SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

___________________________________________________

LEARNING MODULE
FOR
ASSESS 311 ASSESSMENT IN LEARNING 1
_____________________________________________________

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 1 - of 19
 COURSE OUTLINE

COURSE CODE : ASSESS 311

TITLE : Assessment in Learning 1
TARGET POPULATION : All THIRD YEAR EDUCATION students
INSTRUCTOR : MS. MAYCEL Z. FLORES, LPT

Overview:
This course focuses on the principles, development and utilization of conventional assessment
tools to improve the teaching-learning process. It emphasizes on the use of assessment of, as, and
for, in measuring knowledge, comprehension and other thinking skills in the cognitive, psychomotor of
affective domains. It allows students to go through the standard steps in test construction and
development and the application in grading systems.

General Objectives:

a. Understand the different principles on the foundation of assessment in learning

b. Explain the role of assessment in teaching learning process
c. Demonstrate the skills of the learned concepts, principles, and theories of assessing learning
d. Apply the general guidelines on the process of development and administering tests
e. Practice the necessary skills on analysis, interpretation, and use of test data
f. Show appreciation on the importance of assessment in the teaching learning process

The following are the topics to be discussed:

Week 1 Vision, Mission, Core Values & Policies

Basis Concepts and Principles in Assessing Learning
What Is Assessment In Learning?

Week 2 What Are The Different Types of Assessment In Learning?

What Are The Different Principles In Assessing Learning?

Week 3 What is the Purpose of Classroom Assessment?

Week 4 What are Learning Targets?

The Bloom’s Taxonomy of Educational Objectives
The Revised Bloom’s Taxonomy

Week 5 Learning Targets

Types of Learning Targets

Instruction to the Learners

Each chapter in this module contains a major lesson involving the Outcomes- Based Education.
The units are characterized by continuity, and are arranged in such a manner that the present unit is
related to the next unit. For this reason, you are advised to read this module. After each unit, there are
exercises to be given. Submission of task given will be every during your scheduled class hour.

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 2 - of 19
 WEEK 1

VISION
A premier institution that provides quality education and globally empowered individuals.

MISSION
To produce competent, community-oriented and globally competitive individuals through holistic
education.

CORE VALUES
 Service
 Excellence
 Accountability
 Innovation
 Teamwork

SEAIT HISTORICAL BACKGROUND

The South East Asian Institute of Technology, Inc. located at National Highway, Crossing Rubber,
Tupi, South Cotabato, was founded by Engr. Reynaldo S. Tamayo, Jr. and co-founded by Rochelle P.
Tamayo, his wife, in 2006. Mr. and Mrs. Reynaldo S. Tamayo, Jr. were Department of Science and
Technology (DOST) scholars in Bachelor of Information Technology at Cebu Institute of Technology.
They wish to help the youth in Tupi to earn their college degree so they can become productive
citizens of the country.
Strongly driven by deep commitment to contribute to nation-building by creating a landmark of
social development through education in Tupi, the couple planned to realize this particular dream with
the all-out support of the entire Tamayo family. With the Tamayo family as the couple’s stronghold, they
thought of opening a higher education institution in 2006. However, they decided to open first a
technical-vocational school in the said year.
The school was named SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. or SEAIT. The
name was anchored in the vision offering quality education to impact not only in the region but also in
the South East Asian countries. At first, the school offered Computer Programming NC-IV and
Computer Hardware Servicing NC II. With respective certificates from the TESDA XII, SEAIT offered
Computer Programming NC-IV and Computer Hardware Servicing NC-I in 2006. After a year, Hotel
and Restaurant Management was added to its program offerings.
The couple manage to upgrade SEAIT in 2008. They added BSIT with very affordable tuition and
other fees per semester. As the year past, SEAIT continue to grow and offered more courses until
today. It also provided assistance and scholarship grants from Tulong-Dunong and CHED to help the
youth in the municipality value affordable and quality education. And in 2016, the Universal Financial
Assistance for Tertiary Education (UNIFAST) became an “amazing come on among higher education
institutions, including SEAIT, in the region.
As an educational institution, SEAIT has existed for 15 years. It has graduated 12 batches in
college. It is known for its Information Technology niche as this is the field of specialization of the
founder and co-founder. It is also known for its Civil Engineering program as this is the field of
specialization of the parents of the founder and the current president.

