Mt. Carmel College of San Francisco, Inc.

San Francisco, Agusan del Sur

Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

MODULE No. 3
Learning Targets for Performance and Product-Oriented
Module Introduction:
Before we proceed to our next lesson, let us have a quick recap on the previous module. Below are diagrams that show the
previous lessons we had:
What are the different principles in assessing learning using alternative methods?
1. assessment is based on authentic tasks that demonstrate learners ability to accomplish communication goals;
2. instructor and learners focus on communication, not on right and wrong answers;
3. learners help to set the criteria for successful completion of communication tasks; and
4. learners have opportunities to assess themselves and their peers.
WEEK 2 DAY 3 LESSON NO. 3
LESSON TITLE Learning Targets for Performance and Product-Oriented
DURATION/HOURS 1.5 hours
SPECIFIC At the end of the session, the students are expected to:
LEARNING a. formulate learning targets that can be assessed through performance and product-oriented
OUTCOMES: assessment; and
b. create an assessment plan using alternative methods of assessment.
TEACHING LEARNING ACTIVITIES
Preliminary Activities:
Task 1: K-W-L Chart
Directions: Fill out the WHAT I KNOW Column and the WHAT I WANT TO KNOW Column on the chart with the given topic.
Leave the last column blank. (10pts.)
LEARNING TARGETS FOR PERFORMANCE AND PRODUCT-ORIENTED
What I KNOW What I WANT TO KNOW What I LEARNED

Processing:
Discussion of Concept No. 1: What is an educational objective?
❖ Definition of Educational Objective
Educational Objectives are specific statements of student performance at the end of an instructional unit. Educational
objectives 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. 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 degree of complexity.
• Bloom's Taxonomy of Educational Objectives in the Affective Domain - describes five levels of expertise: receiving,
responding, valuing, organization, and characterization by a value or value complex.

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 Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

Table 3.1. Taxonomy of Educational Objectives in the Affective Domain

Level Description Illustrative Verbs Sample Objective
Receiving Awareness or passive attention asks, chooses, holds, Listens attentively to the
to a phenomenon or stimulus. identifies, listens instruction of the teacher.
Responding Active attention and response to answers, complies, Participates actively in the
a particular phenomenon or participates, practices, writes focus-group discussion.
stimulus.
Valuing Attaching value or worth to a completes, demonstrates, Demonstrates belief in the
phenomenon or object. Valuing differentiates, explains, value of the election process.
may range from acceptance to justifies
commitment.
Organization Organizing values into priorities adheres, defends, integrates, Defends the importance of
by comparing, relating, and organizes, synthesizes graduate education in the
synthesizing specific values. career of a teacher.
Internalizing values/ Having a personal value system acts, displays, influences, Displays commitment to
characterization by a that is now a characteristic of the solves, verifies helping economically
value or value complex learner. disadvantaged students.

• Bloom's Taxonomy of Educational Objectives in the Psychomotor Domain - Bloom and colleagues did not propose
levels unlike in the cognitive and affective domains. However, other scholars like Elizabeth Simpson (1972) built a
taxonomy for the psychomotor domain from the work of Bloom. In Simpson's Taxonomy Educational Objectives in the
Psychomotor Domain, seven levels of expertise are described: perception, set, guided response, mechanism, complex
overt response, adaptation, and organizing.

Table 3.2. Taxonomy of Educational Objectives in the Psychomotor Domain

Level Description Illustrative Verbs Sample Objective
Perception The ability to use sensory cues adjusts, describes, detects, Detects nonverbal cues from the
to guide motor activity. identifies, selects participants.
Set The mental, physical, and begins, displays, knows, Shows motivation to learn a new
emotional sets that predispose a recognizes, shows, states skill.
person's response to different
situations.
Guided Response Demonstration of a complex skill copies, performs, follows, reacts, Performs the mathematical
through guided practice like responds operation by following the steps
imitation and trial and error. demonstrated by the teacher.
Mechanism Learned responses have assembles, dismantles, fixes, Plays the guitar
become habitual and manipulates, plays
movements can be performed
with some degree of confidence
and proficiency.
Complex Overt Performance of motor acts that assembles, dismantles, fixes, Demonstrates one's expertise in
Response involve complex movement manipulates, organizes (similar playing the guitar.
patterns in a quick, accurate, with Mechanisms but performed
and highly coordinated manner. in a more accurate, more
Characterized by automatic coordinated, and quicker way)
performance and performance
without hesitation.
Adaptation Psychomotor skills are well- adapts, alters, modifies, Modifies the dance steps to suit
developed, and the person can rearranges, varies the abilities of one's groupmates
modify movement patterns to fit
special requirements.
Origination Creating new movement arranges, builds, combines, Creates new steps for a
patterns to fit a particular creates, designs contemporary version of a
situation or specific problem. classic dance hit.
Learning outcomes emphasize
creativity based upon highly
developed.
skills.
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 Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

Bloom's taxonomies of educational objectives for affective and psychomotor domains are able to provide teachers with
a structured guide in formulating more specific learning targets in the classroom. The taxonomies serve as guide for teachers
in both instruction and assessment of student learning in the classroom. The challenge is for teachers to identify the levels of
expertise that they expect the students to achieve and demonstrate. This will then lead to the identification of the assessment
methods required to properly assess student learning. Higher level of expertise in a given domain requires are assumed to
require more sophisticated assessment methods or strategies.

Discussion of Concept No. 2: What is learning target?

