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Learning Targets
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LEARNING OUTCOMES
At the end of this lesson, you are must have:
Let’s Do It!
The following statements are learning objectives. Underline and identify the verb used in
each if it is Cognitive, Psychomotor, or Affective. Write your response on the space
provide before the number.
movement patterns.
Based from your observation in the “Let’s Do It!” activity, describe/define in your own words
the following terms or explain, Why did you think that the verbs used fall under such
category?
1. Cognitive
2. Psychomotor
3. Affective
LEARNING TARGET
It is derived from national and local standards. This definition is similar to that of
a learning outcome, which pertains to a particular level of knowledge, skills and values
that a student has acquired at the end of a unit or period of study as a result of his/her
engagement in a set of appropriate and meaningful learning experiences.
LEARNING COMPETENCY
And, on the other hand, there are certain levels that categorize each taxonomy of
learning domains. What are those?
The following tables are the levels and processes of each learning domains:
I. TAXONOMIC CLASSIFICATION
Determine the which domain and level of learning are targeted by the following
learning competencies taken from the Basic Education Curriculum Guides, For
your information, the term “competency” has various meanings. Its descriptions
range from that of a broad overarching attribute to that of a very specific task
(Kennedy, Hyland & Ryan, 2009). This activity is important because your choice
of assessment method (which will be discussed on the next lesson) is contingent
on the learning domains and levels of the learning outcomes and competencies.
II. Borrow (from a neighbor teacher or search in the internet) a DepEd Curriculum
Guide relevant to your course and specialization, choose a topic, copy two learning
competencies and write three learning objectives following the three learning
domains.
1.
Subject:
Topic:
Learning Competency:
Learning Objectives: At the end of the lesson, the students are expected to:
1.Cognitive:
2. Psychomotor:
3. Affective:
2.
Subject:
Topic:
Learning Competency:
Learning Objectives: At the end of the lesson, the students are expected to:
1.Cognitive:
2. Psychomotor:
3. Affective:
Chapter 2.
Learning Target
The following statements are learning objectives. Underline and identify the verb used in
each if it is Cognitive, Psychomotor, or Affective. Write your response on the space
provide before the number.
Based from your observation in the “Let’s Do It!” activity, describe/define in your own words
the following terms or explain, Why did you think that the verbs used fall under such
category?
1. Cognitive
2. Psychomotor
3. Affective
I. TAXONOMIC CLASSIFICATION
Determine the which domain and level of learning are targeted by the following
learning competencies taken from the Basic Education Curriculum Guides, For
your information, the term “competency” has various meanings. Its descriptions
range from that of a broad overarching attribute to that of a very specific task
(Kennedy, Hyland & Ryan, 2009). This activity is important because your choice
of assessment method (which will be discussed on the next lesson) is contingent
on the learning domains and levels of the learning outcomes and competencies.
II. Borrow (from a neighbor teacher or search in the internet) a DepEd Curriculum
Guide relevant to your course and specialization, choose a topic, copy two learning
competencies and write three learning objectives following the three learning
domains.
1.
Subject:
Topic:
Learning Competency:
Learning Objectives: At the end of the lesson, the students are expected to:
1.Cognitive:
2. Psychomotor:
3. Affective:
2.
Subject:
Topic:
Learning Competency:
Learning Objectives: At the end of the lesson, the students are expected to:
1.Cognitive:
2. Psychomotor:
3. Affective:
Assessment Methods
In the previous lesson, you learned about learning targets or outcomes which
answered the question about, “What do you want to assess?”. In assessment methods
lesson, this answers the question, “How are you going to assess?”.
LEARNING OUTCOMES
Let’s Do It!
Situational analysis.
Read the classroom situation below and identify the tools used by the teacher
to assess students’ learning.
Before going directly to his lesson proper, Mr. Xam engaged his
students through a true/false activity then led his student to the discussion of
the lesson while doing the oral question and answer to determine if the
students understood the discussion. After the discussion, Mr. Xam conducted
another activity to gauge his students’ understanding through writing a short
essay. Before he ended the class interaction, he asked his students to write a
reflection about the lesson given a set of questions to be done at home and
to be submitted the following day.
Processing Questions:
(Write your answers at the sheets provided at the end of this lesson.)