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 3 - of 19
ACADEMIC POLICIES
A. Academic Rights: Every student has the right to receive competent instruction and relevant
quality education.
B. General Enrolment Procedures: All prospective students with their necessary credentials
must enroll during the prescribed registration period. To facilitate registration, students should
read guidelines posted online via SEAIT official page or on the bulletin board and be guided by
the registration procedures.
C. Class Attendance: Every student is required prompt and regular attendance. Tardiness and
absences are recorded from the first day of classes. There is a corresponding sanction with a
multiple absences or tardiness.
D. Examination and Grading System: There are 3 major examinations administered every
semester, namely Prelim, Midterm, and Final Examination. The registrar determines the
schedule of the major examination. Grading System: 40% Quizzes; 20% Class Standing; 40%
Examination.
E. Graduating with Latin Honors: The office of the Registrar in close coordination with the Office
of the Vice President for Academics shall determine and recommend to the administrator a
student who completes his baccalaureate degree with honors provided with standard
qualifications.
F. Student Fees: Includes the registration and other fees.
G. Scholarship Programs: The school recognizes excellence in academic achievement. This is
manifested in its scholarship programs given to deserving students. Other scholarships funded
by the Government and private benefactors are acknowledged provided that a Memorandum of
Agreement has been duly processed and approved by the School President.

NON-ACADEMIC POLICIES
A. Code of Discipline for Students: The rules and regulations of the institution are intended to
maintain the order necessary for an academic environment and to ensure an atmosphere
conducive to the formation of values for men and women and for others.
B. School Identification Card (SID): SID cards will be issued and validated by the SAO upon
enrolment. Student is required to wear his SID card at all times while he is within the school
premises.
C. Uniforms/Dress Code: The school uniform must be worn with respect and dignity. Only
students wearing the prescribed uniform will be allowed to enter the school premises and the
classroom.
D. Prescribed haircut for Criminology students: Female- 2/3 (hairnet shall be used to those
who don’t want to cut their hair; Male- 2/0

CLASS POLICIES
1. Awareness of intended audience
(e.g. classes are meant for students currently enrolled in the course and you must not enter or
share a class meeting with someone unauthorized)
2. General etiquette
(e.g. mute microphones when not speaking, raise hand virtually to ask question, turn off camera
if you're stepping away)
3. Discussion
(e.g. you can disagree with others but should do so respectfully and constructively)
4. Privacy

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 4 - of 19
 (e.g. students should consult with the instructor to receive permission to record the class)
5. Communicate instances of disruptive behaviors to the proper instructor, faculty member, or
escalate the complaint when necessary.

Lesson 1: Basic Concepts and Principles in Assessing Learning

What does assessment in learning mean?

What Is Assessment in Learning?

The word assessment is rooted in the Latin word assidere, which means “to sit beside another.”
Assessment is generally defined as the process of gathering quantitative and/or qualitative data for the
purpose of making decisions. Assessment in learning is vital to the educational process similar to
curriculum and instruction. Schools and teachers will not be able to determine the impact of curriculum
and instruction on students or learners without assessing learning. Therefore, it is important that
educators have knowledge and competence in assessing learners.

Assessment in Learning can be defined as the systematic and purpose-oriented collection,

analysis, and interpretation of evidence of student learning in order to make informed decisions
relevant to the learners. In essence, the aim of assessment is to use evidence on student learning to
further promote and manage learning. Assessment in learning can be characterized as (a) a process,
(b) based on specific objectives, and (c) from multiple sources.
How is assessment in learning similar or different from the concept of measurement or evaluation
of learning? Measurement can be defined as the process of quantifying the attributes of an object,
whereas evaluation may refer to the process of making value judgments on the information collected
from the measurement based on specified criteria. In the context of assessment in learning,
measurement refers to the actual collection of information on student learning through the use of
various strategies and tools, while evaluation refers to the actual process of making a decision or
judgment on student learning based on the information collected from measurement. Therefore,
assessment can be considered as an umbrella term consisting of measurement and evaluation.