❖ Definition of Learning Target
As previously learned from Assessment in Learning 1, a learning target is a statement on what students are supposed
to learn and what they can do because of instruction. Learning targets are more specific compared with educational goals,
standards, and objectives and lend themselves to more specific instructional and assessment activities. Learning targets
should be congruent with the standards prescribed by a program or level and aligned with the instructional or learning objectives
of a subject or course. Teachers formulate learning targets from broader standards and learning objectives. The learning
targets should be clear, specific, and meaningful to students. Thus, learning targets are more effectively stated in students'
point of view, typically using the phrase "l can..." For example, "l can differentiate between traditional methods and alternative
methods of assessment.”
The purpose of learning targets is to effectively inform students of what they should be able to do or demonstrate as
evidence of their learning. Therefore, learning targets should specify both the content and criteria of learning. With specific
learning targets formulated, appropriate classroom instruction and assessment can be designed.
The most common typology of learning targets is knowledge, reasoning skill, product, and affect (also known as
disposition). Table 3.3

Table 3.2. Summary of the Types of Learning Targets

Type of Learning Targets Description Sample
Knowledge Targets Refers to factual, conceptual, and procedural I can discuss the research design that I
information that students must learn in a used for my thesis.
subject or content area.
Reasoning targets Knowledge-based thought processes that I can justify my choice of Analysis of
students must learn. It involves application of Variance (ANOVA) as my statistical
knowledge in problem solving, decision analysis for my thesis research.
making, and other tasks that require mental
skills.
Skills targets Use of knowledge and or reasoning to I can perform Analysis of Variance
perform or demonstrate physical skills. (ANOVA) on research data using the
software SPSS.
Product targets Use of knowledge, reasoning, and skills in I can write the results and discussion
creating a concrete or tangible product. section of a thesis manuscript
Affective targets Refers to affective characteristics that I can appreciate the role of a thesis
students can develop and demonstrate adviser in the completion of a thesis
because of instruction. research.

References: Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila, Philippines: Rex Bookstore, Inc.

Discussion of Concept No. 2: What are the learning targets appropriate for alternative assessment?
❖ Three Different Models of Alternative Assessment
There are many principles in the assessment of learning using alternative assessment or nontraditional methods. Based
on the different readings and references on these principles, the following may be considered as core principles:
1. Assessment is both process- and product-oriented. An assessment gives equal importance to student performance
or product and the process they engage in to perform or produce a product. While traditional assessment methods
are focused on assessing student products or outputs, nontraditional or alternative methods like performance
assessment and portfolio assessment give value to the product developed by students, as well as in the process
students have undergone to develop the product.
2. Assessment should focus on higher-order cognitive outcomes. For assessment to be valid and authentic, it should
require students to demonstrate their knowledge. However, the focus should be on providing tasks or activities that
would allow students' demonstration of higher-order cognitive outcomes (e.g., creating, analyzing) or skills (e.g.,
creativity, critical thinking). The use of nontraditional or alternative methods of assessment like performance
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 Mt. Carmel College of San Francisco, Inc.
San Francisco, Agusan del Sur
Carmelian Education: “Wisdom in the Light of Faith lived in Love”.

assessment allows the assessment of both lower-order and higher-order cognitive outcomes in ways that are more
authentic.
3. Assessment can include a measure of noncognitive learning outcomes. Traditional assessment focuses on
knowledge and other cognitive learning outcomes. However, psychomotor and affective outcomes are also important
learning outcomes, and there are learning targets that are noncognitive in nature. Hence, an assessment should also
consider the assessment of these noncognitive outcomes. Nontraditional assessment tools like rubrics, scales, and
checklists allow the measurement of noncognitive learning outcomes that allow a more complete and assessment of
student learning.
4. Assessment should reflect real-life or real-world contexts. Assessment tasks or activities should be authentic. The
assessment 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 students. Performance assessment is optimal if the performance task to be demonstrated is similar or
close to what is expected in the real world.
5. Assessment must be comprehensive and holistic. Assessment should be performed using a variety of strategies and
tools designed to assess student learning in a more integrative way. Assessment should be conducted in multiple
periods to assess learning over time. Moreover, the use of both traditional assessment and alternative assessment
strategies and tools should be considered. Nontraditional methods of assessment (e.g., use of rubrics, scales) allow
the possibility of multiple assessors, including the use of self and peer assessment. This ensures that students are
being assessed in a more comprehensive and holistic way.
6. Assessment should lead to student learning. This means that assessment should be like classroom instruction. This
principle is consistent with the concepts of assessment for learning and assessment as learning. Assessment for
learning refers to the use of assessment to identify the needs of students in order to modify instruction or the learning
activities in the classroom. In assessment as learning, assessment tasks, results, and feedback are used to help
students practice self-regulation and make adjustments in order to achieve the curriculum outcomes.
References: Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila, Philippines: Rex Bookstore, Inc.

Formative: K-W-L Chart

Directions: Go back on the KWL Chart that you have filled out in Task 1 in the Preliminary Activities. Fill out the last column and
show what you have learned. (5pts.)
Synthesis: Short-Response Essay
Directions: Give a brief answer to the questions below.
1. What is the difference between educational objectives and learning targets? (10pts.)
2. What are the common typologies of learning? (5pts.)
3. Why is it important that learning targets and assessment tasks/activities are matched? (10pts.)
4. What are the three learning target types that are best assessed through alternative assessment methods? Why? (10pts.)
ASSESSMENT Directions: Complete the table by formulating one (1) sample learning target per type.
Type of Learning Targets Sample Learning Target
Knowledge Targets
Reasoning targets
Skills targets
Product targets
Affective targets
ASSIGNMENT Directions: Research and read about the Appropriate Alternative Methods of Assessment for Learning
Targets.
RESOURCE/S ▪ Assessment in Learning 2 – Balagtas, Marilyn U., et. al. (2020). Assessment in Learning 2. Manila,
Philippines: Rex Bookstore, Inc.

Prepared by:

JEDAHLYN ROSE D. BALAD-ON, LPT

Instructress

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