| bi Re sec ORRIN eS! ore. INTRODUCTION TO ASSESSMENT IN LEARNING 2n ij i iy, ot pale fee MR Unis Lat Wrest yer) OTe he, F Wen NM Ue ee Suggested Timeframe: 4 5 hoy 5 hous What is assessment for learning using nontraditional methods? UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: + define and explain the alternative assessment and related concepts and + demonstrate an understanding of the different principles in assessing learning using alternative methods of assessment. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to prepare an assessment plan to show understanding of the concepts and principles in assessing learning using alternative methods of assessment. You are considered successful in this culminating performance task if you have satisfied at least the following indicators of success: Performance Tasks Success Indicators Develop a matrix of the difference between the traditional and alternative assessment of learning Explain alternative assessment in terms of the matrix developed. Propose a plan or strategy for assessing student learning based on the core principles in assessing learning using alternative methods of assessment Plan assessment practices that apply the principles in assessing learning using alternative assessment methods Prerequisite of This Lesson is a is the first lesson, there is no prerequisite lesson that you need to have ee a understood, However, an adequate understanding of lessons learned in : ye ‘sessment in Learning 1 course may help you understand and appreciate 2this legson better. It is suggested that i i opportunity. 8 you go back to these lessons if there is an PREPARE To be able to successfully describe what alternative assessment for learning is, you.need to develop a matrix of the difference between the traditional and alternative assessment of learning and document the experiences of teachers who apply the principles in assessing learning using alternative methods. To be able to do these, you need to read the following information about the basic concepts and principles in assessing learning using nontraditional methods. You are expected to read this information before the discussion, analysis, and evaluation when you meet the teacher face-to-face or in your virtual classroom. If the information provided in this worktext is not enough, you can look up more information that you can access on the Internet. what is an alternative assessment? Assessment is generally defined as the process of gathering quantitative and/or qualitative data for the purpose of making decisions, whereas assessment of 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 contrast, 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. Assessment for learning is formative in nature, and it is meant to identify gaps in the learning experiences of students, so they can be assisted in achieving the curriculum outcomes. In practice, most teachers use traditional assessment methods to assess and evaluate the learning of students in the classroom. Traditional assessment refers to the use of traditional assessment strategies or tools to provide information on student learning. Typically, objective (eg., multiple-choice) and subjective (eg., essay) paper-and-pencil tests are used to assess students. Traditional assessments are often used as the basis for evaluating and grading students. They are more commonly used in classrooms because they are easier to design and quicker to be scored. In contrast, alternative assessment refers to the use of alternative or non- traditional assessment strategies or tools to collect information on student learning. Examples of alternative forms of assessment are performance-oriented and product-oriented assessment methods. At the core of alternative assessment is the need to design and implement assessment tasks or activities that refrain from using traditional paper-and-pencil tests, which typically assess cognitivelearning outcomes and thus have right or wrong bgiigle The following ate features of alternative assessment (Silvestre-Tipay 2009, p.58): " 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. While the practice of assessing learning using traditional methods like Paper. and-pencil tests is still common in many classrooms, there is an emerging treng toward the use of alternative assessment or assessment using nontraditional methods, which in theory and practice can capture learning targets and learnin, outcomes in more authentic ways. Indeed, the use of alternative assessment can lead to more authentic assessment of learning. In comparison, traditional assessments are viewed as less authentic types of assessment. While traditional assessmenttypically uses paper-and-pencil tests, alternative assessment is more concerned with performance assessment or performance. based assessment. Performance assessment refers to assessing student learning by requiring a student to perform a task or develop a product as a demonstration of one’s learning. The focus of the assessment is on providing opportunity for the students to apply what they have learned through task performance and or product creation. The emphasis is on assessing what students know and what they can do. If the task to be demonstrated closely resembles what is typically performed or experienced in the real