Lesson 2: Assessment Purposes, Learning Targets, and

Appropriate Methods

Learning Objectives
At the end of this chapter, the student is expected to:
 Explain the purpose of classroom assessment
 Formulate learning targets
 Match appropriate assessment methods for specific learning targets

Duration
Topic 1: What is the purpose of classroom = hour
management?
Topic 2: What are the learning targets? = hour
Topic 3: The Bloom’s Taxonomy of Educational = hour
Objectives
Topic 4: The Revise Bloom’s Taxonomy of = hour
Educational Objectives
Topic 5: Types of Learning Targets = hour
Topic 6: Appropriate Methods of Assessment = hour

Lesson Proper

What is the purpose of classroom assessment?

Assessment works best when its purpose is clear. Without a clear purpose, it is
difficult to design or plan assessment effectively and efficiently. In classrooms,
teachers are expected to know the instructional goals and learning outcomes, which
will inform how they will design and implement their assessment. In general, the
purpose of classroom assessment may be classified in terms of the following:
1. Assessment of Learning. This refers to the use of assessment to determine
learners' acquired knowledge and skills from instruction and whether they
were able to achieve the curriculum outcomes. It is generally summative in
nature.
2. Assessment for Learning. This refers to the use of assessment to identify
the needs of learners in order to modify instruction or learning activities in
the classroom. It is formative in nature and it is meant to identify gaps in the
learning experiences of learners so that they can be assisted in achieving the
curriculum outcomes.
3. Assessment as Learning. This refers to the use of assessment to help
learners become self-regulated. It is formative in nature and meant to use
 assessment tasks, results, and feedback to help learners practice self-
regulation and make adjustments to achieve the curriculum outcomes.
As discussed in the previous lesson, assessment serves as the mechanism by
which teachers are able to determine whether instruction worked in facilitating the
learning of students. Hence, it is very important that assessment is aligned with
instruction .and the identified learning outcomes for learners. Knowing what will be
taught (curriculum content, competency, and performance standards) and how it will
be taught (instruction) are as important as knowing what we want from the very start
(curriculum outcome) in determining the specific purpose and strategy for assessment.
The alignment is easier if teachers have clear purpose on why they are performing the
assessment. Typically, teachers use classroom assessment for assessment of learning
more than assessment for learning and assessment as learning. Ideally, however, all
three purposes of classroom assessment must be used. While it is difficult to perform
an assessment with all three purposes in mind, teachers must be able to understand the
three purposes of assessment, including knowing when and how to use them.

The Roles of Classroom Assessment in the Teaching-Learning Process

Assessment is an integral part of the instructional process where teachers
design and conduct instruction (teaching), so learners achieve the specific target
learning outcomes defined by the curriculum. While the purpose of assessment may
be classified as assessment of learning, assessment f or · learning, and assessment as
learning, the specific purpose of an assessment depends on the teacher's objective in
collecting and evaluating assessment data from learners. More specific objectives for
assessing student learning are congruent to the following roles of classroom
assessment in the teaching-learning process: formative, diagnostic, evaluative,
facilitative, and motivational, each of which is discussed below.
Formative. Teachers conduct assessment because they want to acquire
information on the current status and level of learners' knowledge and skills or
competencies. Teachers may need information (e.g., prior knowledge, strengths)
about the learners prior to instruction, so they can design their instructional plan
to better suit the needs of the learners. Teachers may also need information on
learners during instruction to allow them to modify instruction or learning
activities to help learners achieve the learning outcomes. How teachers should
facilitate students' learning may be informed by the information that may be
acquired in the assessment results.
Diagnostic. Teachers can use assessment to identify specific learners'
weaknesses or difficulties that may affect their achievement of the intended
learning outcomes. Identifying these weaknesses allows teachers to focus on
specific learning needs and provide opportunities for instructional intervention
or remediation inside or outside the classroom. The diagnostic role of assessment
may also lead to differentiated instruction or even individualized learning plans
when deemed necessary.
Evaluative. Teachers conduct assessment to measure learners' performance or
achievement for the purposes of making judgment o grading in particular.
 Teachers need information on whether the learners have met the intended
learning outcomes after the instruction is fully implemented. The learners'
placement or promotion to the next educational level is informed by the
assessment results.
Facilitative. Classroom assessment may affect student learning. On the part of
teachers, assessment for learning provides information on students' learning and
achievement that teachers can use to improve instruction and the learning
experiences of learners. On the part of learners, assessment as learning allows
them to monitor, evaluate, and improve their own learning strategies. In both
cases, student learning is facilitated.
Motivational. Classroom assessment can serve as a mechanism for learners to
be motivated and engaged in learning and achievement in the classroom. Grades,
for instance, can motivate and demotivate learners. Focusing on progress,
providing effective feedback, innovating assessment tasks, and using scaffolding
during assessment activities provide opportunities for assessment to be
motivating rather than demotivating.

