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Principle of High- Quality Assessment 1: Clarity of Learning Targets

- The learning target should be clearly stated and must be focused on student learning objectives
rather than teacher activity (Gabuyo, 2012).
- Learning targets need to be stated in behavioral terms or terms that denote something ( De-
Guzman- Santos, 2007).
- Learning target are clearly what the child will be learning in all subject areas.

Cognitive Targets
Bloom’s (1954) hierarchy of educational objectives at the cognitive level:
1. Knowledge- the acquisition of facts, concepts and theories (De Guzman- Santos)

Sample behavioral terms

Define List Recall

Describe Match Recite
Identify Name Select
Label Outline State

2. Comprehension- involves a cognition or awareness of the interrelationships of facts and concepts

(De Guzman- Santos)

Sample behavioral terms

Convert Explain Infer

Defend Extend Paraphrase
Discriminate Estimate Predict
Distinguish Generalize Summarize

3. Application- the transfer of knowledge from one concept to another ( De Guzman- Santos)

Sample behavioral terms

Change Modify Relate

Compute Operate Solve
Demonstrate Organize Transfer
Develop Prepare Use
Employ Produce

4. Analysis- the breaking down of concept or idea into its components (De Guzman- Santos)

Sample behavioral terms

Break down Distinguish Point out

Deduce Illustrate Relate
Diagram Infer Separate out
Differentiate Outline Subdivide
5. Synthesis- the opposite of analysis and entails putting together the components in order to
summarize the concept (De Guzman- Santos)

Sample behavioral terms

Categorize Create Formulate

Compile Design Rewrite
Compose Devise Summarize

6. Evaluating and Reasoning- valuing and judgement or putting the “worth” of a concept or
principle (De Guzman- Santos)

Sample behavioral terms

Appraise Criticize Support

Compare Defend Validate
Contrast Justify
Conclude Interpret
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Process- Oriented Performance- Based Assessment

Process- Oriented Learning Competencies

- Process- Oriented performance-based assessment is concerned with the actual task performance
rather than the output or product of the activity (Navarro & De Guzman-Santos, 2013).
- It is the procedure that a student uses to complete a task (Raagas,2010)

Types of Learning Competencies (Navarro & De Guzman- Santos, 2013)

1. Simple Competency- contains one skill or ability.
2. Complex Competency- contains two or more skills.

Process in Developing Process-Oriented Learning Competencies ( Gabuyo & Dy, 2013)

1. Identify the competencies that are