world (high degree of realism), then performance assessment is also more authentic. Another alternative method of assessing learning is through portfolio assessment, which pertains to students’ construction and use of Portfolios in "a purposeful and systematic manner in order to document their Progress in the attainment of learning targets. A Portfolio is a collection of learning and Performance artifacts by a student and is typically accompanied by personal Narratives and reflections, The use of a Portfolio allows students to document and demonstrate their accomplishments in the C classroom and provide opportunities to the learners and their teachers to evaluate the progress ina given period of time (Tolentino 2009), A Portfolio assessment al: r so allows the assessment of students’ learning processes and Products/outputs in a comprehensive and integrative manner. Other alternative Strategies for assessing learning are assessment of non- Cognitive learning outcomes through performance rubrics (for Psychomotor Outcomes) and rating ‘scales and checklists (for affective or dispositional outcomes). The use of rubrics and scales may also provide Opportunities for using% wy self-asse5sment and peer assessment, which allow for a more comprehensive assessment of student learning and performance in the classroom. What are the different models of alternative assessment? The three most common models of nontraditional assessment are: (1) Emergent Assessment, (2) Developmental Assessment, and (3) Authentic Assessment. Emergent assessment is based on Michael Scriven's goal free evaluation model (1967). In this model, the assessment focuses on determining the “effects” of instruction on students. The emphasis is on the assessment of both the intended and unintended effects or learning outcomes. Hence, assessment is not limited to collecting information if the intended learning outcomes defined were met or not, but also gives importance to unintended learning outcomes whether positive or negative. Emergent assessment examines how instruction are doing to address the needs of students. The assessor sho no preconceived notions or biases regarding learning outcomes or instructional goals. With this model, assessment is more qualitative and the assessor uses multiple methods to record all data accurately and determine their importance and quality. Hence, categories emerge from the observations of the assessor. In this model, direct and indirect evidence of student learning are both collected. Direct evidence refers to tangible and compelling evidence of what students have and have not learned, whereas indirect evidence refers to proxy signs for learning that are less tangible and less compelling compared to direct evidence. assessment, on the other hand, focuses on determining the extent that students have developed their competencies from instruction. This model adopts a pre-test and post-test methodology to collect information ifa student has developed or improved after instruction. It involves a comparison of what students can do at different time points and or different contexts to assess | assessment is said to be useful for assessing if there is progress. Developmental tudents' development rather than a final product. learning outcomes based on s Assessors should have adequate knowledge of how a skill or attribute develops so appropriate assessment strategies and tools can be designed. Authentic assessment is the most popular model for alternative assessment. Itis an approach in the assessment of student learning that refers to the use of assessment strategies or tools that allow learners to perform or create a product that is meaningful to the learners as they are based on real-world contexts. The authenticity of assessment tasks is best described in terms of degree and not in terms of the presence or absence of authenticity. Hence, an assessment can be more authentic orless authentic compared to other assessments. The most ances that most closely authentic assessments are the ones that allow perform: resemble real-world tasks or applications in real-world settings or environments. and what the educational program and uld have Developmentaln be used as criteria in determining if an assessment task o, The following cal y 2008): J activity is authentic or not (Silvestre-Tipa tivity can... The assessment task or ac 1, be built around topics or issues of interest to the students; 2. replicate real-world communication contexts and situations; 3, involve multistage tasks and real problems that require creative use o¢ ‘ language rather than simple repetition; require learners to produce a quality product or performance; 4, act 5, introduce the students to the evaluation criteria and standards; 6. involve interaction between assessor (instructor, peers, self) and person assessed; and 7. allow for self-evaluation and self-correction as they proceed. What are the different principles in assessing learning using alternative methods? 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, non- traditional or alternative methods like performance assessment and portfolio y 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 assessment allows the assessment of both lower-order and higher-order cognitive outcomes in ways that are more authentic. 