Questions Answer
1. What type of assessment is used when students select
from a given set of options to answer a question or
problem?
2. What kind of assessment demands students to create
or produce their own answer in response to the question,
problem or task?
3. What kind of assessment is done when teacher
regularly observe students to check on their
understanding?
4. What assessment tool was used when students are
going to rate their own work and judge how well they have
performed in relation to a set of assessment criteria?
The tools used in the assessment are also called assessment methods. What is
an assessment method? What are the types / categories of assessment methods?
ASSESSMENT METHODS
These assessment methods are similar to carpenter tools and you need to
choose which is apt to work for a given task. It is not wise to stick to one method
of assessment. As the saying goes, “If the only tool you have is hammer, you tend
to see every problem as a nail.”
SELECTED-RESPONSE FORMAT
➢ In Selected-response type, students need only to recognize and select the correct
answer. Although selected-response items can be composed to address higher-
order thinking skills, most require only identification and recognition.
CONSTRUCTED-RESPONSE FORMAT
➢ Essay assessments
➢ Oral questioning
TEACHER OBSERVATIONS
➢ These are a form of on-going assessment, usually done in combination with oral
questioning. Teachers regularly observe students to check on their understanding.
By watching how students respond to oral questions and behave during individual
and collaborative activities, the teacher can get information if learning is taking
place in the classroom.
➢ Non-verbal cues communicate how learners are doing. Teachers have to be
watchful if students are losing attention, misbehaving, or appear non-participative
in classroom activities.
➢ It would be beneficial if teachers make observational or anecdotal notes to
describe how students learn in terms of concept building, problem solving,
communication skills, etc.
STUDENT SELF-ASSESSMENT
3. Of all the assessment methods, which is the more valid indicator of students’
knowledge and skills? Why?
SCENARIO ANALYSIS
For each of the following situations, indicate which method provides the best
match. In determining the appropriate method, apply the Revised Bloom’s Taxonomy.
Justify your choice in at least one or two sentences.
Chapter 2.
Assessment Methods
WRITE YOUR RESPONSES HERE:
Name: __________________________________________
Course & Year: ___________________________________
Let’s Do It!
Situational analysis.
Read the classroom situation below and identify the tools used by the teacher to
assess students’ learning.
Before going directly to his lesson proper, Mr. Xam engaged his students
through a true/false activity then led his student to the discussion of the lesson while
doing the oral question and answer to determine if the students understood the
discussion. After the discussion, Mr. Xam conducted another activity to gauge his
students’ understanding through writing a short essay. Before he ended the class
interaction, he asked his students to write a reflection about the lesson given a set of
questions to be done at home and to be submitted the following day.
Processing Questions:
Questions Answer
1. What type of assessment is used when students select
from a given set of options to answer a question or
problem?
2. What kind of assessment demands students to create
or produce their own answer in response to the question,
problem or task?
3. What kind of assessment is done when teacher
regularly observe students to check on their
understanding?
4. What assessment tool was used when students are
going to rate their own work and judge how well they have
performed in relation to a set of assessment criteria?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
SCENARIO ANALYSIS
For each of the following situations, indicate which method provides the best
match. In determining the appropriate method, apply the Revised Bloom’s Taxonomy.
Justify your choice in at least one or two sentences.
Much to our desire to ensure the alignment of the assessment methods used in
the learning activities with the learning targets, teachers must see to it that what should
be taught should be stipulated in how should he/she assess the learning progress. Thus,
appropriateness and alignment of assessment methods to learning outcomes should be
strictly followed and observed.
LEARNING OUTCOMES
Let’s Do It!
Read and analyze the following questions/statements and determine if each pertains to:
a.) knowledge and simple understanding, b.) deep understanding ang reasoning, c.)skills,
d.) products, or e.) affect. Write the letter of the correct of your choice.
Question Answer
1. What is a learning target?
2. Why is it important that learning targets and assessment
methods should be aligned?
3. A student explains in front of the class the importance of
alignment of learning targets and assessment methods.
4. The teacher required the students to write a lesson plan
observing alignment of the learning targets and
assessment methods.
5. Students write a reflective journal about the importance of
alignment of the learning targets and assessment
methods.
From the “let’s Do It” activity, explain further your answers in not more than two
sentences.
