Testing and Taxonomy of Educational Objective
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The document discusses key elements of a successful teaching career, focusing on classroom immediacy, testing methods, and Bloom's taxonomy of educational objectives. It emphasizes the importance of teacher-student interaction and various testing approaches to assess student learning effectively. Additionally, it outlines strategies for constructing tests that align with different domains of learning to ensure comprehensive education.
Testing and Taxonomy of Educational Objective
- 1. CLASSROOM IMMEDIACY, TESTING, TAXONOMY OF EDUCATIONAL OBJECTIVE AND A SUCCESSFUL TEACHING CARREER BEING THE TEXT OF A PRE-RESUMPTION SEMINAR OF Esther International Memorial School, Mowe, Ogun State DELIVERED BY Prince ONAKOYA S.O. Dip., B.Ed, M.Ed Phd (In View) GMNIM, MTRCN © September 2011 Table of Content a) INTRODUCTION b) CLASSROOMIMMEDIACY c) TESTING IN PERSPECTIVE d) TAXONOMY OF EDUCATIONAL OBJECTIVE e) TEST CONSTRUCTION 1.0 INTRODUCTION A successful teaching career rest on many pillars; It is one of the rare journey that opposes the popular maxim’’the endwill justifythe means’’, but rather, success in your teaching career stands on the ‘’means will justify the end’’ maxim. This posits that the yardstick to measure your success at the end is not your end result but whatever your input and process are. On this proponent, the topic of today is very vital to the end of every successful teaching career. In this piece of write up, we will examine a) Classroom immediacy or interaction as an integral part of testing and successful teaching career; b) Test and Testing as a phenomenon; c) Bloom’staxonomy of educational objective as it relates to testing and success in teaching career; d) Constructing test items alongside domains of learning so as to make the child a ‘’total learner’’. 2.0 CLASSROOM IMMEDIACY Immediacy can be defined as ‘’the degree of perceived physical or psychological closeness between people’’(ChesbroandMcCroskeyinWilde 2010). The people in our context here are the students and the teachers. Thus we are saying that the degree of perceived closeness between these two characters in a typical classroom setting can be referred to as Classroom Immediacy or popularly called Classroom Interaction.
- 2. Thisclosenesscanbe enhancedthrough bothverbal and non-verbal communication actions. Research has shown that the primary function of teachers’ verbal behaviour in the classroom is to provide content to improve students’cognitive learningwhereasthe major function of teachers’ non-verbal behaviour in the classroom is to improve students’ affect or liking for the subject matter, teacher and class and to instil in students’ the desire to learn more about the subject matter. (Richmond and McCroskey 2004) 2.1 HOW TO IMPROVE CLASSROOM IMMEDIACY A) Know your students by name and pronounce them correctly. Greet them by name in and outside the classroom. B) Be empathetic toward your students. Always try to help your students. Encourage openness, friendship and empathy. C) Be approachable. D) Alwayssendverbal messagestoencourage andpraise yourstudents.Avoidcommentslike ’Oh, I already thought of that’. Use words like ‘We’ and ‘Us’. E) Always provide feedback. F) Avoid monotone voice rather be confidence in your voice. G) Teach in a good and neat environment. H) Arrange your classroom to fit your topic of discussion. I) Encourage student talk and group discussion. J) Dress properly, use gestures and movement that signifies the importance of the content, be cheerful and offer smiles. 2.3 OTHER THINGS TO NOTE A) Prepare your lesson plan before the class and read wide B) Never write evaluation in your lesson note but rather classwork or tip for thought. C) Alwaysletyourstudents know the next topic. This will help them to have a background study and grasp earlier and better. D) Follow to the letter, your instructional objective. Never derail from it. E) As small as it may be, go to the class with an instructional material or teaching aid. 3.0 TESTING IN PERSPECTIVE A test or an examination is an assessment intended to measure a test-taker’s knowledge, skill, aptitude, physical fitness, or classification in many other topics. It has two forms: Standardized test or Non- standardised test It is of two types: (1) Achievement Test and (2) Attitude Test The popular type that is been used in the academic environment is the achievement test. 3.1 ACHIEVEMENT TEST