35 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’ out omes that allow a more complete and assessment of student learning’ Se4, Assessment should reflect real-life or real-world contexts. Assessment tasks or activities should be authentic. The asséssment 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 ‘3 achieve the curriculum outcomes. : © DEVELOP Let us check what ideas you have acquired about the basic concepts and principles in assessing learning using nontraditional or alternative methods. 1. Whatis alternative assessment of learning? 2 Howsimilar or different is traditional assessment from alternative assessment? 3. Give three models of alternative or nontraditional assessment. 4. Give three criteria for an assessment task or activity to be considered as 4 authentic. 1 5. Give and explain three principles in assessing learning using alternative } methods. To kriow if you have acquired the needed information about the basic concepts and principles in alternative assessment, use the table provided to develop a matrix of the difference between traditional assessment and alternative assessment of learning. Everyone will share and discuss in the class the matrix they have developed.Table 1.1..Key Differences Between Traditional Assessment and Alternative Assessment | Area Traditional Assessment | Alternative Assessmen iti itional Definition Use of tradi I assessment strategies or tools to provide information on student learning Outcome-oriented Orientation Assessor Teacher or External Q APPLY 3 . Based on the lessons on the basic concepts and principles in assessing learning using nontraditional or alternative methods, select three 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. Example: Principle Illustration of Practice 1. Assessment should reflect real-life or real- world contexts. In our practicum course, we were asked to prepare a lesson plan then to 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 are authentic ways of assessing my ability to design and deliver instruction rather than being assessed through demonstration in front of my classmates in the classroom. Given the example above, : Continue the identification of illustrations of assessment practices guided by the Principles discussed in the class, In a clean sheet of Paper, identify three core Principles we di class. Then describe how a current the principle you selected an teacher’s assessment Practices e iscussed in the or previous teacher demonstrated in practice id discussed. Share your insights on how your allowed you to improve your learning.NOPE al etaalaertie. i eects Principle : Illustration of Pi @ sransrer Prepare a plan on how you will conduct assessment based on the core | principles we learned. Refer to the K to 12 Curriculum to identify the competencies targeted by instruction and how you intend to assess your future students * following the principles in assessing learning using alternative methods. Use the matrix provided to write your ideas on how you should design and conduct assessment.of student learning based on the core principles. svat, Plan in Applying the Principles in Your Classroom Assessment ‘Assessment is both process- and product-oriented.‘Assessment should focus on higher- order cognitive outcomes. Assesssment can include measure of noncognitive learning outcomes. Assessment should reflect real-life or real-world contexts. Fi zane Assessment must be comprehensive and holistic. Assessment should lead to student learning. ; @ EVALUATE Part 1. Evaluate the assessment plan matrix that using the following checklist: you have developed by ! understood what each Of the Principles mean: S. ! was able to provide an answer (plan in assessment) in each of Di oF Strategy the principles gj, eS give 'was able to make a plan or str Sven. assessment that correctly matches fa each principle. and addressesI was able to answer the matrix by applying what | have learned about the basic concepts in alternative assessment. 1 was able to answer the matrix by applying what Ihave learned about the principles in assessment of learning using nontraditional methods. the eared item, circle the option that corresponds to what you think is 4. Which of the following is NOT TRUE about alternative assessment? A. Provides learners opportunities to assess themselves and their peers: B, Is less authentic compared with traditional assessment C. _ Involves collection of information on student learning D. Does not focus on right and wrong answers 2. Which of the following statements about traditional asses: A. Its tasks are more difficult to design. B. Is associated with the use of paper:and-pencil tests C. Allows assessment of higher-order cognitive outcomes D. Is less authentic compared with alternative assessment - e useful for assessing Which model of alternative assessment is said to bi learning outcomes based on students’ development rather than a final product or output? A. Authentic assessment B. Developmental assessment Cc. Emergent assessment D. Performance assessment Which of the following assessment A. Answering a multiple-choice test B. Performing in afield demonstration ‘ C. Preparing a research proposal D. Participating ina musical concert in the Creation of their group Teachers should also rate each student contribution i n reflective