What are learning targets?

Educational Goals, Standards, and Objectives
Before discussing what learning targets are, it is important to first define
educational goals, standards, and objectives.
Goals. Goals are general statements about desired learner outcomes in a given
year or during the duration of a program (e.g., senior high school).
Standards. Standards are specific statements about what learners should know
and are capable of doing at a particular grade level, subject, or course. McMillan
(2014, p. 31) described four different types of educational standards: (1) con-
tent (desired outcomes in a content area), (2) performance (what students do to
demonstrate competence), (3) developmental (sequence of growth and change
over time), and (4) grade-level (outcomes for a specific grade). ·
Educational Objectives. Educational objectives are specific statements of
learner performance at the end of an instructional unit. These are sometimes
referred to as behavioral objectives and are typically stated with the use of verbs.
The most popular taxonomy of educational objectives is Bloom's Taxonomy of
Educational Objectives.

The Bloom's Taxonomy of Educational Objectives

Bloom's Taxonomy consists of three domains: cognitive, affective, and
psychomotor. These three domains correspond to the three types of goats that teachers
want to assess: knowledge-based goals (cognitive), skills-based goals (psychomotor),
and affective goals (affective). Hence, there are three taxonomies that can be used by
teachers depending on the goals. Each taxonomy consists of different levels of
expertise with varying degrees of complexity. The most popular among the three
taxonomies is the Bloom's Taxonomy of Educational Objectives in the Cognitive
Domain, also known as Bloom's Taxonomy of Educational Objectives for Knowledge-
Based Goals. The taxonomy describes six levels of expertise: knowledge,
comprehension, application, analysis, synthesis, and evaluation. Table 2.1 presents
the description, illustrative verbs, and a sample objective for each of the six levels.
Table 2.1. Bloom's Taxonomy of Educational Objectives
' in the Cognitive Domain
Illustrative
Cognitive Level Description Verbs Sample Objective
Knowledge Recall or recognition Defines, Enumerate the six
of learned materials recalls, names, levels of expertise in the
like concepts, events, enumerates, B1oom's taxonomy of
facts, ideas, and and labels objectives in the
procedures. cognitive domain.
Comprehension Understanding the Explains, Explain each of the six
meaning of a learned describes, levels of expertise in
material, including summarizes, the Bloom's taxonomy
interpretation, discusses, of objectives in the
explanation, and and translates cognitive domain.
literal translation
Application Use of abstract Applies, Demonstrate how
ideas, principles, or demonstrates, to use Bloom's
methods to specific produces, taxonomy in
concrete situations illustrates, formulating learning
and uses objectives.

