000			03256nam a2200229Ia 4500
003			NULRC
005			20250520100700.0
008			250520s9999 xx 000 0 und d
020			_a9789719378310
040			_cNULRC
050			_aLB 3058.P6 .G88 2008
100			_aGutierrez, Danilo S. _eauthor
245		0	_aAssessment of learning outcomes : _baffective and psychomotor domain : book 2 / _cDanilo S. Gutierrez
260			_aMalabon City, Philippines : _bKerusso Publishing House, _cc2008
300			_aiv, 190 pages : _billustrations ; _c23 cm.
365			_bPHP350
504			_aIncludes bibliographical references and index.
505			_aPreface -- Acknowledge -- Testing, Assessment and Educational Decisions -- Taxonomy of Educational Objectives -- Traditional Assessment vs. Authentic Assessment -- Formative Evaluation and Summative Evaluation -- Assessment and the Theory of Multiple Intelligences -- Writing Affective Objectives -- Measuring Attitudes -- Sociograms -- Measuring Values -- Performance Assessment of Process and Product -- Methods of Observing, Recording and data Scoring Data -- Scoring Rubrics -- Portfolio Assessment -- Journal as an Assessment Tool -- Validity -- Reliability -- Accuracy -- Weighted Mean -- Grading Student Performance -- Planning a School Testing Program -- Evaluating -- Bibliography -- Glossary -- Appendix -- Index.
520			_aAssessment of Learning Outcomes (Affective & Psychomotor Domain), Book 2 consists of twenty-one chapters. Each chapter is composed of discussion of topics followed by a summary labeled "Points to Remember" and exercises aptly called "Test Yourself" Chapter 1 deals with testing, assessment and types of educational decisions. In Chapter 2 the readers will become familiar with taxonomy of educational objectives (old and new version). Chapter 3 deals with traditional assessment and authentic assessment. In Chapter 4 a distinction is made between formative evaluation and summative evaluation. Chapter 5 expounds the role of assessment and the theory of multiple intelligences. A sample rating scale is given to illustrate how to identify the profile of multiple intelligences of students. Chapter 6 is about writing affective objectives while Chapter 7 deals with measuring attitudes. Chapter 8 presents sociogram as an assessment tool in measuring social relationship of students in the classroom. Chapter 9 deals with measuring values together with sample devices. In Chapter 10 performance assessment of process and product is discussed. Methods of observing, recording and scoring data are expounded in Chapter 11. Scoring rubrics are discussed in Chapter 12. Chapter 13 deals with portfolio assessment. Chapter 14 is about journals as assessment tool. Validity, reliability and accuracy as characteristics of a good measuring instrument are explained in detail in Chapter 15, 16, and 17. Weighted mean is discussed in Chapter 18. In Chapter 19 the topic discussed is about grading student performance. Chapters 20 and 21 deal with planning and evaluating a school assessment program. Suggested standards for evaluation are discussed to assess a particular assessment program.
650			_aEDUCATIONAL TESTS AND MEASUREMENTS -- PHILIPPINES
942			_2lcc _cBK
999			_c11301 _d11301