Activity 3.

8 Chapter 3 Portfolio Entry Cover Sheet

Dat
e:

12/1/16

Title of
Selection:

Clear Targets

Learning target(s) this selection addresses:

Explain the connection between clear targets and assessment quality.

Classify learning targets by type.
Determine whether your learning targets are clear to you and to students.
Clarify and deconstruct learning targets as needed.
Create student-friendly versions of learning targets as needed.

What this selection illustrates about my learning/why I chose this selection:

The classification of learning targets activity helped me determine the best way to assess
each of the learning targets. Because of this activity, I was able to take what I learned in
chapter 3 and apply it to chapter 4 when determining the best way to assess the students
and how to format my assessments.
This chapter gave me the skills to analyze the learning targets in my curriculum and
differentiate between learning targets that were actually a product target assessing the
concept, versus those that had a product being produced as part of their assessment. For
example, while my students make flash cards as a formative assessment for their species
identification learning target (Identify species of wildlife commonly found in North
America by common and scientific names) , they are actually demonstrating a knowledge
and skill target. Although they are creating a product, the learning target is not a product
target. The product they produce is not evidence of their mastery of the learning target.
The process of documenting field observations (Conduct field studies of a habitat and
record and document observations of species) is a product target. Students must
demonstrate how to format field notes and accurately document observations. Students
field notes can be a product of the students mastery of the learning target.

Classroom Assessment for Student Learning: Doing It RightUsing It Well, 2e

Learning Teams Facilitation Guide and Activities & Resources
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