ood

CO: oint out the signi#icance o# standard $urchase s$eci#ications and

$urchase order in controlling #ood costs% (nderstand level)

MCQ: hich o# the #ollowing is a non$erishable #ood item.

A% +ruit yogurt

B% "ceberg lettuce

C% *round turkey

D% *round $e$$er

(from an HRM exam)


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Topic:+ormat in com$uting the donors ta0 due

CO: Com$ute the donors ta0 due using the conce$t in gross gi#t and ta0 rates% (A$$ly

level)

MCQ: ith the consent o# his wi#e and on account o# the sons #orthcoming marriage,arlon donated a con1ugal real $ro$erty to his son% 2he onal value o# the $ro$erty was

3,444,444 and its value $er ta0 declaration was 3,544,444% n$aid mortgage on

the $ro$erty was 6444,444 and un$aid ta0 was 344,444, which were assumed by

the donee% 2he ta0able net gi#t o# arlon was

A% 554,444

B% 574,444

C% 674,444D% 4

(from a business law & taxation exam)


Topic:Contracts

CO: A$$ly $rinci$les o# law on contracts in $roblem situation% (A$$ly level)

MCQ: A leased his $ro$erty to B% art o# the $remises was subleased by B to C% Bviolated the conditions o# the lease, soAwanted to rescind the lease contract% hich is

correct.

A. A can rescind the lease contract $rovided he res$ects the sublease%

B. Acannot rescind the lease contract as the sublease would naturally be a##ected%

C. Amay rescind the lease contract and is not bound to res$ect the sublease%

D. Bmay ob1ect to the cancellation o# the contract because he is not a $arty to the

violation%

(from a business law & taxation exam)


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(British Columbia Ministry of Education (2007)

Based on the diagrams,

which o# the #ollowing

statements is correct in

terms o# the brightness o#

the lam$.

A% Circuit " will $roduce a brighter lam$%

B. Circuit "" will $roduce a brighter lam$%

C. Both circuits will $roduce the

same brightness%D. 2he relationshi$ cannot

be determined #rom

the in#ormation given%

C89 Com$rehend circuit $rinci$les (nderstand level)


(McMillan, 1997)

:eginald decided to go sailing with a #riend% ;e took su$$lies with him so he

could eat, re$air anything that might be broken, and show him where on the

lake he could sail% hich o# the #ollowing su$$lies would best meet his needs%

A% bread, hammer, ma$

B% milk, bread, screwdriver

C% ma$, hammer, $liers, screwdriver

D% screwdriver, hammer, $liers

C89 "denti#y the re


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(Instructional Assessment Resources, 2007)

>tudents go to school to learn, not to take tests% "n addition, tests cannot be used to

indicate a students absolute level o# learning% All tests can do is rank students in

order o# achievement, and this relative ranking is in#luenced by guessing, blu##ing,

and the sub1ective o$inions o# the teacher doing the scoring% 2he teacher-learning

$rocess would bene#it i# we did away with tests and de$ended on student sel#-

evaluation%? hich one o# the #ollowing unstated assum$tions is this teacher making.

A% >tudents go to school to learn%

B% 2eachers use essay tests $rimarily%

C% 2ests make no contribution

to learning%D% 2ests do not indicate

a students absolute level

o# learning%

C89 :ecognie unstated assum$tions% (Analye level)


(Carneson, Delpierre, and Masters (n.d.)

A student was asked the #ollowing


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;ow would you 1udge this studentEs answer.

A% 'FC''2 (all stages correct in the right order with clear and correct

e0$lanations)

B% *88D (all stages correct in the right order, but the e0$lanations are not

as clear as they should be)%

C% 'D"8C:' (one or two stages are missing 8: the stages are in the

wrong order, 8: the e0$lanations are not clear 8: the e0$lanations are

irrelevant)

D% ACC'2AB' (more than two stages are missing AD the order is

incorrect AD the e0$lanations are not clear AD/8: they are irrelevant)

(Carneson, Delpierre, and Masters (n.d.)

