GOOD EVENING

Lesson 2
Assessment Purposes,
Learning Targets
and
Appropriate Methods
1. Purpose of Classroom Assessment
2. Role of C. A. in the Teaching-Learning
Process
3. Learning Targets
4. Bloom’s Taxonomy of Educational
Objectives
5. Appropriate Methods of Assessment
Purpose of Classroom Assessment
The purpose of classroom assessment may be
classified in terms of the following:

1. Assessment of Learning
2. Assessment for Learning
3. Assessment as Learning
Assessment of Learning
This refers to the use of assessment to
determine learners' acquired knowledge
and skills from instruction
Assessment for Learning.
This refers to the use of assessment to
identify the needs of learners in order to
modify instruction or learning activities in
the classroom.
Assessment as Learning.
This refers to the use of assessment to
help learners become self-regulated. It is
formative in nature and meant to use
assessment tasks, results, and feedback to
help learners practice self- regulation and
make adjustments to achieve the
curriculum outcomes.
The Roles of Classroom Assessment
in the Teaching-Learning Process
Assessment is an integral part of the instructional
process where teachers design and conduct
instruction (teaching), so learners achieve the
specific target learning outcomes defined by the
curriculum.

More specific objectives for assessing student

learning are congruent to the following roles of
classroom assessment in the teaching-learning
process: formative, diagnostic, evaluative,
facilitative, and motivational
Formative
Teachers conduct assessment because
they want to acquire information on the
current status and level of learners'
knowledge and skills or competencies.
Diagnostic
Teachers can use assessment to identify
specific learners' weaknesses or
difficulties that may affect their
achievement of the intended learning
outcomes.
Evaluative
Teachers conduct assessment to measure
learners' performance or achievement for
the purposes of making judgment or
grading in particular.
Facilitative
Classroom assessment may affect
student learning. On the part of teachers,
assessment for learning provides
information on students' learning and
achievement that teachers can use to
improve instruction and the learning
experiences of learners.
Motivational
Classroom assessment can serve as a
mechanism for learners to be motivated
and engaged in learning and achievement
in the classroom.
What are learning targets?
Educational Goals
Standards
Objectives
• Goals. Goals are general statements about
desired learner outcomes in a given year or
during the duration of a program
• Standards. Standards are specific statements
about what learners should know and are capable
of doing at a particular grade level, subject, or
course.
• Educational Objectives. Educational objectives
are specific statements of learner performance at
the end of an instructional unit.
The 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).
The taxonomy describes six levels of expertise:
knowledge, comprehension, application, analysis,
synthesis, and evaluation.
Bloom's Taxonomy of Educational Objectives
in the Cognitive Domain
• Knowledge
• Recall or recognition of learned materials like
concepts, events, facts, ideas, and procedures
• Comprehension
• Understanding the meaning of a learned material,
including interpretation, explanation, and literal
translation
• Application
• Use of abstract ideas, principles, or methods to
specific concrete situations
• Analysis
• Separation of a concept or idea into constituent
parts or elements and an understanding of the
nature and association among the elements
• Synthesis
• Construction of elements or parts from different
sources to form a more complex or novel
structure
• Evaluation
• Making judgment of ideas or methods based on
sound and established criteria
The Revised Bloom's Taxonomy of Educational
Objectives
Anderson and Krathwohl proposed a revision of the
Bloom's Taxonomy in the cognitive domain by
introducing a two-dimensional model for writing
learning objectives
The first dimension, knowledge dimension, includes
four types: factual, conceptual, procedural, and
metacognitive.
The second dimension, cognitive process dimension,
consists of six types: remember, understand, apply,
analyze, evaluate, and create.
Cognitive Process Dimensions In The Revised
Bloom's Taxonomy of Educational Objectives

• Create
• Combining parts to make a whole
• Evaluate
• Judging the value of information or data
• Analyze
• Breaking down information into parts
• Apply
• Applying the facts, rules, concepts, and ideas
in another context
• Understand
• Understanding what the information means
• Remember
• Recognizing and recalling facts
Knowledge Dimensions in the Revised
Bloom's Taxonomy of Educational Objectives
• Factual
• It tells the facts or bits of information one needs
to know in a discipline.
• Conceptual
• It tells the concepts, generalizations, principles,
theories, and models that one needs to know in
a discipline..
• Procedural
• It tells the processes, steps, techniques,
methodologies, or specific skills needed in
performing a specific task that one needs to
know and be able to do in a discipline.
• Metacognitive
• This type of knowledge makes the discipline
relevant to one's life. It makes one understand
the value of learning on one's life.
Learning Targets
Learning targets are concrete goals written in
student-friendly language that clearly describe what
students will learn and be able to do by the end of a
class, unit, project, or even a course.
It is suggested that learning targets be stated in the
learners' point of view, typically using the phrase "I
can ...." For example, "I can differentiate between
instructional objectives and learning targets."
Types of Learning Targets
1. Knowledge Targets
Refers to factual, conceptual, and procedural
information that learners must learn in a subject
or content area
2. Skill Targets
Use of knowledge and/or reasoning to perform
or demonstrate physical skills
3. Product Targets
Use of knowledge, reasoning, and skills in
creating a concrete or tangible product
4. Reasoning Targets
Knowledge-based thought processes that
learners must learn. It involves application of
knowledge in problem- solving, decision-making,
and other tasks that require mental skills.
Appropriate Methods of Assessment
Once the learning targets are identified,
appropriate assessment methods can be selected
to measure student learning. The match between a
learning target and the assessment method used to
measure if students have met the target is very
critical.
Matching Learning Targets with
Assessment Methods
Thank You