- 3. It can be sub-divided into two broad types: (1) Essay type and (2) Objective type Essay test is usedwhen the examiner wishes that the testee should apply his or her idea on the item in a personal way. It is also of two types: (1) Extended Response/Open Ended type: Example of this is: Differentiate between a Bar Chart and Histogram? (2) Restricted or Short Answer Essay. Example is: Mention four functions of an Achievement test? Objective Test is a test consisting of factual question requiring entirely short answer. It can be scored by anyone with an answer key unambiguously. It is sub-divided into four: the True/false type, the Fill in the gap, Matching type and Multiple Choice type. 4.0 TAXONOMY OF EDUCATIONAL OBJECTIVE Prof. Bloom of Chicago University in his research work identified and categorised the totality of what is learnt or expected to be learnt into three broad categories with sub-divisions. This is what educationist refers to as the taxonomy of educational objective or fondly called the domains of learning. They are: (a) Cognitive Domain: This has to do with the intellectuality of what is to be learnt. (b) Affective Domain: Here, the attitude, interest and behaviour of who is to learn what is to be learnt are put into consideration. (c) Psychomotor Domain: This has to do with the skill needed to learn what is to be learnt. He further sub-divided the domains as follows: Cognitive Domain has six categories: 1) Knowledge Level: This has to do with the recall of what is taught 2) Comprehension Level: Here, the learner is expected to understand the meaning, translate, interpret and state the problem learnt in his own words. 3) Applicationlevel:the learneruse aconceptlearntina new situation.He applieswhatwas learnt in the classroom into situation in the society. 4) AnalysisLevel:He separates materialsor concepts into component parts so that its organisational structure may be understood.He distinguishes factsfrominferences. All men are mortals, Mortals will die (fact) John is a man, John will die (Inferences) (Extrapolation) 5) Synthesis Level: Builds a structure or pattern from diverse element. Put parts together to form a whole, with emphasis on creating a new meaning or structure. (Juxtapose) 6) Evaluation Level: He is able to make judgement about the value of ideas or materials. Affective Domain has five categories: 1) Receiving: This has to do with the ability of the learner to know the existence of a phenomenon based on the previous experience of the learner in teaching and learning process.
- 4. 2) Responding: Here, we look into the response of the learner towards the positive side. Learners make responsesatfirstwithcompliance.Atthe latertime,if theystill show interest in compliance then responding is positive. 3) Valuing: this has to do with the worth each learner places on each subject. 4) Organisation: The learner put himself on order whenever the subject of interest is to be learnt. 5) Characterisation: Here the learner put to use, in the daily life, what has been leant and makes it part and parcel of him. Psychomotor Domain has four main stages. These are: a) Reflex stage where the learner recall or remember how to go about the task b) Fundamental Movement: This entails the step by step stages of each skill or actions. c) Perceptual Ability: This has to do with the ability of the child to see correctly. It entails the ability to perceive correctly. d) Physical Ability: This entails the ability to exercise physical strengths. CONSTRUCTING TEST ITEM ALONG DOMAINS OF LEARNING A goodteacherwhois on the pathto conformalong withthe expectation of the society who believes that the educationa childreceivesshouldbe useful in the society must be ready to learn how to construct test itemsthatwill measure all the domains of learning. Test items should be capable of detecting if truly the child can practice or apply what he or she has learnt the society. There are various verbs that can be used to measure each of these domains. Let us take an example of a child who has been taught measurement in metres in primary mathematics. The following can be how to frame questions in each of the level of cognitive domain: 1) How many centimetres make one decimetre (Knowledge level) 2) A decimetre in millimetres will be equals to? (Comprehension level) 3) Your friendran100metres race inthe inter-house sports.Tellyourfriendthe lengthhe hascovered in decimetres? (Application level) 4) A boy ran 10metres and a girl ran 50metres. The boy went back and ran another 500centimetres. What length has the two covered? (Analysis level) 5) Your mummy bought you a ruler of 25cm in length, your book is 2decimetres in height and your birois 100mm inlength.Whatis the lengthof all thisputtogetherincentimetres?(Synthesislevel) 6) Tunde and Seun were arguing on who has run more. Tunde claimed to have covered 500 decimetreswhile Seunclaimedtohave covered1500cm. Who of the twois right?(Evaluationlevel) The same goesforall otherdomains of learning. CONCLUSION Above all we have examined classroom immediacy as it affects teaching and proper learning; we have also looked into testing as a phenomenon. The domains of learning were also looked into
- 5. properly with its categories. It will be save to conclude that a successful teacher is that teacher whose student will meet in the nearer future and thank him or her for teaching and making what is taught relevant to the society he lives. Thank you for your attention.