ASL Unit 2

Unit 2: Target Setting
Unit 2: TARGET SETTING
Introduction
The principle of assessment is to check and identify what a student understands and
what they need to learn next. It ensures that teachers can plan appropriately to enable
our pupils to achieve more. Assessment is continuous throughout lessons and
interventions, thus, it is necessary for teachers to master the process of target setting.
Teachers need to know the goals and success criteria of their lessons, know how well
all students in their class are progressing, and know where to go next. Therefore, in
this unit, you will learn to formulate appropriate learning objectives that are
constructively aligned with national standards.
Learning Outcomes
At the end of this unit, you are expected to:
1. Formulate appropriate learning objectives and outcomes that are
constructively aligned with national standards.
2. Describe Standards-Based Assessment.
3. Explain characteristics of learning objectives.
4. Use Bloom’s Taxonomy and other taxonomies in formulating learning
objectives.
5. Unpack competencies using 5PCs
Activating Prior Knowledge

A. Look at the picture on the left side. Read and
Comprehend the message of the quotation.
Give your judgment on the quotation.
Explain and provide facts, examples and
reasons to make your position clear and
understandable. (See Rubrics after Tasks B)
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https://www.cultofpedagogy.co
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B. Choose 10 terms related to Assessment of Student Learning along

Target Setting on the list of words below. Define each term and relate
them to Target Setting, examples may be cited to further clarify the
meaning. (See Rubrics below)
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Essay Rubrics (https://www.uen.org/rubric/previewRubric.html?id=20123)
5 / 4 / 3 / 2 / NEEDS 1 /
EXCELLENT VERY AVERAGE IMPROVEMENT UNACCEPTAB LE
GOOD
Ideas This paper is clear This paper is The writer is Topic is not well- As yet, the paper
and focused. It holds mostly beginning to defined and/or there has no clear sense
the reader's attention. focused, and define the topic, are too many topics. of purpose or
Relevant details and has some even though central theme. To
quotes enrich the good details development is extract meaning
central theme. and quotes. still basic or from the text, the
general. reader must make
inferences based on
sketchy or missing
details.
2
Organization The organization Paper (and The Sentences within The writing lacks a
enhances and paragraphs) organizational paragraphs make clear sense of
showcases the central are mostly structure is strong sense, but the order direction. Ideas,
idea or theme. The organized, in enough to move of paragraphs does details, or events
order, structure of order, and the reader through not. seem strung
information is makes sense the text without together in a loose
compelling and to the reader. too much or random fashion;
moves the reader confusion. there is no
through the text. identifiable internal
structure.
Sentence The writing has an The writing The text hums The text seems The reader has to
Fluency easy flow, rhythm, mostly along with a choppy and is not practice quite a bit
and cadence. flows, and steady beat, but easy to read orally. in order to give this
Sentences are well usually tends to be more paper a fair
built, with strong and invites oral businesslike than interpretive reading.
varied structure that reading. musical, more
invites expressive mechanical than
oral reading. fluid.
Conventions The writer The write The writer shows The writer seems to Errors in spelling,
demonstrates a good understands reasonable control have made little punctuation,
grasp of standard good writing over a limited effort to use capitalization,
writing conventions conventions range of standard conventions: usage, and grammar
(e.g., spelling, and usually writing spelling, and/or paragraphing
punctuation, uses them conventions. punctuation, repeatedly distract
capitalization, correctly. Conventions are capitalization, the reader and make
grammar, usage, Paper is sometimes usage, grammar the text difficult to
paragraphing) and easily read handled well and and/or paragraphing read.
uses conventions and errors enhance have multiple
effectively to enhance are rare; readability; at errors.
readability. minor touch- other times, errors
ups would are distracting and
get this piece impair readability.
ready to
publish.
Presentation The form and The format The writer's The writer's The reader receives
presentation of the only has a message is message is only a garbled message
text enhances the few mistakes understandable in understandable due to problems
ability for the reader and is this format. occasionally, and relating to the
to understand and generally paper is messily presentation of the
connect with the easy to read written. text, and is not
message. It is and pleasing typed.
pleasing to the eye. to the eye.
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Topic 1. STANDARDS-BASED ASSESSMENT
Learning Objectives
At the end of the lesson, you are expected to:
1. Describe Standard-Based Assessment.
2. Explain characteristics of constructive alignment in target setting.
3. Describe K-12 assessment guidelines along content standards, performance
standards and assessment types.
Presentation of Content
Standards-based assessment
Standards-based assessment allows us to make judgments about the level
of an individual's learning with respect to shared benchmarks of expected
performance, supported by exemplars.
It is a type of assessment which makes direct and extensive use of teachers'

qualitative judgments. It requires external, visible standards for the use of
both teachers and students, defined by exemplars and verbal descriptions.
This type of assessment shows what a student can do in relation to broad

descriptions of the standard, supported by exemplars of expected
achievement. Each standard has a number of components that students need
to bring together to achieve the standard. Teachers’ judgments are a
judgment on the work as a whole, as opposed to the result from a single
snapshot assessment. In standards-based systems, teachers improve the
consistency of their judgments through engaging in moderation practices.
Moderation of judgments enables teachers to develop a shared
understanding of the meaning of standards and how to apply them in a range
of cases.
Standards-based assessment is consistent with the K-12 Curriculum being

implemented by the Department of Education as it emphasis on assessment
for learning rather than assessment of learning. This new paradigm calls for
deep changes both in teachers’ perceptions of their own role in relation to
their students and in their classroom practice. In particular, it suggests a
move to a more student-centered pedagogical approach, placing the student
in a more active role in the learning, teaching and assessment cycle, thus
creating a partnership between student and teacher. The clarity and
transparency of assessment standards help teachers provide students with
information of what they know and can do and, more importantly, a clear
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picture of what they need to do to improve so they can take charge of their
own learning.
NOTE: Norm-referenced assessment, criterion-referenced assessment

and standards-based assessment differ from each other.
Norm-referenced assessment shows how students are achieving compared

with a statistical sample of others of an equivalent group at a given point in
time. Such tests often provide results in percentiles or stanines.
Criterion-referenced assessment shows what students can or can’t do in

relation to a specific list of tasks or skills. Teachers’ judgments are about
whether the student has achieved each individual skill or task. When
writing, for example, a student may be able to succeed at each task or skill
but still not be able to write a compelling piece which meets the needs of an
audience.
Standards-based assessment shows what a student can do in relation to

broad descriptions, supported by exemplars of expected achievement. The
descriptions are broader than criteria. Each standard has a number of
components that students need to bring together to achieve the standard.
Benefits of Standard-Based Assessment
In standards-based assessment, marks are awarded to students to reflect the

level of performance they have achieved. This means that you can: \
 provide much richer information about what you expect your
students to achieve by describing what they need to know and can
do;
 provide more explicit guidance to students;
 use criteria and standards to give more efficient feedback to students
about their performance;
 differentiate between those students who are performing well and
those who aren't;
 use the criteria and standards to design more effective assessment
strategies;
 encourage consistency among multiple markers by sharing the same
marking criteria and standards;
 design both the learning outcomes and the assessment standards for
your course to include graduate capabilities;
 make it easier to give timely and usable feedback; and it
 provides guidance to students about what’s important in their
learning and assessment, encourages them to understand the goals
and standards in order to study towards them and fosters grading
consistency over time.
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In the K-12 Curriculum, it highlights on the notion that learner constructs