of which principle of assessment? project. This statement is most Id focus on higher-order Co; and product-oriented. e and holistic. sment is NOT TRUE? tasks is the LEAST AUTHENTIC? A. Assessment shou! gnitive outcomes. B, Assessment is both process- C Assessment must be comprehensiv' D. Assessment should lead to student learning. "OY 16 @ REFLECT = Examine the assessment plan you have developed. Are you satisfied With itp 2. Is there something you want to change or improve in the assessment Plan? Why? 3. Which among the principles did you find easy to illustrate in the way You planned your assessment ? Why? 4, Which among the principles did you find difficult to illustrate in the way you planned your assessment? Why? 5. How did the activity help you understand assessment of learning Using alternative methods? @) SUSTAIN Evaluate the extent of your knowledge and understanding about assessment of learning and its principles. Indicators Moderate | Not at All = Extent 1. I can define alternative assessment. 2. I can explain what assessment of learning is using alternative methods means. 3. |.can compare and contrast traditional assessment and alternative assessment. 4. ! can enumerate the criteria in determining if an assessment task or activity is authentic or not. 5. I can explain what performance assessment means, 6. can define what a portfolio is. 7. | can explain what each of the principles of assessment using alternative methods means,8. | can give examples of assessment tasks or activities that conform with one or more of the core principles of assessing learning using alternative methods. I can give examples of assessment tasks or activities that do not conform with one or more of the core principles of assessing learning using alternative methods. | understand what it means to have good assessment practices in the classroom. Based on your self-assessment and teacher feedback, choose the following tasks to help you enhance your knowledge and understanding of the basic concepts and principles in assessment of learning using alternative methods. Possible Tasks Level Very Good Help or mentor classmates who are having difficulty in explaining the basic concepts in alternative assessment. Read references on other principles in assessment of learning using alternative methods. to provide more examples or illustrations inciples that you need to further Ask your teacher of concepts or pri understand. Read references on other principles in assessment of learning using alternative methods. or principles that you need to ask assistance from teacher and Examine the concepts understand better and classmates. Read references o' learning using alternative me! Needs Improvement n other principles in assessment of thods.Educator's Input Acollege and senior high school teacher froma private school in Metro. Mani, has been interviewed about her practices in alternative methods of assessmen in the classroom. She shared: : "| always believe that assessment should be meaningful to my students in the same way that my instruction and learning activities should be meaningful for them. If we use assessment tasks that are more relevant and interesting for the students, they will find lessons and classroom activities more meaningful. This will make them more accepting of the assessment activities that we give them. They will look "vat assessment tasks as not just something that they need to do in order to earn a grade, but something that is meaningful and something that they can enjoy. | want my students to look forward to our future assessment activities. That is why it is important that | use both traditional methods of assessment like tests, and less traditional ones like performance tasks or demonstrations, And like what | shared previously, | also ask my students to do collaborative projects where they practice peer evaluation after doing the task as teamwork is usually one of my criteria for evaluation.” The sharing of the teacher suggests that she understands the nature of alternative assessment and that she appreciates the need to combine traditional and nontraditional methods of assessing learning. She provided evidence that she practices certain principles of assessment like being authentic and holistic. It “ is authentic when the teacher saw to it that her assessment Practice is meaningful to her students and that the tasks are interesting and relevant to the learners and that they could be applied outside the classroom, It is holistic because she provides varied assessment tasks or activities that Provide her information about her students’ learning. All teachers should have an adequate understanding of the basic concepts in assessment of {earning using nontraditional methods to complement what they know about more traditional methods of assessment. Understanding the principles in assessing learning in relation to nontraditional assessment is also important so they will be informed and competent in their classroom assessment practices. Other Support Materials Available For this lesson, there are other materials that are made available for the course professor. These include the following: 1, Aready-made PowerPoint presentation on Basic Concepts and Principles in Assessing Learning Using Alternative Method: Is 2. Other readings on