C89 udge the correctness o# ones assertion% ('valuate level)


"t is the skill#ul a$$lication o# $aint and brush where one is actually

describing through the color he uses%

A% dance B% cubism C% $ainting D% literature

(from a Humanities exam)


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Absolute ero $oint%

A% interval scale

B% nominal scale

C% ordinal scale

D% ratio scale

(Payne, 1997)


2here are several di##erent scales o# measurement used in educational

settings% hich scale o# measurement incor$orates an absolute ero

$oint%

A% interval scale

B% nominal scale

C% ordinal scale

D% ratio scale

(Payne, 1997)


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hich scale o# measurement incor$orates a true absolute ero $oint.

A% interval scale

B% nominal scale

C% ordinal scale

D% ratio scale

(Payne, 1997)


A table o# s$eci#ications

A% indicates how a test will be used to im$rove learning%

B% $rovides a more balanced sam$ling o# content%

C% arranges the instructional ob1ectives in order o# their im$ortance%

D% s$eci#ies the method o# scoring to be used on a test%

(Gronlund & Waugh, 2009)


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hat is the main advantage o# using a table o# s$eci#ications when

$re$aring an achievement test.

A% "t reduces the amount o# time re


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hich o# the #ollowing statements is the best descri$tion o# a vitamin.

A% A com$le0 substance necessary #or normal animal develo$ment,

which is #ound in some


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2he recall o# #actual in#ormation can be measured best with

A% matching item%

B% multi$le-choice item%

C% short-res$onse item%

D% essay


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hich o# #ollowing is 82 an e0am$le o# a mammal.

A% Bird

B% Dog

C% hale

D% one o# the above

(Payne, 1997)


hich o# the #ollowing is a mammal.

A% Bird

B% +rog

C% hale

D% +ish

(McMillan, 1997)


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As a #oodservice manager, what decision will you take i# theres any

em$loyee sus$ected o# having a communicable disease.

A% ermit to continue his/her 1ob as it would a##ect $roduction%

B% 2erminate #rom work because you cant a##ord to let your clients

get ill%

C% :e#er to the em$loyee health centre #or diagnosis and advise to

take a sick leave%

D% "mmediately #ind new $ersonnel to re$lace him/her%

(From an HRM exam)

SSSSpecificLLLLearningOOOOutcome

Prof. Alben P. SagpangFaculty eber! "#$

%n&'er(&ty of )&n*anao


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What is learning outcome?

+,t &( a (tateent t-at

*e(cr&be( -at t-e (tu*ent(

(-oul* no! un*er(tan*! an*

be able to *o at t-e en* of t-e

le((on! upon coplet&on of a

cour(e! or upon coplet&on of

t-e *egree progra.

What is learning outcome?

+,t &( a (tateent t-at *e(cr&be(

t-e nece((ary nole*ge !

(&ll( S! att&tu*e( A! or a

cob&nat&on of t-e(e t-at

(tu*ent( (-oul* (ucce((fully

*eon(trate at t-e en* of a

learn&ng per&o* e(terf&el*Sacre!S-ulan! olf! Atan! )courty! )&ller! l*(!

oger( 2000: $ell! 2001.


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What is ability?

A

S

Ability

What are these K, S, & A?

rea*on of outcoe(

Knole*ge S&ll( Att&tu*e(


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What are these K, S, & A?

rea*on of outcoe(

Knole*ge S&ll( Att&tu*e(

"ontent of an

aca*e&c *&(c&pl&ne:

$(tabl&(-e* t-roug-

con(en(u( of e;pert(:

+alue(! -ab&t(! an*

&ntere(t( t-at a per(on

*eon(trate( t-roug-

-&(/-er t-oug-t(!

act&on(! or feel&ng(.

What are values, habits, & interests?

rea*on of att&tu*e(

Value( Hab&t( Intere(t(


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What are values, habits, & interests?

rea*on of att&tu*e(

Value( Hab&t( Intere(t(

Are bel&ef(!

p-&lo(op-&e(! an*

'&rtue( t-at a per(on

-ol*( e((ent&al.

