Assessing based on learning objectives? Pay attention to the correct level of proficiency! A learning objective is often used as a starting point for assessment. This makes sense, because a learning objective provides direction for what needs to be learned and often has a direct relationship with professional practice. In this way, the assessment ties in with both the subject matter and professional practice. This sounds fairly simple, but there is also a common mistake lurking when assessing on the basis of learning objectives... What is a good learning objective? A good learning objective indicates what the student should know and be able to do after completing the learning activity. At the same time, a learning objective indicates what is included in the professional practice important to be able to do or know. A learning objective is therefore an excellent starting point for a test. If you test on learning objectives, the content of the test is relevant. An example of a learning objective is ‘The student can write an informative article’. Level of mastery of the learning objective In addition to a content-related part, a learning objective also has a level of proficiency. The level of proficiency of a specific learning objective indicates what the candidate should be able to do with the content. Examples include applying, reproducing, explaining or analysing. The learning objective to be tested is usually formulated on the basis of a taxonomy, or a category system for learning material. The required level of proficiency corresponds to a place in the taxonomy. The taxonomy thus not only helps to organise learning material in a clear manner, but also to test at the right level. Assessing the correct level of mastery of the learning objective – an example A common mistake when testing learning objectives is that the test question whether the examination assignment is not in line with the intended level of proficiency. Examples Reflection Why is the first example better? Because the student actually performs the action described in the learning objective. This allows you to assess whether or not the student is capable of actually writing the intended article. In the second case, you only assess whether the student knows how to structure the article. This allows you to assess whether the student can make a good start on the article (in terms of structure). However, you are not testing whether they can write it without errors, within the available time and with the right information for the target group. The learning objective ‘The student can write an informative article’ measures a complex skill (analysis), even if the subject is relatively simple. Only in the good example is there actually any analysis. The other example emphasises application, which does not correspond to the level of proficiency being tested. Conclusion When assessing on the basis of learning objectives, the correct level of proficiency plays a crucial role. Keep a close eye on this to ensure that the assessment is in line with what is required in professional practice.