alternative assessment{ I Portfolio Assessment ering Choose one a output in this lesson that can best show your ability int e st century learning and innovation skills: critical thinking, creative thinking, communication, collaboration, and knowledge of your content (5Cs). What output/s in this lesson shows you are very good in the following: 4. Content (the output reflects understanding of the topic discussed) Because it reflects the framework of the test, which is the Revised Bloom's Taxonomy where the six cognitive processes are given.as well as the four dimensions of knowledge. Example: Constructed Table of Specifications Critical Thinking (the output reflects ability to critique/evaluate/solve problems) 3. Creative Thinking (the output reflects ability to create new ideas) 4, Communication (the output reflects ability to express one’s ideas in words or actions) 5. Collaboration (the output reflects ability to work well with others)Pe LE Ri ONS een ees Suggested Timeframe: 4.5 houre What are the learning targets for alternative methods of assessment? @ UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: * formulate learning targets that can.be assessed through performance and product-oriented assessment and * create an assessment plan using alternative methods of assessment, Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate your knowledge and skills in i i i end of instruction through jing. You are considered successful in achieving this outcome if you have satisfied at least the following indicators of success: Performance Tasks Describe the different types of learning targets that are best suited for alternative assessment Indicators of Success | Given a specific type of learning target, one should be able to describe its meaning and use. Formulate learning targets for Using the competencies in the K to specific lessons. 12 Curriculum, one should be able to formulate learning targets for their Corresponding lessons. Develop an assessment plan where appropriate alternative assessment methods are matched with specific learning targets Given the competencies targeted for instruction, one should be able to develop an assessment plan where appropriate alternative assessment Methods are used to assess learning targets, 16GC Prerequisite of This Lesson To be able to achieve the intended outcomes of this lesson, you should have understood the basic concepts, theories, and principles in assessing student learning using alternative methods (see Lesson 1). It is also important that you are able to remember your knowledge of assessment purposes, learning targets, and appropriate assessment methods from Lesson 2 of Assessment of Learning 1. Af those were not clear to you, then this lesson will not be easy for you, too. | suggest. that you review these lessons. ® PREPARE To be able to successfully prepare an assessment plan using alternative methods based on learning targets, you need to read the following information about learning targets for performance and product-oriented assessment. You are expected to read this before discussion, analysis, and evaluation when you ; meet the teacher face-to-face in your classroom. What are the learning targets appropriate for alternative assessment? Bloom's Taxonomy of Educational Objectives 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. The succeeding sections describe the taxonomies for the psychomotor and affective domain. Bloom's Taxonomy of Educational Objectives in the Affective Domain describes five levels of expertise: receiving, responding, valuing, organization, and characterization by avalue or value complex. Table 2.1 provides an elaboration of this taxonomy. This will be discussed further in Lesson 4 on assessment of affective learning. Table 2.1. Taxonomy of Educational Objectives in the Affective Domain ro Illustrative Sample Description Verbs Objective Receiving Awareness or asks, chooses, Listens attentively passive attention to | holds, identifies, | to the instruction a phenomenon or listens 7 of the teacher stimulus 17Participates actively in the answers, complies, it i ention Responding Active att and response participates, focus-grou toa pa practices, iscussion | phenomeno! writes stimulus Demonstrat fi jue completes, ates Attaching va! demonstrates, differentiates, explains, justifies belief in the Val of the election process or worth toa phenomenon or object. Valuing may range from acceptance to commitment Defends the an es, Organizing values adhere importance Organization . into priorities by defends, comparing, relating, | integrates, be one and synthesizing organizes, etree specific values: synthesizes a teacher Internalizing values/ characterization by a value or. value complex Having a personal _| acts, displays, value system that is | influences, now a characteristic | solves, of the learner verifies Displays commitment to helping economically disadvantaged students In terms of educational objectives in the Psychomotor domain, Bloom and colleagues did not Propose levels unlike i i However, other scholars like Elizabeth Si Psychomotor domain from the work of BI Objectives in the Psychomotor Domain, seven levels of ‘perception, set, guided response, mechanism, complex o1 and Organizing. Table 2.2 provides an elaborat xonomy Educational &xpertise