his or her own learning through relevant learning activities. Thus, the
teacher's job is to create a learning environment that supports the learning
activities appropriate to achieving the desired learning outcomes. The key
is that all components in the teaching system - the curriculum and its
intended outcomes, the teaching methods used, the assessment tasks - are
aligned to each other, therefore, there is a need for a constructive
alignment.
Constructive Alignment
Constructive Alignment is a teaching principle that
combines constructivism, the idea that learners construct or create meaning
out of learning activities and what they learn, and alignment, a curriculum
design concept that emphasizes the importance of defining and achieving
intended learning outcomes.
The main theoretical underpinning of the outcomes-based curriculum is
provided by Biggs (2003). He calls the model constructive alignment which
he defines as:
…coherence between assessment, teaching strategies and intended

learning outcomes in an educational programme (McMahon & Thakore
2006).
As currently articulated, the model is attributed to Biggs (2003, 1999) but
the essentials were formulated by Tyler (1949) some 50 years earlier - and
elaborated in the 1980s by Shuell (1986). At its most basic, the model
requires alignment between the three key areas of the curriculum, namely,
the intended learning outcomes, what the student does in order to learn, how
the student is assessed. This is expressed in Figure 1 with a concrete
example given as Figure 2.
Figure 1: A Basic Model of an Aligned Curriculum.
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Figure 2: An Example of Constructive Alignment in a Curriculum
Title of Module: Evaluating and Reflecting on your Teaching.

Outcomes Assessment Teaching /
On completion of Critically reflective Learning Activities
this module you written report
should be able to: containing the
following:
Monitor, evaluate Evidence of having Introductory Group
and reflect on completed the Tutorial – Revision
your teaching and prescribed mentoring – of critical reflection
the learning of observation cycle theory (from
your students previous modules).
A reflective statement
of personal and Seminar:
professional gains Introduction to Peer
made from the peer Observation and the
observation process use of a Learning
Contract.
Peer mentor
sessions.
Use a range of Evidence of having Workshop:
methods to gather received and responded
student feedback. to student feedback Methods of
Gathering Student
A reflective statement Feedback
of what has been
achieved as a result of Project: Collecting
gathering feedback Student Feedback
from students. (using a variety of
methods)
Contribute to the Formatively assessed On line forum
debate on the by tutor comments in
links between forum. (In preparation
research and for formal assessment
teaching. of this outcome in a
future module.)
Biggs actually suggests that teaching and learning activities are designed second
and the assessment regime third. If this sequence is adopted, it is important that
activities are designed which enable students to learn how to demonstrate
achievement at the highest level described by the outcomes. This can be done
by focusing on the verbs within the outcomes that express "the very best
understanding that could reasonably be expected". (See Figure 3)
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Figure 3: Adapting the Model to Allow for Differential Levels of Achievement.
The goal of Constructive Alignment then, is to support students in developing as

much meaning and learning as possible from a well-designed, coherent, and aligned
course. Courses are congruent and cohere in an explicit way when there is good fit
and flow between a course’s intended learning outcomes, teaching and learning
activities, and assessments of student learning.
As developed and defined by John Biggs (2014), Constructive Alignment involves:

 Thoughtfully determining intentions for what students should learn and
how they will demonstrate their achievement of these intended learning
outcomes, and clearly communicating these to students;
 Designing teaching and learning activities so that students are optimally
engaged in achieving these learning outcomes; and
 Creating assessments that will allow students to demonstrate their
attainment of the learning outcomes and allow instructors to discern how
well these outcomes have been achieved.
K-12 Assessment Guidelines
In line with the implementation of the Enhanced Basic Education Act of 2013
(Republic Act No. 10533), the Department of Education implemented a Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program
(DepEd Order No. 8, s. 2015).
As per indicated in the guidelines, assessment in the classroom aims at helping

students perform well in relation to the learning standards. Learning standards
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comprise content standards, performance standards, and learning competencies that

are outlined in the curriculum.
Content Standards identify and set the essential knowledge and understanding
that should be learned. They cover a specified scope of sequential topics within
each learning strand, domain, theme, or component. Content standards answer the
question, “What should the learners know?”.
Performance Standards describe the abilities and skills that learners are expected
to demonstrate in relation to the content standards and integration of 21st-century
skills. The integration of knowledge, understanding, and skills is expressed through
creation, innovation, and adding value to products/ performance during
independent work or in collaboration with others. Performance standards answer
the following questions:
1. “What can learners do with what they know?”
2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different
situations?”
4. “How do learners apply their learning or understanding in real-life
contexts?”
5. “What tools and measures should learners use to demonstrate what they
know?”
Learning Competencies refer to the knowledge, understanding, skills, and

attitudes that students need to demonstrate in every lesson and/or learning activity.
Concept Development
The learning standards in the curriculum reflect progressions of concept
development. The Cognitive Process Dimensions adapted from Anderson &
Krathwohl (2001) may be a good way to operationalize these progressions. It
provides a scheme for classifying educational goals, objectives, and standards. It
also defines a broad range of cognitive processes from basic to complex, as follows:
Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
To align the assessment process with the K to 12 curriculum, the adapted Cognitive
Process Dimensions may be used as guide not only in lesson development but also
in the formulation of assessment tasks and activities.
Learners are assessed in the classroom through various processes and measures
appropriate to and congruent with learning competencies defined in the K to 12
curriculum. Some of these processes and measures may be used for both formative
and summative assessment, which have different goals. Learners may be assessed
individually or collaboratively.
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Assessment Types
Classroom assessment is the process of gathering evidence of what a learner knows,

what the learner understands, and what the learner is able to do. The two types of
classroom assessment: Formative Assessment and Summative Assessment (DepEd
Order No. 8, s. 2015).
Individual and Collaborative Formative Assessment
Individual formative assessment enables the learner to demonstrate independently

what has been learned or mastered through a range of activities such as check-up
quizzes, written exercises, performances, models, and even electronic
presentations.
Collaborative formative assessment (peer assessment) allows students to support

each other’s learning. Discussions, role playing, games, and other group activities
may also be used as performance-based formative assessment wherein learners
support and extend each other’s learning.
Formative Assessment in Different Parts of the Lesson
Formative assessment may be integrated in all parts of the lesson. Basically, every
lesson has three parts: before the lesson, the lesson proper, and after the lesson.
Formative assessment conducted in each part serves a different purpose.
The information or feedback gathered from formative assessment will help teachers
ensure that all learners are supported while they are developing understanding and
competencies related to curriculum standards. These also prepare them for
summative assessments. Teachers should keep a record of formative assessment
results to study the patterns of learning demonstrated by students. However, this
should not be used as bases for grading.
Summative Assessment
This form of assessment measures the different ways learners use and apply all
relevant knowledge, understanding, and skills. It must be spaced properly over the
quarter. It is usually conducted after a unit of work and/or at the end of an entire
quarter to determine how well learners can demonstrate content knowledge and
competencies articulated in the learning standards. Learners synthesize their
knowledge, understanding, and skills during summative assessments. The results
of these assessments are used as bases for computing grades.
Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit tests and quarterly assessment.
Collaboratively, learners may participate in group activities in which they
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cooperate to produce evidence of their learning. The process of creating a learning

project is given more weight or importance than the product itself.
Components of Summative Assessment