What are explicitly linked to the program and course learning outcomes are the
teaching methods and resources that are used to support learning as well as assessment
tasks and rubrics. These are essential in an outcome-based approach.
Tang (2007) called these essential parts in an outcome-based approach as
Constructive Alignment, which provides the “how-to” by verifying that the teaching-
learning activities (TLAs) and the assessment tasks (ATs) activate the same verbs as in
the Intended Learning Outcome (ILOs). Hence, it is vital that the teacher considers the
domain of learning and the level of thinking he/she would like to measure.
The performance verbs in the ILOs are indicators of the methods of assessment
suitable to measure and evaluate student learning. The taxonomy table devised by
Anderson, Krathwohl, et. Al. (2001) can increase the alignment of learning outcomes and
instruction. Aside from its use in classroom instruction and assessment, it can be utilized
to analyze the results and evaluate the impact of national assessments on curriculum and
instruction (Airasian & Miranda, 2002).
There is a prepared scorecard as a guide on how well a particular assessment
method measures each level of learning by McMillan (2007). Table 3.4 depicts the relative
strength of each assessment method in measuring different learning targets. Four of the
five types of learning targets were identified as categories of learning according to
Chappuis, Chappuis & Stiggins (2009).
Assessment Methods
Selected-
Student
Response Oral
Essa Performanc Observatio Self-
Targets and Brief- Questionanin
y e Tasks n assessmen
constructe g
t
d response
Knowledge
and simple 5 4 3 4 3 3
understanding
Deep
Understandin
g and
2 5 4 4 2 3
Reasoning
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affect 1 2 4 4 4 5
Note: Higher numbers indicate better matches (e.g. 5 = excellent, 1 = poor).
➢ Reasoning is the mental manipulation and use of knowledge in critical and creative
ways.
➢ These involve higher order thinking skills (HOTS) of analyzing, evaluating, and
synthesizing.
➢ Essays are best in checking for this level. These can be used to assess the
complex learning outcomes because students are required to demonstrate their
reasoning and thinking skills. For instance, students may be asked to compare and
contrast two topics or ideas, or explain the pros and cons of an argument.
➢ Through essays, teachers can detect errors in factual content, writing and
reasoning.
➢ Oral questioning can also assess this level but it is less time efficient than essays.
➢ Performance tasks are effective as well in this level. For example, in preparing
action research on motivation or mastery, the teacher can infer about a student’s
choice of sampling, data collection method and descriptive statistics, and his/her
ability to interpret data and make conclusions.
➢ For selected-response and brief-constructed response items, they demand
more thought and time in crafting in order to target understanding rather than
simple recall or rote memorization.
➢ An interpretive exercise may be considered to challenge students at various
levels of understanding. It consist of a series of objective items based on a given
verbal, tabular or graphic information like passage from a story, a statistical table
or a pie chart.
Skills
Products
➢ As you can see, it subsumes all levels of cognitive domain. Examples of products
include: musical compositions, stories, poems, research studies, drawings, model
constructions and multimedia materials.
➢ At the knowledge level, tests can be used to check if students know the
components or elements of the product.
➢ Extended-written essays provide a strong match only when the product is written
(Chappuis, Chappuis & Stiggins, 2009). However, performance assessment is
the obvious choice because this method can assess the attributes of the product
using analytic rubric.
➢ Observation can be employed to watch and inspect how students bring the
elements of the product together.
➢ Self-assessment and peer evaluation allow students to reflect and make
judgements about the quality of their work and that of their peers based on a set
of learning criteria.
Affect
that tests and oral participation are utilized to measure lower-order thinking skills. The
table can be used as a template in constructing an assessment matrix in any learning area
in any grade level. However, you still have to match the learning competencies with the
assessment tools.