are described: : vert response, adaptati ition of this taxonomy, os Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domai: main Perception The ability to use adjusts, sensory cues to guide describes, motor activity detects, identifies, selectsThe mental, physical, begins, predispose a person's recognizes, response to different shows, situations. states and emotional sets that | displays, knows, | motivation to Shows learn anew skill Learned responses assembles, have become habitual dismantles, and movements can be | fixes, performed with some manipulates, degree of confidence plays and proficiency Performance of motor assembles, acts that involve dismantles, complex fixes, movement patterns manipulates, in a quick, accurate, organizes and highly coordinated (similar with manner. Characterized Mechanisms by automatic performance and performance without hesitation Complex Overt Response inamore coordinated, and quicker way) adapts, alters, Psychomotor skills are well developed and the modifies, person rearranges, can modify movement varies patterns to fit special requirements. Adaptation Guided Demonstration of a copies, Performs the Response complex skill through performs, mathematical guided practice like follows, reacts, | operation z imitation and trial and responds by following error. the steps demonstrated by the teacher but performed accurate, more Plays the guitar Demonstrates one’s expertise in playing the guitar Modifies the dance steps to suit the abilities of one’s groupmates 19arranges, Creates new Origination | Creating new movement patterns to fit a builds, steps fora particular situation combines, contemporary or specific problem. creates, version ofa Learning designs classic dance hit outcomes emphasize creativity based upon highly developed skills. 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. Learning Targets 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 ofinstruction. 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 “I can..." For example, “| 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 are knowledge, reasoning, skill, product, and affect (also known as disposition). Table 2.3 summarizes these types of learning targets,Table 2.3. Description and. Sample Learning Targets Type of Learning fargets Knowledge targets Description Refers to factual, conceptual, and procedural information that students must learn in a subject or content area. Knowledge-based thought processes that students must learn. It involves application of knowledge in problem- solving, decision- making, and other tasks that require mental skills. Reasoning targets Sample 1 can discuss the research design that | used for my thesis. I can justify my choice of Analysis of Variance (ANOVA) as my statistical analysis for my thesis research. characteristics that students can develop and demonstrate because of instruction. Skills targets _ Use of knowledge and can perform Analysis or reasoning to perform | of Variance (ANOVA) on or demonstrate physical research data using the skills. software SPSS. Product targets Use of knowledge, I can write the results reasoning, and skills in| and discussion section creating a concrete or of a thesis manusc! : tangible product. Affective targets Refers to affective I can appreciate the role of a thesis adviser in the completion of a thesis research. What are the appropriate alternative methods of assessment for learning targets? While all five types of learning targets (knowledge, reasoning, skill, product, and affect) can be assessed by the use of alternative methods of assessment, three types of learning targets can be best assessed using alternative assessments. These are skills, products, and affect. Stiggins et al. (2006) defined skills type of learning targets as one’s use of knowledge and reasoning to act skillfully. In other words, skills refer:to learning 21require the development and demonstration of behavioral o, real ask Toable to demonstrate skills or act skillfully, students must be able « to possess the knowledge and reasoning ability related or relevant to the skills to be demonstrated. On the other hand, Stiggins et al. (2006) described product learning targets as the use of knowledge, reasoning, and skills to create a concrete product. Thus, products refer to learning targets that require the development of a tangible ang high-quality product or output. Students are expected to Create Products that have certain core attributes that will serve as basis for evaluating its quality. Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as students’ attitudes about school and learning. In practice, we look at affect; disposition to encompass a broad range of noncognitive attributes beyond attitude that may affect learning and performance, including motivation, interest, and other affective states: The development of affect/disposition simultaneously occurs as a student Jearns concepts and skills in the classroom, Table 2.4 provides further examples of learning targets for skills, products, and affect across different subject areas: Table 2.4. Sample Learning Targets Across Subject Areas Typology of Learning | _ ret sujet aren] 09} fearing teeing teres English Skills Participate in conversation with others. Products Write an argumentative essay where arguments are