Summative assessments are classified into three components, namely, Written
Work (WW), Performance Tasks (PT), and Quarterly Assessment (QA). These
three will be the bases for grading. The nature of the learning area defines the way
these three components are assessed.
Written Work
The Written Work component ensures that students are able to express skills and
concepts in written form. Written Work, which may include long quizzes, and unit
or long tests, help strengthen test-taking skills among the learners. It is strongly
recommended that items in long quizzes/tests be distributed across the Cognitive
Process Dimensions so that all are adequately covered. Through these, learners are
able to practice and prepare for quarterly assessment and other standardized
assessments. Other written work may include essays, written reports, and other
written output.
Performance Task
The Performance Task component allows learners to show what they know and are
able to do in diverse ways. They may create or innovate products or do
performance-based tasks. Performance-based tasks may include skills
demonstration, group presentations, oral work, multimedia presentations, and
research projects. It is important to note that written output may also be considered
as performance tasks.
Quarterly Assessment
Quarterly Assessment measures student learning at the end of the quarter. These
may be in the form of objective tests, performance-based assessment, or a
combination thereof.
There must be sufficient and appropriate instructional interventions to ensure that

learners are ready before summative assessments are given. The evidence produced
through summative assessment enables teachers to describe how well the students
have learned the standards/competencies for a given quarter. These are then
reflected in the class record. The grades of learners are presented in a report card to
show the progress of learners to parents and other stakeholders.
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Application
A. Discuss the impact of Standard-Based Assessment on the following
categories. You may conduct a review of the existing literature,
however, be guided on the criteria presented on the rubric below.
Impact of standards-based assessment on teaching
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Impact of standards-based assessment on learning
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Impact of standards-based assessment on diversity
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Impact of standards-based assessment on Special Education
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5 / 4 / 3 / 2 / NEEDS 1 /
GOOD
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inferences based on
sketchy or missing
details.
idea or theme. The organized, in enough to move of paragraphs does details, or events
order, structure of order, and the reader through not. seem strung
information is makes sense the text without together in a loose
structure.
ready to
publish.
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B. Read a research or study related to Standard-Based Assessment,

Constructive Allingment, K-12 Assessmetn Strategies and learner’s
performance. Fill the matrix below.
Problem/Hypothesis (if available) Research Methodology
Title, Source, Year
Conclusions/
Findings
Recommendations
Information Literacy Rubric

Level 1 Level 2 Level 3 Level 4
Below 75% 76-83 % 84-91% 93-100 %
Seeks Consults an Gathers Gathers good Gathers
Information insufficient information information optimal
number of from a limited from a information
sources. range of variety of from a variety
sources; may sources; may of quality
rely too much have missed electronic and
on one kind of a few. print sources,
source including ABI
Inform
Evaluates Shows no Uses some Does a good Evaluates and
Information evidence of quality sources, job selects only
understanding but uses too evaluating the best
what information many that are the quality sources for
is useful or of poor or and usefulness and
good quality tangential. usefulness of quality
sources.
Uses Reaches Conclusions Uses Uses
Information conclusions that could have been information information
do not have better to draw effectively to
enough support. supported. appropriate draw
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Question or Question or conclusions, appropriate

problem problem answer a conclusions,
ineffectively minimally question, or and optimally
resolved. Most resolved. Some solve a answer a
necessary necessary problem. question or
idea/points are ideas/points are Some minor solve a
missing missing. ideas/points problem. All
are missing. relevant
ideas/points
included.
Sources Materials are Documentation Documents All ideas, text
Information clearly is improperly with care (in and media are
plagiarized, constructed or body of properly cited
either absent body of paper and (in body of
intentionally or paper and/or bibliography) paper and
through bibliography. although a bibliography),
ignorance. few errors following a
are noted. recognized
style
Feedback
A. Analize and comprehend the scenarios below. (See rubric below)
Scenario 1. In each unit of study, Ms. Weiss gives 4 ungraded quizzes. The quizzes
are scaffolded sequentially to ‘build up’ to student success on the unit test. The
quizzes are scored (though not included in the unit grade) so that students can
identify where they need more study and where they are already successful, and so
that Ms. Weiss can continue to gauge where she will need to spend more time and
energy with her instruction to help students be successful on the unit test.
Using this approach, Ms. Weiss has been able to document significant gains in
student achievement in her classroom, nearly closing the achievement gap entirely
with 96% - 98% achievement ratings in all of her units of study.
Does this assessment procedure adheres with the K-12 Assessment Guidelines?
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Scenario 2. A team of teachers has agreed to give a quick 5-point quiz every
Monday aimed at the targets of their learning for that week of study. At the end of
the day, the team gathers to sort all of the student quizzes from their various
classrooms into 3 piles: 1) students clearly don’t understand it; 2) students clearly
understand it; and 3) it remains unclear if students understand it. At that point, team
members select one of the piles and create a series of learning activities or
experiences to support the learners represented in that pile. On Tuesday, teachers
reenter their classrooms with 3 differentiated options in their hands and students
discover the activities they are to accomplish that week relative to their learning
needs. In this scenario, students remained in their individual classrooms and
teachers monitored all 3 groups at once. (Variation: In some cases, if schedules
align, students move to different classrooms for the week based on their learning
needs.) The team of teachers moves about the room throughout the week with
student names on their clipboards and monitor student changes in learning readiness
with a + (student has it), - (student still does not have it) and ? (still questionable).
The team touches base quickly at the end of each day for quick problem solving to
help the learners in their room who are not mastering the content prior to Friday’s
summative assessment.
Does this assessment procedures adheres with the concepts of Constructive

allingment and the K-12 Assessment Guidelines?
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5 / 4 / 3 / 2 / NEEDS 1 /
GOOD
inferences based on
sketchy or missing
details.
idea or theme. The organized, in enough to move details, or events
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order, structure of order, and the reader through of paragraphs does seem strung
information is makes sense the text without not. together in a loose
structure.
ready to
publish.
C. Identify atleast 1 issue on K-12 Assessment Strategies and proposed an

intervention program on how to solve the said issue. Note: You need t
investigate, collect, generate, and evaluate evidence on the issue. (Be
guided with the rubric presenetd above)
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Topic 2. APPROPRIATE TARGETS
Learning Objectives
1. Differentiate competencies, objectives and outcomes.
2. Describe characteristics of objectives (SMARTER)
3. Use Bloom’s Taxonomy and Revised Bloom’s Taxonomy (Anderson &
Krathwohl) in formulating learning objectives.
4. Describe other taxonomies such as SOLO and Manzano Taxonomy.
There is considerable confusion about exactly what constitutes a learning
outcome and how (or if) it is distinguished from learning objectives or
competencies. Even in the education literature, the usage of these terms
seems contradictory at times. Sometimes it is instructive to find definitions
in the dictionary.
According to the American Heritage Dictionary, the learning terms are
defined as follows: Competency: Competence. The state or quality of being
competent. Properly or well qualified, capable. Objective: Something
worked toward or striven for, a goal. Outcome: A natural result,
consequence.
These definitions leave one unfulfilled when it comes down to the details of
writing statements of student learning that can be used for assessment (in
this case, you prefer the definition of an “objective” that relates to the
microscope lens closest to the sample). The use of “competency,”
“objective,” and “outcome” in education is somewhat more specific, and
the new IFT Education Standards were written to match the education
field’s general use of the terms. Working definitions for the learning terms
may be written as follows:
Competency. A general statement detailing the desired knowledge and
skills of student graduating from our course or program.
Objective. A very general statement about the larger goals of the course or
program.
Outcome. A very specific statement that describes exactly what a student
will be able to do in some measurable way. A competency may have several
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specific learning outcomes so a course typically contains more outcomes

than competencies.
Objectives, competencies, and outcomes can be written to describe the
learning gained by students in individual courses (course outcomes) or for
the program as a whole (programmatic outcomes). The main distinction
between objective or competency and a true learning outcome is that a
learning outcome is written so that it can be measured or assessed. Thus,
learning outcomes are the basis for an assessment program that focuses on
what student can do either upon completion of a course or upon graduation
from a program. Further details on learning outcomes can be found in Huba
and Freed (2000).
Purposes of Learning Goals