Analysis Separation of a Compares, Compare and

concept or idea into contrasts, contrasts the six levels
constituent parts categorizes, of expertise in
or elements and an classifies, Bloom’s taxonomy of
understanding of the and objectives in the
nature and calculates cognitive domain.
association among
the elements

Synthesis Construction of Composes, Compose learning

elements or parts constructs, targets using Bloom's
from different creates, taxonomy.
sources to form a designs, and
more complex or integrates
novel structure
Evaluation Making judgment of Appraises, Evaluate the
ideas or methods evaluates, congruence between
based on sound and judges, learning targets and
established criteria concludes, assessment methods.
and criticizes

Bloom's taxonomies of educational objectives provide teachers with a

structured guide in formulating more specific learning targets as they provide an
exhaustive list of learning objectives. The taxonomies do not only serve as guide for
teachers' instruction but also as a guide for their assessment of student teaming in the
classroom. Thus, it is imperative that teachers identify the levels of expertise that they
expect the learners to achieve and demonstrate. This will then inform the assessment
method required to properly assess student learning. It is assumed that a higher level
of expertise in a given domain requires more sophisticated ass assessment methods or
strategies.

The Revised Bloom's Taxonomy of Educational Objectives

Anderson and Krathwohl proposed a revision of the Bloom's Taxonomy in the
cognitive domain by introducing a two-dimensional model for writing earning
objectives (Anderson and Krathwohl, 2001). The first dimension, knowledge
dimension, includes four types: factual, conceptual, procedural, and metacognitive.
The second dimension, cognitive process dimension, consists of six types: remember,
understand, apply, analyze, evaluate, and create. An educational or learning objective
formulated from this two-dimensional model contains a noun (type of knowledge) and
a verb (type of cognitive process). The Revised Bloom's Taxonomy provides teachers
with a more structured and more precise approach in designing and assessing learning
objectives.
Below is an example of a learning objective:
Students will be able to differentiate qualitative research and quantitative
research. In the example, differentiate is the verb that represents the type of cognitive
process (in this case, analyze), while qualitative research and quantitative research is
the noun phrase that represents the type of knowledge (in this case, conceptual).
Tables 2.2 and 2.3 present the definition, illustrative verbs, and sample
objectives of the cognitive process dimensions and knowledge dimensions of the
Revised Bloom's Taxonomy.
Table 2.2. Cognitive Process Dimensions in the Revised Bloom's Taxonomy
of Educational Objectives
Cognitive Definition Illustrative Verbs Sample
Process Objective
Create Combining Compose, produce, Propose a program
parts to make a develop, formulate, devise, of action to help
whole prepare, solve Metro
design, construct, propose, Manila's traffic
and re- organize congestion.

Evaluate Judging the Assess, measure, estimate, Critique the latest

value of evaluate, critique, and film that you have
information or judge watched. Use the
data critique. guidelines
and format
discussed in the
class.
Analyze Breaking down Analyze, calculate, Classify the
information into examine, test, compare, following
parts differentiate, organize, and
classify
Apply Applying the Apply, employ, Solve the following
facts, rules, practice, relate, use, problems using the
concepts, implement, carry- different measures
and ideas out, and solve of central tendency
in another
context
Understand Understanding Describe, determine, Explain the causes
what the interpret, translate, of malnutrition in
information paraphrase, and the country.
means explain
Remember Recognizing identify, list, name, Name the 7th
and recalling underline, recall, retrieve, president of the
facts locate Philippines.