How to Assess
(Suggested How to Score / How to Utilize
What to Assess
Assessment Rate Learning Results
Tools/Strategies)
Content of the 1. Quizzes To identify
Curriculum ▪ Multiple Choice Raw scores individual learner
Facts and ▪ True or False with specific needs
Information that ▪ Matching Type for academic
learners acquire ▪ Constructed- interventions and
response individual
2. Oral participation Rubrics instruction.
3. Periodical Test Raw scores
Cognitive 1. Quizzes To identify learners
operations that ▪ Outlining, Raw scores with similar needs
learners perform organizing, for academic
on facts and analyzing, interventions and
information for interpreting, small group
constructing translating, instruction.
meanings converting or
expressing the To assess
information in effectiveness of
another format teaching and
▪ Constructing learning strategies.
graphs,
flowcharts, maps
or graphic
organizers
▪ Transforming a
textual
presentation into a
diagram
▪ Drawing or
painting picture Rubrics
2. Oral participation
Explanation 1. Quizzes To evaluate
Interpretation ▪ Explain/justify Raw score instructional
Application something based materials used.
on facts/data,
phenomena or To design
evidence instructional
▪ Tell/retell stories materials.
▪ Make
connections of
what was learned
in real life
situation Rubrics
Rubrics
2. Oral
discourse/recitation
3. Open-ended test
Learners’ Participation To assess and
authentic tasks Projects improve classroom
as evidence of Homework instruction.
understandings Experiments
Multiple Portfolio To design in-
Rubrics
intelligences Others service training
program of
teachers in the core
subjects of the
curriculum.
CRITIQUING.
Below is a learning plan for Grade 7 Mathematics. The topic is Describing Data through
Statistical Measures. The learning competencies in the Basic education Curriculum Guide were
adapted. These are enumerated below:
Assessment Evidences
Performance Task 1 (Group): Class data
After your teacher taught statistics, you imagined how it would be like to collect, organize
and present data. You decided to measure the height and weight of your classmates.
The class is to be divided in groups of 15 members. You are to measure your classmates’
height (in cm) and weight (in kg). Organize and present the collected data by constructing a stem-
leaf plot, frequency distribution table, and histogram for each set of data, and a scatter plot to
show the relationship between the variables. Provide a short description for each. Each graphic
organizer is placed on a 1/8 illustration board with appropriate labels and complementary
designs. You shall be graded based on the following criteria: Correctness, Completeness and
Neatness.
Other Evidences:
Assignment Seatwork Board work Quiz
2. Is the performance task a good measure of student understanding of the topic? Why or why
not?
3. Are the assessments enumerated under “other evidences” appropriate in meeting the
learning targets? What other assessments can you recommend?
Chapter 2.
Matching Learning Targets with
Assessment Methods
WRITE YOUR RESPONSES HERE.
Name: _________________________________________________
Course & Year: __________________________________________
Let’s Do It!
Read and analyze the following questions/statements and determine if each pertains to:
a.) knowledge and simple understanding, b.) deep understanding ang reasoning, c.)skills,
d.) products, or e.) affect. Write the letter of the correct of your choice.
Question Answer
1. What is a learning target?
2. Why is it important that learning targets and assessment
methods should be aligned?
3. A student explains in front of the class the importance of
alignment of learning targets and assessment methods.
4. The teacher required the students to write a lesson plan
observing alignment of the learning targets and
assessment methods.
5. Students write a reflective journal about the importance of
alignment of the learning targets and assessment
methods.
From the “let’s Do It” activity, explain further your answers in not more than two
sentences.
2.
3.
4.
5.
CRITIQUING.
Below is a learning plan for Grade 7 Mathematics. The topic is Describing Data through
Statistical Measures. The learning competencies in the Basic education Curriculum Guide were
adapted. These are enumerated below:
Assessment Evidences
Performance Task 1 (Group): Class data
After your teacher taught statistics, you imagined how it would be like to collect, organize
and present data. You decided to measure the height and weight of your classmates.
The class is to be divided in groups of 15 members. You are to measure your classmates’
height (in cm) and weight (in kg). Organize and present the collected data by constructing a stem-
leaf plot, frequency distribution table, and histogram for each set of data, and a scatter plot to
show the relationship between the variables. Provide a short description for each. Each graphic
organizer is placed on a 1/8 illustration board with appropriate labels and complementary
designs. You shall be graded based on the following criteria: Correctness, Completeness and
Neatness.
Other Evidences:
Assignment Seatwork Board work Quiz
2. Is the performance task a good measure of students’ understanding of the topic? Why or why
not?
___________________________________________________________________________
___________________________________________________________________________
3. Are the assessments enumerated under “other evidences” appropriate in meeting the
learning targets? What other assessments can you recommend?
___________________________________________________________________________
___________________________________________________________________________