Are -uan be-a'&or(

t-at are e;-&b&te*

con(&(tently

an* are *one

u(ually &t-out

uc- con(c&ou(

effort

Are a (tate of attent&on

#-at a per(on eenly

$;-&b&t( toar*(

(oet-&ng! (uc- a(

,*ea(! e'ent(! act&on(!

a*'ocac&e(

?earn&ng

outcoe(

nole*ge

Factualnole*ge

"onceptualnole*ge

Proce*uralnole*ge

)etacogn&t&'enole*ge

S&ll(

ener&c (&ll(

Aca*e&c(&ll(

@&(c&pl&ne(pec&f&c (&ll(

Att&tu*e(

>alue(


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Knowledge

Factual knowledge

Hnowledge o#terminology

Hnowledge o#s$eci#ic details and

elements

Conceptualknowledge

Hnowledge o#classi#ications and

categories

Hnowledge o#$rinci$les andgeneraliations

Hnowledge o#theories, models,

and structures

Proceduralknowledge

Hnowledge o#sub1ect-s$eci#ic skills

and algorithms

Hnowledge o#sub1ect-s$eci#ictechnitrategic knowledge

Hnowledge about cognitivetasks, including a$$ro$riateconte0tual and conditional

knowledge

>el#-knowledge

ener&c (&ll(

,ntellectual(&ll(

"reat&'et-&n&ng

"r&t&calt-&n&ng

Strateg&ct-&n&ng

Proble(ol'&ng

Selfanageent

(&ll(

$ot&onanageent

#&eanageent

Stre((anageent

Selfon&tor&ng

"onf&*encebu&l*&ng

People (&ll(

"on'er(at&onal(&ll(

"onfl&ctre(olut&on

A*'ocacy (&ll(

or&ng &ntea(


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Aca*e&c (&ll(

Aca*e&cr&t&ng (&ll(

?&brary (earc-(&ll(

$((ay r&t&ng(&ll(

Pre(entat&on

(&ll(

ea*&ng(trateg&e(

#ec-nolog&cal(&ll(

%(&ng off&ceappl&cat&on(oftare

%(&ng(pec&al&e*(oftare

%(&ng &nternet

ba(e*tec-nology

)etacogn&t&'e(&ll(

?earn&ng(trateg&e(

Strateg&e( for(elfon&tor&ngof on learn&ng

Aarene(( ofcon*&t&on(/

reBu&reent(

of a g&'en ta(

@&(c&pl&ne(pec&f&c(&ll(

e(earc- (&ll(

?&brary (earc- (&ll(

$((ay r&t&ng (&ll(

Pre(entat&on (&ll(

"on*uct&ng an*report&ng re(earc-

ecor*(anageent

#ec-nolog&cal ( &ll(

%(&ng off&ceappl&cat&on (oftare

%(&ng (pec&al&e*(oftare

%(&ng &nternetba(e*tec-nology

perat&ng an*-an*l&ng eBu&pent

"otent(pec&f&c (&ll(

Pro'&ng tec-n&Bue(

for S )at-

u&l*&ng *e(&gn

for$ng&neer&ng/Arc-&tectue

Preparat&on of au*&treport

for Accountancy

"reat&ng an*perfor&ng *ance (tep(

for P-y(&cal $*ucat&on


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Att&tu*e(

>alue(

$t-&cal 'alue(

Soc&alre(pon(&b&l&ty

"ulture(en(&t&'&ty

Sp&r&tual&ty

$pat-y

&(&on an* )&((&on oal(

%rora$

E'u#ational

(b)e#tives

Stu'ent

(ut#o$e

*ourseout#o$e

Se#i+i#learninout#o$e

,nter/nat&onal Stan*ar*(:

"


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evels o+ se#i+i#ity o+ out#o$es