Table 2.3. Knowledge Dimensions in the Revised Bloom's Taxonomy of

Educational Objectives
Knowledge Description Sample
Question
Factual This type of knowledge is basic in every What is the
discipline. It tells the facts or bits of information capital city
one needs to know in a discipline. This type of of the
knowledge usually answers questions that begin Philippines?
with "who", "where", "what", and "when".
Conceptual This type of knowledge is also fundamental in What makes
every discipline. It tells the concepts, the
generalizations, principles, theories, and models Philippines
that one needs to know in a discipline. This type the "Pearl of
of knowledge usually answers questions that the orient
begin with "what". seas"?
Procedural This type of knowledge is also fundamental in How do we
every discipline. It tells the processes, steps, develop
techniques, methodologies, or specific skills items for an
needed in performing a specific task that one achievement
needs to know and be able to do in a discipline. test?
This type of knowledge usually answers questions
that begin with "how".
Metacognitive This type of knowledge makes the discipline
relevant to one's life. It makes one understand the
value of learning on one's life. It requires
reflective knowledge and strategies on how to
solve problems or perform a cognitive task
through understanding of oneself and context.
This type of knowledge usually answers questions
that begin with "why". Questions that begin with
"how" and what could be used if they are
embedded in a situation that one experiences in
real life.
Learning Targets
A learning target is "a statement of student performance for a relatively
restricted type of learning outcome that will be achieved in a single lesson or a few
days" and contains "both a description of what students should know, understand, and
be able to do at the end of instruction and something about the criteria for judging the
level of performance demonstrated" (McMillan 2014, p. 43). In other words, learning
targets are statements on what learners are supposed to learn and what they can do
because of instruction. Compared with educational goals, standards, and objectives,
learning targets are the most specific and lead to more specific instructional and
assessment activities.
Learning targets should be congruent with the standards prescribed by program
or level. and aligned with the instructional or learning objectives of a subject or course.
Teachers must inform learners about the learning targets of lessons prior to classroom
instruction. The learning targets should be meaningful for the learners; hence, they
must be as clear and as specific as possible. It is suggested that learning targets be
stated in the learners' point of view, typically using the phrase "I can… " For example,
"I can differentiate between instructional objectives and learning targets."
With clear articulation of learning targets, learners will know what they are
expected to learn during a lesson or set of lessons. Learning targets will also inform
learners what they should be able to do or demonstrate as evidence of their learning.
Thus, learning targets specify both the content and criteria of earning. Both classroom
instruction and assessment should be aligned with the specified learning targets of a
lesson.
Mcmillan (2014, p. 53) proposed five criteria for selecting learning targets:(1)
establish the right number of learning targets (Are there too many or too few targets?);
(2) establish comprehensive learning targets (Are all important types of learning
included?); (3) establish learning targets that reflect school goals and 21st century
skills (Do the targets reflect school goals and 21st century knowledge, skills, and
dispositions?); (4) establish learning targets that are challenging yet feasible (Will the
targets challenge students to do their best work?); and (5) establish learning targets
that are consistent with current principles of learning and motivation (Are the targets
consistent with research on learning and motivation?).
Types of Learning Targets
Many experts consider four primary types of learning targets: knowledge,
reasoning, skill, and product. Table 2.4 summarizes these types of learning targets.
Types of Learning Description Sample
Targets
Knowledge targets Refers to factual, conceptual, I can explain the role of
and procedural information conceptual framework in
that learners must learn in a research
subject or content area
Reasoning targets Knowledge-based thought I can justify my research
processes that learners must problems with a theory.
 learn. It involves application of
knowledge in problem-
solving, decision-making, and
other tasks that require mental
skills.
Skills targets Use of knowledge and/or I can facilitate a focus
reasoning to perform or group discussion (FGD)
demonstrate physical skills. with research participants
Product targets Use of knowledge, reasoning, I can write a thesis
and skills in creating a concrete proposal.
or tangible product

Other experts consider a fifth type of learning target-affect, which refers to

affective characteristic· s that students can develop and demonstrate because of
instruction. This includes attitudes, beliefs, interests, and values. Some experts use
disposition as an alternative term for affect. The following is an example of an affect
or disposition learning target:
I can appreciate the importance of addressing potential ethical issues in the
conduct of thesis research.