justified by Providing factual or empirical data as support. Affect Enjoy reciting a poem in front of an Skills . Dribbles the ball to cross the half- court. audience. Products Create a three-month personal fitness plan. Affect Show determination to complete the physical task. Physical Education (22Mathematics Skills Measure angles using a protractor. Products Given the data, construct a histogram with normal curve using 7 SPSS. Affect Demonstrate interest in attending mathematics class. Use laboratory equipment properly. Prepare a report about the field observation. Affect Consider the safety of others in the conduct of an experiment. . Skills Participate in civic discussions on current social issues. - Products Create a timeline for the 2017 5 Marawi Siege. Affect Argue with others in a constructive” manner. Skills Products Science Social Studies Once the learning targets are identified, appropriate alternative methods of assessment can be selected to measure student learning. In terms. of skills, having the required skills to apply one’s knowledge and reasoning skills through the performance of a behavioral or physical task is a step higher than simply knowing or being able to reason based on knowledge. Hence, skills targets are best assessed among students through performance-oriented or performance- based assessment as skills are best gauged through actual task performance. In terms of products, a student’s knowledge, reasoning, and skills are all required before one can create a meaningful product or output. Obviously, product targets are best assessed through product assessment. Given the need to also give value to the process of creating a product, performance assessment is also typically used vis-a-vis product assessment. For affect or disposition, a student may already hold a particular affect or disposition in relation to a particular lesson or learning target and such affect may change or not depending on the learning and instructional and assessment experiences of the student. Affect or disposition is best assessed through affective assessment or the use of self-report measures (checklists, inventories, questionnaires, scales) and other alternative strategies to assess affective outcomes. Table 2.5 presents a simple matrix of the different types of learning targets best assessed through alternative assessment methods. 23Table 2.5. Matching Learning Targets with Alternative Assessment Methods Learning Performanc Product Portfolio Self-Report Targets Oriented Oriented Scale Ec cc Freak pew ew ete Disposition WwW Wy Note: More checks mean better matches. Across the different nontraditional or alternative methods of assessment, teachers can expand the role of assessor to other students (peer assessment) and the student themselves (self-assessment). This allows assessment to become hods or strategies for alternative really authentic. There are also other met ‘he method of assessment and assessment, and it is up to the teachers to select t design appropriate tasks and activities to measure the identified learning targets. © DEVELOP Let us check what’ideas you have acquired about learning targets for alternative assessment methods in the classroom. 4. | What is the difference between educational objectives and learning targets? 2. What are the common typologies of learning targets? 3. Whyis it important that learning targets and assessment tasks/activities are matched? 4, What are the three learning target types that are best assessed through alternative assessment methods? Why? _ To know if you have acquired the information you need to learn in this lesson, kindly complete Table 2.6. Table 2.6. Sample Learning Targets (Instruction: Complete the table by formulating sample learning targets per type.) : pe of Learning Targets Sample Learning Targets Knowledge targets Su oe err eeCere eee Product targets Affective targets 24@ APPLY Now, check the syllabus of this course al interests you. If applicable, select a lesson that s| nd select any single lesson that hould be completed in a day ora week based on the schedule indicated in the syllabus. Formulate specific learning targets (knowledge, reasoning, skills, product, and affective! Table 2.6. Add additional rows whenever applical learning targets is identified, more than one learning target is i additional sheets of paper if necessary. Example: Lesson Content Instructional Objective/Learning Outcome Related to the Lesson Content A. Review of Descriptive Statistics At the end of the lesson, students should be able to demonstrate the , use of the software SPSS in performing descriptive statistics B. Steps in Performing Descriptive and Frequency Anatysis in SPSS C. Interpreting SPSS Outputs from Descriptive and Frequency Analysis Title of Lesson: Performing descriptive statistics using SPSS Type of Learning Targets Knowledge Reasoning Skills Knowledge Affect ) for the lesson using ble (e.g., more than one type of identified). Use Sample Learning Targets I can... define the different measures of central tendency and variability choose the descriptive statistics needed to address a specific question show how to obtain mean, median, and mode in SPSS explain the meaning of the values displayed in the SPSS table for descriptive statistics show interest in analyzing data using SPSS 25