Assessment and Testing

The most common form of assessment is testing. In the educational context, testing refers to the
use of a test or battery of tests to collect information on student learning over a specific period of time.
A test is form of assessment, but not all assessments use tests or testing. A test can be categorized as
either a selected response (e.g., matching type of test) or constructed response (e.g., essay test, short
answer test). A test can make use of objective format (e.g., multiple choice, enumeration) or subjective
format (e. g., essay).
Assessment and Grading
A related concept to assessment in learning is grading, which can be defined as the process of
assigning value to the performance or achievement of a learner based on specified criteria or

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 5 - of 19
standards. Aside from tests, other classroom tasks can serve as bases for grading learners. These
may include a learner’s performance in recitation, seatwork, homework, and project. The final grade of
a learner in a subject or course is the summation of information from multiple sources (i.e., several
assessment tasks or requirements). Grading is a form of evaluation which provides information on
whether a learner passed or failed a subject or a particular assessment task. Teachers are expected to
be competent in providing performance feedback and communicating the results of assessment tasks
or activities to relevant stakeholders.

ACTIVITY #1
Discussion and Exercise Questions

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach it to the last page of this module.
Tasks:
A. Use the space provided below to draw a metaphor (i.e., any object, thing, or action you could liken
assessment to) that will visually illustrate what is assessment in learning. Then, discuss your metaphor
drawn in five to six sentences. (20 points)
Example: A thermometer can be drawn as a metaphor for assessment if you consider measurement or
collection of information from a person (i.e., student) as central in the assessment process. A
thermometer is a device that collects information about a person’s temperature, which provides
information on whether a person’s body temperature is normal or not (i.e., high temperature could be a
symptom of fever). The information is then used by medical personnel to make decisions relative to
the collected information. This is similar to the process of assessment.

End of first week

---------------------------------------------Nothing Follows--------------------------------------

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 6 - of 19
 Week 2
What are the Different Types of Assessment in Learning?
Assessment in learning could be of different types. The most common types are formative,
summative, diagnostic, and placement. Other experts would describe the types of assessment as
traditional and authentic.
Formative Assessment refers to assessment activities that provide information to both teachers
and learners on how they can improve the teaching- learning process. This type of assessment is
formative because it is used at the beginning and during instruction for teachers to assess learners’
understanding. The information collected on student learning allows teachers to make adjustments to
their instructional process and strategies to facilitate learning.
Summative Assessments are assessment activities that aim to determine learners’ mastery of
content or attainment of learning outcomes. They are summative, as they are supposed to provide
information on the quantity or quality of what students have learned or achieved at the end of
instruction. While data from summative assessment are typically used for evaluating learners’
performance in class, these data also provide teachers with information about the effectiveness of their
teaching strategies and how they can improve their instruction in the future.
Diagnostic assessment aims to detect the learning problems or difficulties of the learners so that
corrective measures or interventions are done to ensure learning. Diagnostic assessment is usually
done right after seeing signs of learning problems in the course of teaching. It can also be done at the
beginning of the school year for spirally- designed curriculum so that corrective actions are applied if
pre- requisite knowledge and skills for the targets of instruction have not been mastered yet.
Placement assessment is usually done at the beginning of the school year to determine what the
learners already know or what their needs that could inform design of instruction are. Grouping of
learners based on the results of placement assessment is usually done before instruction to make it
relevant to address the needs or accommodate the entry performance of the learners. The entrance
examination given in schools is an example of a placement assessment.
Traditional Assessment refers to the use of conventional strategies or tools to provide
information about the learning of students. Typically, objective (e.g., multiple choice) and subjective
(e.g., essay) paper-and-pencil tests are used. Traditional assessments are often used as basis for
evaluating and grading learners. They are more commonly used in classrooms because they are
easier to design and quicker to be scored. In general, traditional assessments are viewed as an
inauthentic type of assessment.
Authentic Assessment refers to the use of assessment strategies or tools that allow learners to
perform or create a product that are meaningful to the learners, as they are based on real-world
contexts. The authenticity of assessment tasks is best described in terms of degree rather than the
presence or absence of authenticity. The most authentic assessments are those that allow

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 7 - of 19
performances that most closely resemble real-world tasks or applications in real-world settings or
environments.
What are the Different Principles in Assessing Learning?