Instructional goals and objectives provide direction for the instructional
process by clarifying the intended learning outcomes. They also convey
instructional intent to stakeholders such as students, parents and other
personnel and the public. Most importantly, they provide a basis for assessing
student learning by describing the performance to be measured.
Educational goals are general statements of what students will know and be
able to do.
Instructional Objectives are sometimes stated in terms of actions to be taken.

Thus, statements like there abound: “the students will explain the purposes of
learning targets” and student will “construct sample of learning targets”.
Statements, such as the ones mentioned, direct attention to the students and
the types of performance they are expected to exhibit as a result of instruction.
Instructional objectives must be stated in terms of specific, observable, and
measurable student response. These types of objectives are characterized
by the use of action verbs, such as list, outline, distinguish, solve and define.
Characteristics of Learning Objectives
Before, SMART is an acronym used to identify the characteristics of good
objectives. SMART objectives identify who should do what, under what
conditions, according to which standards. SMART objectives are specific,
measurable, achievable, relevant, and time-bound. Use the following guide
to develop good exercise objectives.
SMART Guidelines for Exercise Objectives
Specific Objectives should address the five Ws: who, what,
when, where, and why. The objective specifies what
needs to be done with a timeline for completion.
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Measurable Objectives should include numeric or descriptive

measures that define quantity, quality, cost, etc. Their
focus should be on observable actions and outcomes.
Achievable Objectives should be within the control, influence, and
resources of exercise play and participant actions.
Relevant Objectives should be instrumental to the mission of the
organization and link to its goals or strategic intent.
Time- A specified and reasonable timeframe should be
Bound incorporated into all objectives.
Now, S.M.A.R.T.E.R. is the acronym that is being used to identify the

characteristics of good objectives.
SMARTER Guidelines for Exercise Objectives
Specific Objectives should address the five Ws: who, what,
when, where, and why. The objective specifies what
needs to be done with a timeline for completion.
Measurable Objectives should include numeric or descriptive
measures that define quantity, quality, cost, etc. Their
focus should be on observable actions and outcomes.
Achievable Objectives should be within the control, influence, and
resources of exercise play and participant actions.
Relevant Objectives should be instrumental to the mission of the
organization and link to its goals or strategic intent.
Time- A specified and reasonable timeframe should be
Bound incorporated into all objectives.
Evaluate Objectives should be evaluated. By evaluating your
objective every single day, you’ll be much more likely
to achieve them.
Re-adjust After evaluating the objectives, there is a need to
readjust approaches. Readjust doesn’t mean that you
have to throw your goals out and start all over. What it
means is that you have to try different approaches until
you find yourself getting closer and closer to your
goals.
Behavioral Objectives
Also known as learning objectives, instructional objectives and

performance objectives. Eg. Students will be able to restate the rules of
adding decimals.
Non-behavioral Objectives
is an objective wherein behavior cannot be observed or measured, such as:
understand, know, realize, etc.
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NOTE: Highly precise behavioral objectives must include the ffg:

 Audience. This is a description of the students who are expected to
perform or demonstrate the behavior
 Behavior. Specific behavior is indicated by action verbs.
 Criterion. This is a description of the criteria used to indicate
whether the behavior has been demonstrated.
 Condition. These are circumstances, materials sued when
demonstrating the behavior.
Learning Domains and Taxonomies
Bloom’s Taxonomy of Learning

A group of cognitive psychologists, curriculum theorists and instructional
researchers, and testing and assessment specialists published in 2001 a
revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching,
Learning, and Assessment. This title draws attention away from the
somewhat static notion of “educational objectives” (in Bloom’s original
title) and points to a more dynamic conception of classification.
The authors of the revised taxonomy underscore this dynamism, using verbs
and gerunds to label their categories and subcategories (rather than the
nouns of the original taxonomy). These “action words” describe the
cognitive processes by which thinkers encounter and work with knowledge.
A statement of a learning objective contains a verb (an action) and an object

(usually a noun).
The verb generally refers to [actions associated with] the intended cognitive
process.
There are three domains of educational activities
or learning (Bloom, et al. 1956):
 Cognitive: mental skills (knowledge)

 Affective: growth in feelings or emotional areas (attitude or self)
 Psychomotor: manual or physical skills (skills)
Like other taxonomies, Bloom’s is hierarchical, meaning that learning at the

higher levels is dependent on having attained prerequisite knowledge and
skills at lower levels. You will see Bloom’s Taxonomy often displayed as a
pyramid graphic to help demonstrate this hierarchy. Thus, the “cake-style”
hierarchy emphasize each level of Cognitive domain of Bloom’s
Taxonomy.
21
Bloom’s Revised Taxonomy: Cognitive Domain (Anderson and

Krathwohl’s Taxonomy 2001)
1. REMEMBERING
Recognizing or recalling knowledge from memory. Remembering is
when memory is used to produce or retrieve definitions, facts, or
lists, or to recite previously learned information.
Key Verbs (keywords): list, recite, outline, define, name, match, quote,
recall, identify, label, recognize.
Example Leaning Objective: By the end of this lesson, the student will
be able to recite Newton’s three laws of motion.
2. UNDERSTANDING
Constructing meaning from different types of functions be they written or
graphic messages or activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or explaining.
Key Verbs (keywords): describe, explain, paraphrase, restate, give
original examples of, summarize, contrast, interpret, discuss.
be able to describe Newton’s three laws of motion to in her/his own
words.
22
3. APPLYING
Carrying out or using a procedure through executing, or implementing.
Applying relates to or refers to situations where learned material is used
through products like models, presentations, interviews or simulations.
Key Verbs (keywords): calculate, predict, apply, solve, illustrate, use,
demonstrate, determine, model, perform, present.
be able to calculate the kinetic energy of a projectile.
4. ANALYZING
Breaking materials or concepts into parts, determining how the parts relate
to one another or how they interrelate, or how the parts relate to an overall
structure or purpose.
Key Verbs (keywords): classify, break down, categorize, analyze,
diagram, illustrate, criticize, simplify, associate.
be able to differentiate between assessment and evaluation.
5. EVALUATING
Making judgments based on criteria and standards through checking and
critiquing.
Key Verbs (keywords): choose, support, relate, determine, defend, judge,
grade, compare, contrast, argue, justify, support, convince, select,
evaluate.
Example Leaning Objective: By the end of this lesson, the student will be
able to determine whether using conservation of energy or conservation of
momentum would be more appropriate for solving a dynamics problem.
6. CREATING
Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating,
planning, or producing. Creating requires users to put parts together in a
new way, or synthesize parts into something new and different creating a
new form or product. This process is the most difficult mental function in
the new taxonomy.
Key Verbs (keywords): design, formulate, build, invent, create, compose,
generate, derive, modify, develop.
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be able to design an original homework problem dealing with the principle
of conservation of energy.
Bloom’s Revised Taxonomy: Affective domain