%E(s an'S(s

*(s

S(s

Spec&al outcoe( at progra

le'el Bual&t&e( e ant our

profe((&onal alun& to

po((e((

?e((on/top&c le'el

outcoe(

(-oul* be (upport&'e of

cour(ele'el outcoe(

Prograle'el outcoe( to

be acBu&re* by (tu*ent(

*ur&ng t-e&r (tay &n %)

"our(ele'el outcoe(

(-oul* be (upport&'e of

prograle'el outcoe(

What learnin out#o$e is -(.?

r&tten at t-e training level

too (pec&f&c! l&&te*! an* ell*ef&ne*! but &nappropr&ate

for ore cople; progra copetenc&e(! an*

re(ult( &n a 'ery long l&(t of *&(crete an* narro

obDect&'e( t-at ep-a(&e (&ple nole*ge an* (&ll(

outcoe(.

$;aple( of t-&( natureE

A** (&ngle*&g&t -ole nuber(

,*ent&fy t-e part( of a &cro(cope?&(t t-e (tep( &n prepar&ng a bar grap-

An*er(on rat-o-l! 2001: ronlun* roo-art! 2009.


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r&tten a( teac-&ng act&'&ty or proce*ure

$;aple( of t-&( typeE

#eac- (tu*ent( t-e ter( u(e* on eat-er ap(

@eon(trate to (tu*ent( t-e con(truct&on of a eat-er

ap



r&tten a( a learn&ng proce((E

$;aple(E

Stu*ent( learn -o eat-er ap( are con(tructe*.

Stu*ent( learn -o t-e ter( are relate* to (ybol(

u(e* on a eat-er ap.



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What are therelevant SLOs ?

Writing SLO

*onsi'erations in #hoosin/!ritin *(/S(

-at *o , ant y (tu*ent( to learn at t-e en*

of t-&( cour(e ,portance G t-e core

nole*ge! S&ll(! Att&tu*e(

-y (-oul* t-ey learn t-e(e outcoe(

S&gn&f&cance &n relat&on to reall&fe profe((&onal

pract&ce/or! c&t&en(-&p


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Alin$ent a$on the three0 S(, .A, A.

earnin out#o$es

e22, S(

Assess$ent .as4s A.s.ea#hin5earnin

A#tivities .As

Alin$ent

What is assessment task?


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What is assessment task?

,t &( a learn&ng tas4t-at el&c&t( $easurable an*

observable stu'ent er+or$an#e a( a re(ult of

learn&ng a target S/"/S?.

assessment process (in particular)

!denti"youtco#es to$e assessed

Prepare TO%&test

'uestionnaire(t)ru test$ank*

Ad#inistert)e test

Analy+e andealuate

outco#esattain#ent

Proidestudents wit)

"eed$ack1

2

3

4

5


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What is .(S .able o+ Se#i+i#ations?

,t &( t-e +(eleton= of a te(t: t-e f&r(t (tep &n te(t

*e'elopent:

,t &( a atr&; t-at outl&ne( t-e relat&on(-&p aong t-e

ff.

#op&c( an* learn&ng

copetenc&e(/outcoe(/obDect&'e( ?" to be

a((e((e* &n t-e te(t!

What is .(S .able o+ Se#i+i#ations?

"ogn&t&'e proce(( category "ogPr -&c-

enuerate( t-&n&ng (&ll( &n-erent &n t-e ?"!

@&(tr&but&on of percentage e&g-t( Htg t

an*of Po&nt(a((&gne* to ?"(!


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Why reare .(S?

,t pro'&*e( a fraeor &n analy&ng (tu*ent

perforance ea(ure* aga&n(t copetenc&e(:

,t eep( bot- teac-er( (tu*ent( (tay focu(e* on

&portant copetenc&e( &n teac-&ng learn&ng:

,t ae( teac-er( becoe &n*ful of t-e&r pac&ng &n

teac-&ng t-e &portant copetenc&e( &n a t&e

con(tra&ne* (ett&ng.