1. Assessment should have a clear purpose. Assessment starts with a clear purpose. The methods
used in collecting information should be based on this purpose. The interpretation of the data collected
should be aligned with the purpose that has been set. This assessment principle is congruent with the
outcome-based education (OBE) principles of clarity of focus and design down.
2. Assessment is not an end itself. Assessment serves as a means to enhance student learning. It is
not a simple recording or documentation of what learners know and do not know. Collecting
information about student learning, whether formative or summative, should lead to decisions that will
allow improvement of the learners.
3. Assessment is an ongoing, continuous, and a formative process. Assessment consists of a
series of tasks and activities conducted over time. It is not a one-shot activity and should be cumulative.
Continuous feedback is an important element of assessment. This assessment principle is congruent
with the OBE principle of expanded opportunity.
4. Assessment is learner- centered. Assessment is not about what the teacher does but what the
learner can do. Assessment of learners provides teachers with an understanding on how they can
improve their teaching, which corresponds to the goal of improving student learning.
5. Assessment is both process- and product-oriented. Assessment gives equal importance to
learner performance or product and the process they engage in to perform or produce a product.
6. Assessment must be comprehensive and holistic. Assessment should be performed using a
variety of strategies and tools designed to assess student learning in a holistic way. Assessment
should be conducted in multiple periods to assess learning over time. This assessment principle is
also congruent with the OBE principle of expanded opportunity.
7. Assessment requires the use of appropriate measures. For assessment to be valid, the
assessment tools or measures used must have sound psychometric properties, including, but not
limited to, validity and reliability. Appropriate measures also mean that learners must be provided with
challenging but age- and context-appropriate assessment tasks. This assessment principle is
consistent with the OBE principle of high expectations.
8. Assessment should be as authentic as possible. Assessment tasks or activities should closely, if
not fully, approximate real-life situations or experiences. Authenticity of assessment can be thought of
as a continuum from least authentic to most authentic, with more authentic tasks expected to be more
meaningful for learners.
ACTIVITY # 2
Discussion and Exercise Questions

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 8 - of 19
Task: Based on the lessons on the basic concepts and principles in assessment in learning, select five
core principles in assessing learning and explain them in relation to your experience with a previous or
current teacher in one of your courses/subjects. (50 points)
Example:
Principle Illustration of Practice
Assessment should be as authentic as In our practicum course, we were asked to
possible. prepare a lesson plan then execute the plan in
front of the students with my critic teacher
around to evaluate my performance. The actual
planning of the lesson and its execution in front
of the class and the critic teacher is a very
authentic way of assessing my ability to design
and deliver instruction rather than being
assessed through demonstration in front of the
classmates in the classroom.

Principle Illustration of Practice

1.

2.

3.

4.

5.

End of second week

---------------------------------------------Nothing Follows------------------------------------

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 9 - of 19
 Week 3
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 learner’s 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.

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 for 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 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 result.

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 10 - of 19
 Diagnostic. Teachers can use an assessment to identify specific learner’s 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.
Evaluate. Teachers conduct assessment to measure learners’ performance or achievement for
the purposes of making judgement or 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 id 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.
ACTIVITY # 3
Discussion and Exercise Questions
Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task: Complete the Table below with the information or general purpose of classroom assessment.
(30 points)
Assessment of Assessment for Assessment as
Learning Learning Learning
What?

Why?

When?

End of third week

---------------------------------------------Nothing Follows-------------------------------------

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 11 - of 19
 Week 4
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 desire 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) content (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 objective are specific statements of learner performance at
the end of an instructional unit. These are sometimes referred to as behavioural 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 goals 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 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 sic levels.
Table 2.1. Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain
Cognitive Level Description Illustrative Verbs Sample Objective
Knowledge Recall or recognition of Defines, recalls, Enumerate the six
learned materials like names, enumerates, levels of expertise in
concepts, events, facts, and labels the Bloom’s taxonomy
ideas, and procedures of objectives in the
cognitive domain.
Comprehension Understanding the Explains, describes, Explain each of the six
meaning of a learned summarizes, levels of expertise in
material, including discusses, and the Bloom’s taxonomy

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 12 - of 19
 interpretation, explanation, translates of objectives in the
and literal translation cognitive domain.
Application Use of abstract ideas, Applies, demonstrates, Demonstrate how to
principles, or methods to produces, illustrates, use Bloom’s taxonomy
specific concrete situations and uses in formulating learning
objectives.
Analysis Separation of a concept or Compares, contrasts, Compare and
idea into constituent parts categorizes, classifies, contrasts the six levels
or elements and an and calculates of expertise in Bloom’s
understanding of the taxonomy of
nature and association objectives in the
among the elements cognitive domain.
Synthesis Construction of elements Composes, constructs, Compose learning
or parts from different creates, designs, and targets using Bloom’s
sources to form a more integrates taxonomy.
complex or novel structure
Evaluation Making judgement of ideas Appraises, evaluates, Evaluate the
or methods based on judges, concludes, and congruence between
sounds and established criticizes learning targets and
criteria assessment methods.