Appropriate Methods of Assessment

Once the learning targets are identified, appropriate assessment methods can
be selected to measure student learning. The match between a learning target and
the assessment method used to measure if students have met the target is very critical.
Tables 2.5.1 and 2.5.2 present a matrix of the different types of learning targets and
sample assessment methods.
Table 2.5.1. Matching Learning Targets with Paper-and-Pencil Types of
Assessment
Learning Selected Response Constructed Response
Targets Multiple True Matching Short Problem- Essay
Choice or Type Answer Solving
False
Knowledge XXX XXX XXX XXX XXX XXX
Reasoning XX X X X XXX XXX
Skills X X X X XX XX
Product X X X X X X
Note: More X mean better matches.
Table 2.5.2. Matching Learning Targets with Other Types of
Assessment
Learning Project-
Targets based Portfolio Recitation .Observation
Knowledge X XXX XXX XX
Reasoning XX XX XXX XX
 Skills XX XXX X XX
Product XXX XXX X X
Note: More X mean better matches.
There are other types of assessment, and it is up to the teachers to select the
method of assessment and design appropriate assessment tasks and activities to
measure the identified learning targets.

DEVELOP
Let us check the ideas you have acquired about the purposes of assessing
student learning in the classroom; identifying and formulating learning targets; and
matching appropriate assessment methods with identified learning targets.
1. What are the different purposes of assessing students' learning in the classroom?
2. Why is classroom assessment important in the teaching-learning process?
3. What is the difference between instructional objectives and learning targets?
4. Why is it important that learning targets and assessment tasks/activities are
matched?
To know if you have acquired the information you need to learn in this lesson,
kindly complete Tables 2.6 and 2.7.

Table 2.6. General Purpose of Classroom Assessment

Assessment of Assessment for Assessment as
Learning Learning Learning
What?

Why?

When?

Table 2.7. Relation between Educational Goals, Standards, Objectives;

and Learning Targets
Goals Standards Objectives Learning
Targets
Description
 Sample
Statements

APPLY
Now, check the syllabus of t is course and select any single lesson that interests
you. If applicable, select a lesson that should be completed in a day or week based on
the schedule indicated in the syllabus. Formulate specific learning targets for the lesson
using Table 2.8. Add additional rows whenever applicable (e.g., more than one type
of learning targets is identified; more than one learning target is identified). Use
additional sheets of paper if necessary.
Example:
Title of Lesson: Writing the Literature Review Section of a Thesis Proposal
Instructional
Types of
Objective/Learning Sample Learning
Lesson Content Learning
Outcome Related to Targets
Targets
the Lesson Content
At the end of the Writing the I can...
lesson, the students Literature Review
should be able to
demonstrate their A. Research Knowledge explain the
ability to write the Literature and principles in
literature review Research Gap writing the
section of a thesis literature review of
proposal. B. Performing the Reasoning a thesis proposal.
Literature argue the
Search and significance of my
Reviewing the thesis through
Literature literature review.

search and organize

C. Principles and Skills related literature
Guidelines in from various
Writing the sources.
Literature
Review
write an effective
D. APA Product literature review
Guidelines in section of a thesis
Citations and proposal.
References
Using the example as reference, complete the learning targets task by supplying the
required information on the table provided.
Title of Lesson: _______________________________________________________
Table 2.8. Learning Targets Task
Instructional
Types of
Objective/Learning Sample Learning
Lesson Content Learning
Outcome Related to Targets
Targets
the Lesson Content

TRANSFER
Now select a specific lesson for a subject area and grade level that you think
you should be able to teach and handle when you are already a teacher in a school.
Using the DepEd Curriculum Guide for the subject, create an assessment plan for
student learning by formulating learning targets and proposing specific assessment
tasks or activities to measure the identified learning targets. Use Table 2.9 for this task.
Table 2.9. Assessment Plan
Subject
Specific Lesson

Learning Outcome/s/
Instructional Objectives
Learning Targets

Assessment Task/Activity

Why use this assessment

task/activity?

How does this assessment

task/activity help you
improve your instruction?

How does this assessment

task/activity help your
learners achieve the
intended learning
outcomes?