Source: -ttpE//cDce*uc10.&&(pace(.co/#ableIofISpec&f&cat&on(I#S


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old vs. new 6loo$7s ta8ono$y

loo 1956: An*er(on an* rat-o-l 2001

(l' 19:;

one5'i$ensional

-e!


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the ta;onoy table

.he

Kno!le'e

Di$ension

.he *onitive %ro#ess Di$ension

,e#e#$er -nderstand Apply Analy+e aluate Create

Factual

Knowledge

Conceptual

Knowledge

Procedural

Knowledge

Metacognitie

Knowledge

Knowledge

Factual knowledge

Hnowledge o#terminology

Hnowledge o#s$eci#ic details and

elements

Conceptualknowledge

Hnowledge o#classi#ications and

categories

Hnowledge o#$rinci$les and

generaliations

Hnowledge o#theories, models,

and structures

Proceduralknowledge

Hnowledge o#sub1ect-s$eci#ic skills

and algorithms

Hnowledge o#sub1ect-s$eci#ic

technitrategic knowledge

Hnowledge about cognitivetasks, including a$$ro$riateconte0tual and conditional

knowledge

>el#-knowledge


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*onitive %ro#ess *ateories

12 RE"E"6ER> Retrieve relevant 4no!le'e +ro$ lon5ter$ $e$ory21.1 ecogn&&ng 1.2 ecall&ng

*onstru#t $eanin +ro$ instru#tional $essaes,

in#lu'in oral, !ritten, an' rahi# #o$$uni#ation22.1 ,nterpret&ng 2.3 "la((&fy&ng 2.5 ,nferr&ng 2.7 $;pla&n&ng

2.2 $;epl&fy&ng 2.4 Suar&&ng 2.6 "opar&ng

32 A%%@> *arry out or use a ro#e'ure in a iven situation23.1 $;ecut&ng 3.2 ,pleent&ng

2 A-A@BE> 6rea4 $aterial into #onstituent arts an' 'eter$ine ho!

arts relate to one another an' to an overall stru#ture or urose24.1 @&fferent&at&ng 4.2 rgan&&ng 4.3 Attr&but&ng

:2 EVAA.E> "a4e )u'$ents base' on #riteria an' stan'ar's2

5.1 "-ec&ng 5.2 "r&t&Bu&ng

;2 *REA.E> %ut ele$ents toether to +or$ a #oherent or +un#tional

!holeC reoranie ele$ents into ne! attern or stru#ture26.1 enerat&ng 6.2 Plann&ng 6.3 Pro*uc&ng

/ Categories 012 Cognitie

Processes

Alternative-a$es o+

*onitive

%ro#essesDe+initions o+ *onitive %ro#esses an'*orreson'in E8a$les o+ Se#i+i# earnin

(ut#o$es S(s1. ,MMB, 3 ,etriee releant knowledge "ro# long4ter# #e#ory.

1.1

,ecogni+ing

,*ent&fy&ng ?ocat&ng nole*ge &n longter eory

t-at &( con(&(tent &t- pre(ente* ater&al

e.g.! ecogn&e t-e *ate( of &portant e'ent(

&n %S -&(tory

1.5

,ecalling

etr&e'&ng etr&e'&ng rele'ant nole*ge fro long

ter eory

e.g.! ecall t-e *ate( of &portant e'ent( &n

%S -&(tory

2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses


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/ Categories 0

12 CognitieProcesses

Alternative

-a$es o+*onitive

%ro#esses

De+initions o+ *onitive %ro#esses an'

*orreson'in E8a$les o+ Se#i+i# earnin(ut#o$es S(s

5. -6D,%TA6D 3 Construct #eaning "ro# instructional #essages& including oral&

written& and grap)ic co##unication.

5.1

!nterpreting

"lar&fy&ng!

parap-ra(&ng!

repre(ent&ng!

tran(lat&ng

"-ang&ng fro one for of repre(entat&on

e.g.! nuer&cal to anot-er e.g.! 'erbal

e.g.! Parap-ra(e &portant (peec-e( an*

*ocuent(

5.5

7e#pli"ying

,llu(trat&ng!

