3.3 Evidence linked to the dimension or content to be assesse[EN]SM2

EVIDENCE LINKED TO THE DIMENSION OR CONTENT TO BE ASSESSED

INNOVATION IN TEACHING

Evidence linked to the dimension or content to be assessed

On the other hand, we have evidence related to different dimensions or content to be assessed, such as: attitude, knowledge, procedures, and performance. The following table explains each one of these types and proposes some examples to guide the practice. However, the examples could be interchanged and be used in more than one. It is important to have some clarity about the intention of the evidence from the pre-established learning goals.

Example of evidence

Description

Type of evidence

Corresponds to personal positions, such as values, norms and attitudes. This can be manifested through opinions, physical or non-verbal dispositions, respect for norms, among other elements.

Outcomes of observation patterns linked to:

• Willingness towork in a team
• Order and cleanliness
• Rigorousness
• Kind treatment
• Work well done

Attitude

Related to the theoretical or conceptual use of knowledge. However, it also considers principles, facts, or hypotheses.

Reports containing:

• Application of the theory
• Hypothetical theoretical description
• Resolution of questionnaires

Knowledge

They are those pieces of evidences that show the "know-how" from norms, techniques, methods, etc. In this sense, the procedures can be cognitive, psychomotor or both together.

Reports containing:

• Application of methods
• Application of technical or clinical standards
• Handling of procedures
• Resolution of exercises

Procedures

To a certain extent, it integrates the other types of evidence mentioned above. That is, it corresponds to the demonstration or mobilization of an articulated set of knowledge, abilities, skills, contents and values ​​in a predetermined context or situation. Consequently, performances are complex learning, since they consider various dimensions under specific environments and conditions. Performance evidence requires more than one instrument or dimensions to be considered, since being complex, they need different assessment tools (for example, oral presentation observation guidelines and content review, in the case of an exhibition).

• Problem solving and case studies
• Simulations
• Fulfilled projects
• Tests
• Exhibitions

Performance

Conclusion

A backwards-designed educational process should combine the different types of evidence and the predefined learning goals in an organic and articulated way.