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the
manner in which we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes. The levels of the
affective domain is shown on the pyramid below.
More so, the five major categories are listed from the simplest behavior to
the most complex:
1 RECEIVING PHENOMENA
Key Verbs (keywords): Asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects, replies, uses..
Example Leaning Objective: Listen to others with respect. Listen for and
remember the name of newly introduced people.
2 RESPONDING TO PHENOMENA
Key Verbs (keywords): Answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, practices, presents, reads, recites,
reports, selects, tells, writes.
24
Example Leaning Objective: Participates in class discussions. Gives a

presentation. Questions new ideals, concepts, models, etc. in order to
fully understand them. Know the safety rules and practices them.
3 VALUING
Key Verbs (keywords): Completes, demonstrates, differentiates,
explains, follows, forms, initiates, invites, joins, justifies, proposes, reads,
reports, selects, shares, studies, works.
Example Leaning Objective: Demonstrates belief in the democratic
process. Is sensitive towards individual and cultural differences (value
diversity). Shows the ability to solve problems. Proposes a
plan to social improvement and follows through with commitment.
4 ORGANIZATION
Key Verbs (keywords): Adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates
Example Leaning Objective: Explains the role of systematic planning in
solving problems
5 INTERNALIZING VALUES (CHARACTERIZATION)
Key Verbs (keywords): Acts, discriminates, displays, influences, listens,
modifies, performs, practices, proposes verifies.
Example Leaning Objective: Shows self-reliance when working
independently.
Bloom’s Revised Taxonomy: Psychomotor Domain

The psychomotor domain includes physical movement, coordination, and
use of the motor-skill areas. Development of these skills requires practice
and is measured in terms of speed, precision, distance, procedures, or
techniques in execution. The seven major categories are listed from the
simplest behavior to the most complex:
1 PERCEPTION (AWARENESS)
Key Verbs (keywords): Chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
Example Leaning Objective: Estimate where a ball will land after it is
thrown and then moving to the correct location to catch the ball.
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2 SET
Key Verbs (keywords): Begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers.
Example Learning Objective: Knows and acts upon a sequence of steps
in a manufacturing process.
3 GUIDED RESPONSE
Key Verbs (keywords): Copies, traces, follows, react, reproduce, responds.
Example Learning Objective: s Performs a mathematical equation as
demonstrated.
4 MECHANISM (BASIC PROFICIENCY)
Key Verbs (keywords): Assembles, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
organizes, sketches.
Example Learning Objective: Use a personal computer. Repair a leaking
faucet. Drive a car.
5 COMPLEX OVERT RESPONSE (EXPERT)
Key Verbs (keywords): Assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches.
NOTE: The Key Words are the same as Mechanism, but will have adverbs
or adjectives that indicate that the performance is quicker, better, more
accurate, etc.
Example Leaning Objective: Maneuvers a car into a tight parallel parking
spot. Operates a computer quickly and accurately. Displays competence
while playing the piano.
6 ADAPTATION
Key Verbs (keywords): Adapts, alters, changes, rearranges, reorganizes,
revises, varies.
Example Leaning Objective: Responds effectively to unexpected
experiences. Modifies instruction to meet the needs of the learners.
7 ORIGINATION
Key Verbs (keywords): Arranges, builds, combines, composes, constructs,
creates, designs, initiate, makes, originates.
26
Example Leaning Objective: Constructs a new theory. Develops a new

and comprehensive training programming. Creates a new gymnastic
routine.
The paradigm shows the levels of the Psychomotor Domain.
Origination. Creating ne movement to fit a particular situation or specific problem.
Adaptation. Skills are well developed and the individual can modify movement patterns to fit spcial requirements.
Complex Ovrt Response (Expert). The skillful performance of motor acts that involve complex
movement patterns.
Mechanism (basic proficiency): This is the intermediate stage in learning a complex skill.
Guided Response. The early stages in learning a complex skill that includes imitation and trial and
error.
Set. Readiness to act. It includes mental, physical and emotional sets.
Perception (awareness). The abilitty to use sensory cues to guide motor activity.
Bloom’s Levels and Questioning
The categories in the cognitive taxonomy developed by Bloom et al (Krathwohl,

2002) include:
1. Remember (knowledge recall) – retrieving relevant knowledge from long-term
memory
2. Understand (comprehension) – interpreting the meaning of information; being
able to
“translate” knowledge into one’s own words; linking new information to what you
already know
3. Apply – using what you know to do required tasks
4. Analyze – taking things apart; dissecting; asking “why?”; seeing relationships
and how things work
5. Evaluate – appraising, judging and critiquing the outcomes of any of the other
levels
6. Create (synthesis) – putting things together; building on what you know to
create something new; seeing new relationships or making new connections.
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Other Taxonomy: SOLO Taxonomy

Biggs and Collins (1982) developed the SOLO (Structure of Observed
Learning Outcomes) taxonomy as a systematic way of describing how a
learner’s performance grows in complexity when mastering tasks.
Performance levels of learners range from the lower end (Pre-structural) to
the higher end (Extended Abstract) as shown in Diagram 1.
Descriptors:
SOLO 1: Pre-Structural Level
The student does not have any kind of understanding, uses irrelevant
information and/or misses the point altogether.
SOLO 2: Uni-Structural Level
The student can deal with one single aspect and make obvious connections.
The student can use terminology, recite (remember things), perform simple
instructions/algorithms, paraphrase, identify, name or count.
Key Verbs (keywords): Define, identify, name, draw, find, label, match,
follow a simple procedure
SOLO 3: Multi-Structural Level
The student can deal with several aspects but these disconnected. He/she is
able to enumerate, describe, classify, combine, apply methods, structure,
execute procedures, etc.
Key Verbs (keywords): Describe, list, outline, complete, continue,
combine, calculate
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SOLO 4: Relational Level

The student may understand relations between several aspects and how they
might fit together to form a whole. The understanding forms a structure and
may thus have the competence to compare, relate, analyze, apply theory,
explain in terms of cause and effect.
Key Verbs (keywords): Sequence, classify, compare and contrast, explain
(cause and effect), analyze, form an analogy, organize, distinguish,
question, relate, apply, describe
SOLO 5: Extended Abstract Level
The student may generalize structure beyond what was given, may perceive
structure from many different perspectives, and transfer ideas to new areas.
He/she may have the competence to generalize, hypothesize, criticize or
theorize.
Key Verbs (keywords): Generalize, predict, evaluate, reflect, hypothesis,
theorize, create, prove, justify, argue, compose, prioritize, design, construct,
perform, explain, apply, analyze
The New Taxonomy (Marzano and Kendall, 2007)