&n(tant&at&ng

F&n*&ng a (pec&f&c e;aple or &llu(trat&on of a

concept or pr&nc&ple

e.g.! &'e e;aple( of 'ar&ou( art&(t&c

pa&nt&ng (tyle(

5.8Classi"ying

"ategor&&ng!(ub(u&ng

@eter&n&ng t-at (oet-&ng belong( to acategory e.g.! concept or pr&nc&ple

e.g.! "la((&fy ob(er'e* or *e(cr&be* ca(e( of

ental *&(or*er(



Processes

Alternative-a$es o+

*onitive


(ut#o$es S(s5. -6D,%TA6D 3 Construct #eaning "ro# instructional #essages& including oral&


5.9

%u##ari+ing

Ab(tract&ng!

general&&ng

Ab(tract&ng a general t-ee or aDor

po&nt((

e.g.! r&te a (-ort (uary of t-e e'ent(

portraye* on '&*eotape(

5.

!n"erring

"onclu*&ng!

e;trapolat&ng!

pre*&ct&ng

@ra&ng a log&cal conclu(&on fro pre(ente*

&nforat&on

e.g.! ,n learn&ng a fore&gn language! &nfergraat&cal pr&nc&ple( fro e;aple(



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/ Categories 0


Alternative

-a$es o+*onitive

%ro#esses



5. -6D,%TA6D 3 Construct #eaning "ro# instructional #essages& including oral&


5./

Co#paring

"ontra(t&ng!

app&ng!

atc-&ng

@etect&ng corre(pon*ence( beteen to

&*ea(! obDect(! an* t-e l&e(

e.g.! "opare -&(tor&cal e'ent( to

conteporary (&tuat&on(

5.;

7plaining

"on(truct&ng

o*el(

"on(truct&ng a cau(ean*effect o*el of a

(y(te

e.g.! $;pla&n t-e cau(e( of t-e 18t-century

e'ent( &n France



Processes

Alternative-a$es o+

*onitive


(ut#o$es S(s8. APP


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Alternative

-a$es o+*onitive

%ro#esses



9. A6A 3 Break #aterial into constituent parts and deter#ine )ow parts relate

to one anot)er and to an oerall structure or purpose.

9.1

Di""erentiating

@&(cr&&nat&ng!

*&(t&ngu&(-&ng!

focu(&ng!

(elect&ng

@&(t&ngu&(-&ng rele'ant fro &rrele'ant part(

or &portant fro un&portant part( of

pre(ente* ater&al e.g.! @&(t&ngu&(- beteen

rele'ant an* &rrele'ant nuber( &n a

at-eat&cal or* proble

9.5

Organi+ing

F&n*&ng

co-erence!

&ntegrat&ng!outl&n&ng!

par(&ng!

(tructur&ng

@eter&n&ng -o eleent( f&t or funct&on

&t-&n a (tructure e.g.! Structure e'&*ence &n

a -&(tor&cal *e(cr&pt&on &nto e'&*ence for an*aga&n(t a part&cular -&(tor&cal e;planat&on



Processes

Alternative-a$es o+

*onitive


(ut#o$es S(s9. A6A 3 Break #aterial into constituent parts and deter#ine )ow parts relate

to one anot)er and to an oerall structure or purpose.

9.8

Attri$uting

@econ(truct&ng @eter&ne a po&nt of '&e! b&a(! 'alue(! or

&ntent un*erly&ng pre(ente* ater&al e.g.!

@eter&ne t-e po&nt of '&e of t-e aut-or of

an e((ay &n ter( of -&( or -er pol&t&cal

per(pect&'e



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. ?A


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*onitive %ro#ess

*ateory

A#tion Verbs

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*onitive

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or0 *ourse earnin

(ut#o$es *(s or Se#i+i# earnin (ut#o$es S(s

$'aluate $'aluate

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Writing Learning Objectives and Taxonomy Table and TOS

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