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 learning 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 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 learning 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, analyse, 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.

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 13 - of 19
Below is an example of a learning objective:
Students will be able to differentiate qualitative research and quantitative research.
In the example, differentiate is a verb that represents the type of cognitive process (in this case,
analyse), 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 presents 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 Process Definition Illustrative Verbs Sample Objectives
Create Combining parts to Compose, produce, Propose a program of
make a whole develop, formulate, action to help solve Metro
devise, prepare, design, Manila’s traffic
construct, propose, and congestion.
re-organize
Evaluate Judging the value of Assess, measure, Critique the latest film
information or data estimate, evaluate, that you have watched.
critique, and judge Use the critique
guidelines and format
discussed in the class.
Analyze Breaking down Analyze, calculate, Classify the following
information into examine, test, compare, chemical elements based
parts differentiate, organize, on some
and classify categories/areas.
Apply Applying the facts, Apply, employ, practice, Solve the following
rules, concepts, and relate, use implement, problems using the
ideas in another carry-out, and solve different measures of
context central tendency.
Understand Understanding what Describe, determine, Explain the causes of
the information interpret, translate, malnutrition in the
means paraphrase, and explain country.
Remember Recognizing and Identify, list, name, Name the 7th president of
recalling facts underline, recall, the Philippines.
retrieve, locate

Table 2.3. Knowledge Dimension 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 capital city of

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 14 - of 19
 discipline. It tells the fact or bits of information the Philippines?
one needs to know in a discipline. This type of
knowledge usually answers questions that
begin with “who”, “where”, “what”, and “when”.
Conceptual This type of knowledge is also fundamental in What makes the
every discipline. It tells the concepts, Philippines the “Pearl of the
generalizations, principles, theories, and orient seas?”
models that one needs to know in a discipline.
This type of knowledge usually answers
questions that begin with “what”.
Procedural This type of knowledge is also fundamental in How do we develop items
every discipline. It tells the processes, steps, for an achievement test?
techniques, methodologies, or specific skills
needed in performing a specific task that one
needs to know and be able to do in a discipline.
This type of knowledge usually answers
questions that begin with “how”.
Metacognitive This type of knowledge makes the discipline Why is the Engineering the
relevant to one’s life. It makes one understand most suitable course for
the value of learning on one’s life. It requires you?
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.

ACTIVITY # 4
Discussion and Exercise Questions
Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Task: Compare and contrast the old and the revised Bloom’s taxonomy of educational objectives using
a venn diagram. (20 points)

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 15 - of 19
 CRITERIA
Content & Ideas- your ability to present your thoughts relevant to the concept 15%
given.
Grammar- Your knowledge of the English language to present your ideas 5 %
comprehensibly in correct construction

Total 20%

End of fourth week

---------------------------------------------Nothing Follows--------------------------------------

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 16 - of 19
 Week 5

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 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 lesson 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 should be able to do or
demonstrate as evidence of their learning. Thus, learning targets specify both the content and criteria
of learning. Both classroom instruction and assessment should be aligned with the specified learning
targets of a lesson.

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.
Table 2.4 Description and Sample Learning Targets
Type of Learning Targets Description Sample
Knowledge targets Refers to factual, conceptual, and I can explain the role of
procedural information that conceptual framework in a
learners must learn in a subject research.
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.

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 17 - of 19
 Skills targets Use of knowledge and/or I can facilitate a focus group
reasoning to perform or discussion (FGD) with
demonstrate physical skills research participants.
Product targets Use of knowledge, reasoning, I can write a thesis proposal.
and skills in creating a concrete
or tangible product
Other experts consider a fifth type of learning target __ affect, which refers to affective traits 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.

ACTIVITY # 5

Discussion and Exercise Questions

Directions: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Hand written) and attach to the last page of this module.
Tasks:
A. 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 the Table below
for this task. (40 points)
Assessment Plan
Subject

Specific Lesson

Learning Outcome/s/
Instructional Objectives

Learning Targets

Assessment Task/Activity

Why use of this assessment task/activity?

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 18 - of 19
 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?

End of fifth week

---------------------------------------------Nothing Follows--------------------------------------

ASSESS 311 Assessment of Learning 1

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Page - 19 - of 19