The New Taxonomy of Educational Objectives respond to the shortcomings
of the widely used Bloom’s Taxonomy and the current environment of
standards-based instruction, Marzano’s model of thinking skills
incorporates a wider range of factors that affect how students think and
provides a more research-based theory to help teachers improve their
students’ thinking.
Level of Process Verbs, Phrases, Definitions
Difficulty Useful for SLOs
6. Self System Examining analyze importance of
Thinking Importance knowledge to self.
Examining examine own beliefs to
Efficacy improve integration of
knowledge.
Examining identify emotional responses
Emotions associated with knowledge
5. Metacognition Examining examine motivations to learn
Motivation and improve
Specifying Goals set specific learning goals and
develop a plan for
accomplishing the goals
Process Monitoring self-monitor the process of
achieving a goal.
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Monitoring Clarity determine how well they

understand knowledge
Monitoring determine accuracy of
Accuracy understanding and defend
judgments
4. Knowledge Investigating investigate; research; take a
Utilization position on; distinguish
features; explain; think through
implications; report results.
The student generates and tests
hypotheses
Experimenting experiment; generate; test;
theorize; predict . The student
designs new methods of
collecting data.
Problem-Solving solve; recognize obstacles;
adapt; develop novel strategies
to reach goals under difficult
conditions.
Decision-Making decide; select among similar
alternatives; establish criteria;
defend choices
3. Analysis Specifying predict; judge; deduce; argue
for cause or predictions.
Generalizing establish conclusions;
elaborate about inferences;
state a principle, generalization
or rule; trace chronological
development; infer new
generalizations from known
knowledge.
Analyzing identify errors or problems;
identify issues or
misunderstandings; assess;
critique; diagnose; evaluate;
edit; revise, identify and
explain logical or factual errors
in knowledge.
Classifying classify; organize; sort;
identify a broader category;
identify different types;
identify super ordinate and
subordinate categories of
information
Matching categorize; compare &
contrast; differentiate;
30
discriminate; distinguish; sort;

create an analogy or metaphor
2. Comprehension Symbolizing symbolize; depict; represent;
illustrate; draw; show; use
models; diagram chart depict
critical aspects of knowledge
in a pictorial of symbolic form
Integrating describe how or why; describe
the key parts of; describe the
effects; describe the
relationship between; explain
ways in which; paraphrase;
summarize; discern essential
from nonessential elements
1. Retrieval Executing use; demonstrate; show; make;
complete; draft. perform
procedures without significant
errors.
Recalling exemplify; name; list; label;
state; describe; who; what;
where; when produce
information on demand.
Recognizing. recognize (from a list); select
from (a list); identify (from a
list); determine if the following
statements are true. determine
whether provided information
is accurate, inaccurate or
unknown
Application
A. Think of one specific lesson in your filed of specialization.
Prepare a series of objectives progressing from the low -level
cognitive domain up to the appropriate affective domain.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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B. Pick a subject area in which you are working. For each level of
Bloom’s Taxonomy on this worksheet:
 Develop a question and answer it to show you that you understand
the material at that level.
 Then, using the worksheet, explain the questions at each level of
Bloom’s taxonomy for this subject area.
 Discuss how your questions would allow you to assess how much
you know and what level you are on.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
LEVEL QUESTION
Remembering Remembering and Recalling information.
Understanding Understanding/Explaining ideas or concepts

Applying Applying information in a familiar situation
Analyzing Analyzing by breaking information into parts

to explore relationships.
Evaluating Justifying a decision or course of action.
Creating Generating new ideas, products, or ways of

viewing things.
Feedback
A. The following are examples of learning outcomes; on the second
column, write the domain in which each outcome is classified and on
the third column the level/category to which the learning outcome
belongs.
Domain Level/category
1. Formulate a procedure to follow
in preparing for class
demonstration.
2. Formulates new program.
32
3. Perform repeatedly with speed

and accuracy.
4. Listen to others with respect.
5. Select the most effective among
number of solutions.
6. Watch a more experienced
performer.
7. Know the rules and practice
them.
8. Show ability to resolve
problems/conflict.
9. Apply learning in studying pupil
behavior.
10. Recite prices of commodities
from memory.
B. Match the verbs in the list to the most suitable level of cognitive
development as defined by Bloom.
Verbs Level
implement ___________________________________________
critique ___________________________________________
recognize ___________________________________________
exemplify ___________________________________________
summarize ___________________________________________
attribute ___________________________________________
explain ___________________________________________
differentiate ___________________________________________
recall ___________________________________________
plan ___________________________________________
check ___________________________________________
execute ___________________________________________
compare ___________________________________________
generate ___________________________________________
classify ___________________________________________
infer ___________________________________________
Interpret ___________________________________________
C. Using the indicated topic or subject matter, write learning outcomes for
each of the 3 domains arranged from the simplest to the most complex
levels.
Psychomotor: Table setting.
a) Observing
b) Imitating
c) Practicing
d) Adapting
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Affective: Developing and Nurturing Honesty

a) Receiving
b) Responding
c) Valuing
d) Organizing
e) Internalizing
D. Compare revised Bloom’s Taxonomy and the New Taxonomy of

Marzano and Kendall, 2007. Use the Venn diagram below.
Revised Bloom’s Taxonomy
New Taxonomy of Marzano and

Kendall, 2007
34
Topic 3. UNPACKING LEARNING COMPETENCIES
Learning Objectives
1. Unpack competencies using 5Ps.
2. Describe ABCD of the Statement of Objectives.
3. Write objectives from competencies.
Unpacking Competencies using 5Ps
Learning competency is the set of knowledge, skills and attitudes required to
successfully perform a particular task, stated in specific terms, statement which
defines essential knowledge, skills and values that students are expected to know
and be able to demonstrate as indicator of understanding the content standard.
In unpacking standards, standards need to be analyzed because they may be too
ambiguous, too broad or too narrow and/or reflect different kinds of goals
simultaneously.
Before formally unpacking competencies, consider 5 key areas all of which later will
contribute to a successful lesson. The 5Ps stand for Purpose, Preparation, Pitch, Pace and
Progress. For each one I ask colleagues to consider a set of questions regarding the
construction of their lessons. These are:
Purpose
If a lesson is to be taught there must be a good reason for teaching it.
 What are you teaching? Why are you teaching this?
 Where does it fit into the curriculum/Schemes of Learning?
 How will it benefit the pupils?
 Will it increase knowledge, understanding or skills?
 How will you prepare the children for learning?
 How will the children know the Learning objective (give LO)?
 How will you remind the children of previous learning?
 How will the children know the Success Criteria (give SC)?
Preparation
 Are you ready to deliver the lesson?
 Do you have the right resources?
 Is the classroom fit for purpose?
 Do you need any special arrangements for the lesson?
 Are you safe (risk assessments)?
 How will you establish the appropriate atmosphere (behaviour for learning)?
35
Pitch
The pitch of the lesson must ensure that all pupils can access the materials.
 Describe the type and range of differentiation required.
 Identify the range of ‘Levelness’ and what this looks like.
 Identify how extensions might be made if necessary (higher or lower).
 Are there any ‘Special Needs’ (higher, lower, vulnerable groups) and how will the
needs be met?
Pace
The pace must maintain interest and ensure learning.
 What are the activities for the lesson going to be?
 How frequently will the activities change?
 How will the pupils know the time frame for each activity?
 What ways will be used for recording such that pace is maintained?
Progress
You and children must know that progress has been made.
 How will you know that progress has been made?
 When will pupils refer to and reflect on the Learning Objectives?
 How do you know progress has been made?
 How do the children know they have made progress?
 Will there be opportunity for peer assessment?
Benefits of Unpacking the Standards:

1) Greater clarity to all K-12 teachers and administrators
2) Improved alignment
3) Improved continuity for students between courses and between grades
4) Increased opportunities for curriculum integration
5) Provides educators with a baseline or starting point for lesson planning and
differentiated instruction
6) Provides clarity on which skills and concepts should be taught and assessed
7) "The Process" - Allows teachers and administrators to determine what matters
most (i.e., pacing, assessment, Power Standards)
Questions for Unpacking:

What information should be generated during the unpacking process?
What students need to Know? (Fact)
What students need to Understand? (Concept)
What students need to be able to Do? (Skill)
What prior knowledge do students need to have to be successful on this standard?
What are possible misconceptions students may have with respect to this standard?
What learning experiences will support all students reaching the learning goals?
What teaching approaches will support all students reaching the learning goals?
What evidence can be collected to determine whether students know and can do
what is required?
36
What assessments can be used to determine whether students are reaching the
intended learning goals?
What criteria will be used to determine whether students are reaching learning
goals?
Writing Objectives: A.B.C.D. Method
One method that can be useful when writing a learning objective or outcome is
the A. B. C. D. method (Heinich, et al., 1996). This method considers:
1. Audience: Who are your learners (who will be doing the performance)? This
describe the intended learner or end user of the instruction.
2. Behavior: Describe the task or behavior using action verbs -- be sure it is
something that can be heard or something that is observable. The “behavior”
can include demonstration of knowledge or skills in any of the domains of
learning: cognitive, psychomotor, affective, or interpersonal
o Cognitive domain
 Emphasizes remembering or reproducing something which
has presumably been learned
 Deal with what a learner should know, understand,
comprehend, solve, spell, critique, etc.
o Psychomotor domain
 Emphasizes some muscular motor skill, some manipulation
of material and objects, or some act that requires a
neuromuscular coordination
 Concerned with how a learner moves or controls his/her
body
o Affective domain
 Composed of two different types of behaviors: reflexive
(attitudes) and voluntary reactions and actions (values)
 Stages: perception, decision, action and evaluation
o Interpersonal domain
 Emphasizes learner skills (not attitude or knowledge)
associated with interpersonal exchanges
 How a learner interacts with others in a variety of situations
3. Conditions: Under what conditions (what tools, aids or reference materials can
the learner use? Are there things that they won't be able to use?) This also
refers to equipment or tools that may (or may not) be utilized in completion of
the behavior
4. Degree: To what degree of mastery -- how well must it be done (speed, accuracy,
quality, etc.)? Example: … without error, …9 out of 10 times, and …within 60
seconds.
37
Examples of Learning Objectives using the A.B.C.D. Method
Below are some example objectives which include:

Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Note that
many objectives actually put the condition first.
 Students will explain the social responsibility to ensure that adequate legal
services are provided to those who cannot afford to pay for them in three
paragraphs.
 Students will describe the steps in planning factual investigation in legal
research, including identifying and formulating relevant legal theories,
generating alternative solutions and strategies, applied to a hypothetical
case.
How to Write Learning Competencies and Objectives
Learning Competencies Guidelines

1. Outline the major skills or big-picture ideas you are teaching students
2. Tell what you want learners to be able to do by the end of your course
3. Most classes will have 3 to 6 main ideas/skills per credit hour
Elements of a well-written Learning Competency (big-picture idea/skill):

‰ Begin with an action verb (one verb)
‰ Clear and concise (short)
‰ Includes a student behavior you can observe and measure
‰ Avoid the words “know” , “learn”, and “understand”
Good Examples Poor Examples
Perform venipuncture Understand venipuncture
- Cannot observe “understanding”
Implement infection control strategies Be aware of infection control strategies
-Awareness is difficult to define or
measure.
In some courses, one or two nearly identical learning competencies might be

repeated for slightly different contexts, or content areas (such as organ systems).
For example, in Clinical Pathology the learning competency “interpret clinical
laboratory data . . .” is replicated for multiple systems or sub-systems of particular
interest.
For Example:
− Interpret clinical laboratory data associated with erythrocytes
− Interpret clinical laboratory data associated with leukocytes
− Interpret clinical laboratory data associated with hematopoietic neoplasia
− Interpret clinical laboratory data associated with fluids, electrolytes, and acid base
balance
38
Learning Objectives Guidelines
1. Describe specific activities a student will do to show that he or she has learned
2. Include 2-10 learning objectives for each Learning Competency (main idea or
skill)
3. Audience + Behavior + Condition + Degree = Learning Objective (ABCD)
Example of writing objective from competency
Learning Competency: Show how the components of the innate immune system
interact (In the effective examples, Behaviors are bolded, Conditions are italicized,
and Degree is underlined.)
Effective Learning Objectives Less Effective Learning Objectives
Given a scenario of a stressed animal, Understand what happens with the
the student will explain, succinctly and margination pool and neutrophil counts
including all key mechanisms, how the in stressed animals. - No behavior,
margination pool influences neutrophil condition or degree
count.
Given a bacterial infection in a Know the steps involved in a
specified part of the body, the student neutrophil going from the blood stream
will describe to a molecular level how to killing bacteria. - No behavior,
a neutrophil leaves the bloodstream, condition, or degree
arrives at the site and kills the bacteria.
Learning Competency: Evaluate and manage a traumatic wound.

Effective Learning Objectives Less Effective Learning Objectives
Provided a selection of materials and a Learn how to apply bandages to
specific kind of wound, correctly extremities. - Learning not observable.
bandage a wound on an extremity No condition or degree.
Application
Choose 5 competencies in any subjects in the K to 12 Curriculum Guide
and formulate your own learning objectives following the guidelines on
how to unpack competencies and how to write objectives from
competencies using the SMARTER and ABCD approach.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________.
39
Feedback
Write 2 learning objectives from the given competencies following the ABCD
of the statement of objectives.
1. Learning Competency: Students will develop and demonstrate proficiency in

writing and verbal skills.
Learning objectives:
1
2
2. Learning Competency: Learners demonstrates understanding of polygons,

circles, and solid figures.
1
2
3. Learning Competency: The learners demonstrate an understanding of the identity

of a substance according to its atomic structure
1
2
4. Learning Competency: The learner demonstrates understanding of lifestyle and

weight management to promote community fitness
1
2
5. Learning Competency: Naipamamalas ng magaaral ang pag-unawa kung bakit

may lipunang pulitikal at ang Prinsipyo ng Subsidiarity at Pagkakaisa
1
2
B. Identify whether the learning objectivs adhere with the ABCD of Learning
Objectives.
1. Given a bar, line, or circle graph, the seventh-grade mathematics student will
verbally present the statistical or numerical information shown on the graph with at
least 7 out of 8 (87%) accuracy.
2. The ninth grade science student when provided with a copy of the periodic table
will describe characteristic properties of assigned groups of elements in at least 7
out of 10 (70%) instances
40
Summary
 Standards-based assessment allows us to make judgments about the level
of an individual's learning with respect to shared benchmarks of expected
performance, supported by exemplars.
 Constructive Alignment is a teaching principle that
combines constructivism, the idea that learners construct or create meaning
out of learning activities and what they learn, and alignment, a curriculum
design concept that emphasizes the importance of defining and achieving
intended learning outcomes.
 K-12 Content Standards identify and set the essential knowledge and
understanding that should be learned.
 K-12 Performance Standards describe the abilities and skills that
learners are expected to demonstrate in relation to the content standards
and integration of 21st-century skills.
 Learning Competencies refer to the knowledge, understanding, skills, and
attitudes that students need to demonstrate in every lesson and/or learning
activity.
 The two types of classroom assessment in K to 12 is the Formative
Assessment and Summative Assessment.
 Competency. A general statement detailing the desired knowledge and
skills of student graduating from our course or program.
 Objective. A very general statement about the larger goals of the course or
program.
 Outcome. A very specific statement that describes exactly what a student
will be able to do in some measurable way.
 SMART objectives are specific, measurable, achievable, relevant, and
time-bound.
 There are three domains of educational activities
or learning (Bloom, et al. 1956):
 Cognitive: mental skills (knowledge)
 Affective: growth in feelings or emotional areas (attitude or self)
 Psychomotor: manual or physical skills (skills)
 Bloom’s Revised Taxonomy: Cognitive Domain (Anderson and
Krathwohl’s Taxonomy 2001) includes remembering, understanding,
applying, analyzing, evaluating, and creating. Meanwhile, Bloom’s Revised
Taxonomy: Affective domain includes receiving phenomena, responding to
phenomena, valuing, organization, internalizing values (characterization).
More so, Bloom’s Revised Taxonomy: Psychomotor Domain includes
perception (awareness), set, guided response, mechanism (basic
proficiency), complex overt response (expert), adaptation, and origination.
 SOLO Taxonomy includes pre-structural, uni-structural, multi-structural,
relational and extended abstract.
 The New Taxonomy (Manzano & Kendal, 2007) includes retrieval,
comprehension, analysis, knowledge utilization, metacognition, and self-
system thinking.
41
 Before formally unpacking competencies, consider 5 key areas all of which

later will contribute to a successful lesson. The 5Ps stand for Purpose,
Preparation, Pitch, Pace and Progress.
 One method that can be useful when writing a learning objective or outcome
is the A. B. C. D. method (Heinich, et al., 1996). This method considers
Audience, Behavior, Conditions and Degree.
 Learning Competencies Guidelines

1. Outline the major skills or big-picture ideas you are teaching students
2. Tell what you want learners to be able to do by the end of your course
3. Most classes will have 3 to 6 main ideas/skills per credit hour
 Learning Objectives Guidelines
1. Describe specific activities a student will do to show that he or she has
learned
2. Include 2-10 learning objectives for each Learning Competency (main
idea or skill)
3. Audience + Behavior + Condition + Degree = Learning Objective
(ABCD)
Reflection
Congratulations! You are done with the first unit of this module. Now, go back to
the activities and lessons you have taken in this unit and answer the following
questions. Limit your answers for each question to 5 to 10 sentences only.
1. Which of the topics in this unit you had like/disliked most? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Which of the activities in this unit did you enjoy the most/ the least? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Which topic/topics in this unit are you likely to share with others?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
42
References
(1)Del Socorro, FR., Omas-as, RL., & Galela, RS. (2011). Assessment of Student
Learning 1 & 2. Great Books Publishing.
(2) Santos, R. d. (2007). Assessment of Learning 1. Quezon City: Lorimar;
(3) Kubiszyn, T., & Borich, G. (2000). Educational Testing and Measurement:
Classroom Application and Practice. New York: John Wiley & Sons; (4) Wegener,
D. P. (2009). Test
https://assessment.tki.org.nz/Using-evidence-for-learning/Working-with
data/Concepts/Standards-based-assessment
https://www.teacherph.com/classroom-assessment/
https://lccc.wy.edu/Documents/Academics/Online/learningObjectivesCompetenciesOut
comes.pdf
https://itali.uq.edu.au/files/3047/Resources-teaching-methods-SOLO-taxonomy.pdf
http://earth.callutheran.edu/archived-sites/institutional-
research/documents/MarzanoandKendall2007Taxonomy.pdf
https://cole2.uconline.edu/courses/46295/pages/objectives-the-a-dot-b-c-dot-d-
method
http://www.hlg.edu/wp-content/uploads/2019/06/ABCD-of-Learning-Objectives-
Summer-2019.pdf
43

ASL Unit 2

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Unit 2: Target Setting

Unit 2: TARGET SETTING

Activating Prior Knowledge

B. Choose 10 terms related to Assessment of Student Learning along

Topic 1. STANDARDS-BASED ASSESSMENT

It is a type of assessment which makes direct and extensive use of teachers'

This type of assessment shows what a student can do in relation to broad

Standards-based assessment is consistent with the K-12 Curriculum being

NOTE: Norm-referenced assessment, criterion-referenced assessment

Norm-referenced assessment shows how students are achieving compared

Criterion-referenced assessment shows what students can or can’t do in

Standards-based assessment shows what a student can do in relation to

Benefits of Standard-Based Assessment

In standards-based assessment, marks are awarded to students to reflect the

In the K-12 Curriculum, it highlights on the notion that learner constructs

…coherence between assessment, teaching strategies and intended

Figure 1: A Basic Model of an Aligned Curriculum.

Figure 2: An Example of Constructive Alignment in a Curriculum

Title of Module: Evaluating and Reflecting on your Teaching.

Figure 3: Adapting the Model to Allow for Differential Levels of Achievement.

The goal of Constructive Alignment then, is to support students in developing as

As developed and defined by John Biggs (2014), Constructive Alignment involves:

K-12 Assessment Guidelines

As per indicated in the guidelines, assessment in the classroom aims at helping

comprise content standards, performance standards, and learning competencies that

Learning Competencies refer to the knowledge, understanding, skills, and

Classroom assessment is the process of gathering evidence of what a learner knows,

Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate independently

Collaborative formative assessment (peer assessment) allows students to support

Formative Assessment in Different Parts of the Lesson

Individual and Collaborative Summative Assessment

cooperate to produce evidence of their learning. The process of creating a learning

Components of Summative Assessment

There must be sufficient and appropriate instructional interventions to ensure that

Essay Rubrics (https://www.uen.org/rubric/previewRubric.html?id=20123)

B. Read a research or study related to Standard-Based Assessment,

Problem/Hypothesis (if available) Research Methodology

Title, Source, Year

Information Literacy Rubric

Question or Question or conclusions, appropriate

A. Analize and comprehend the scenarios below. (See rubric below)

Does this assessment procedures adheres with the concepts of Constructive

Essay Rubrics (https://www.uen.org/rubric/previewRubric.html?id=20123)

C. Identify atleast 1 issue on K-12 Assessment Strategies and proposed an

Topic 2. APPROPRIATE TARGETS

specific learning outcomes so a course typically contains more outcomes

Purposes of Learning Goals

Instructional Objectives are sometimes stated in terms of actions to be taken.

Measurable Objectives should include numeric or descriptive

Now, S.M.A.R.T.E.R. is the acronym that is being used to identify the

Also known as learning objectives, instructional objectives and

NOTE: Highly precise behavioral objectives must include the ffg:

Learning Domains and Taxonomies

Bloom’s Taxonomy of Learning

A statement of a learning objective contains a verb (an action) and an object

 Cognitive: mental skills (knowledge)

Like other taxonomies, Bloom’s is hierarchical, meaning that learning at the

Bloom’s Revised Taxonomy: Cognitive Domain (Anderson and

Bloom’s Revised Taxonomy: Affective domain

Example Leaning Objective: Participates in class discussions. Gives a

Bloom’s Revised Taxonomy: Psychomotor Domain

Example Leaning Objective: Constructs a new theory. Develops a new