GROUP 1
BUSTAMANTE Learning Targets for
Performance and
LIBRADILLA
ABAJO
ABDULPATTA
ABRINA
AGUILOS Product – Oriented
Assessment
OBJECTIVES
• Revisit Bloom’s Taxonomy of education
objectives;
• Compare thoroughly the 3 domains of
learning objectives;
• Re-examine what learning target is all
about.
Briefly explanation about Educational C. Psychomotor Domain
Objectives. a. Perception
Bloom’s Taxonomy of Educational b. Set
OUTLINE Objective. c. Guided Response
A. Cognitive Domain d. Mechanism
a. Creating e. Complex Overt Response
b. Evaluating f. Adaptation
c. Analyzing g. Origination
d. Applying Briefly explanation about learning target.
e. Understanding A. What is learning target.
f. Remembering B. Purpose of learning target
B. Affective Domain C. Types of learning target
a. Receiving D. Methods of assessment for learning
targets
b. Responding
E. Sample learning targets
c. Valuing
F. Matching learning targets with
d. Organization
alternative assessment method
e. Characterization
WHAT ARE THE LEARNING
TARGETS APPROPRIATE FOR
ALTERNATIVE ASSESSMENT?
Bloom’s Taxonomy of Educational Objectives
Educational objectives are specific statements of
students performance at the end of an instructional
unit.
Educational objective are sometimes referred to as
behavioral objectives and are typically stated with
the use of verbs.
WHAT ARE THE LEARNING TARGETS
APPROPRIATE FOR ALTERNATIVE
ASSESSMENT?
Bloom’s Taxonomy of Educational Objectives
PSYCHOMOTO
COGNITIVE AFFECTIVE
R
(knowledge-based (affective-based
goals) goals) (skills-based
goals)
BLOOM’S TAXONOMY OF EDUCATIONAL
OBJECTIVES
Each domain consists of different levels of
expertise with varying degree of complexity.
The succeeding sections describe the
taxonomies for the psychomotor and affective
domain.
COGNITIVE DOMAIN
The ability to recall learned materials. It can
range from the recall of simple. facts to
complete theories. It represents the lowest
level of learning. outcome, requiring only
that the student recall previously learned.
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 five major categories are listed from
the simplest behavior to the most complex.
TAXONOMY OF EDUCATIONAL
OBJECTIVES IN AFFECTIVE DOMAIN
Level Description Illustrative Verbs Sample Objectives
Awareness or passive
Listen attentively to the
attention to a Asks, chooses, holds,
RECEIVING instruction of the
phenomenon or identifies, listens
teacher
stimulus
Active attention answer,
Answer, complies, Demonstrates belief in
and response to a
RESPONDING participates, practices, the value of the election
particular phenomenon
writes process
or stimulus
Attaching value
Completes,
completes, or worth to a Demonstrates belief in
demonstrates,
VALUING object. It’s may range the value of the election
differentiates, explains,
from acceptance to process
justifies
commitment
TAXONOMY OF EDUCATIONAL
OBJECTIVES IN AFFECTIVE DOMAIN
Level Description Illustrative Verbs Sample Objectives
Organizing values into
priorities by comparing, Adheres, defends, Defend the importance
Organization relating, and integrates, organizes, of graduate education
synthesizing specific synthesizes in the career of a teacher
values
Having a personal value
Internalizing values/ Acts, displays, Displays commitment
system that is now a
characterization by a influences, solves, to helping economically
characteristic of the
values or value complex verifies disadvantages students
learner
PSYCHOMOTOR DOMAIN
The psychomotor domain (Simpson, 1972)
includes physical movement, coordination, and
use of the motor-skill areas.
TAXONOMY OF EDUCATIONAL
OBJECTIVES IN PSYCHOMOTOR DOMAIN
Level Description Illustrative Verbs Sample Objectives
The ability to use sensory cues Adjusts, describes, detects, Detect non-verbal cues
PERCEPTION
to guide motor activity identifies, selects from the participants
The mental, physical, and
emotional sets that predispose a Begins, displays, knows, Show motivation to learn a
SET
person’s response to different recognizes, shows, states new skill
situation
Performs the mathematical
Demonstration of a complex
Copies, performs, follows, operation by following the
GUIDED RESPONSE skill through guided practice
reacts, responds steps demonstrated by the
like imitation and trial and error
teacher.
Learned responses have become
habitual and movements can be Assembles, dismantles,
MECHANISM Play the guitar
performed with some degree of fixes, manipulates, plays
confidence and proficiency
TAXONOMY OF EDUCATIONAL
OBJECTIVES IN PSYCHOMOTOR DOMAIN
Level Description Illustrative Verbs Sample Objectives
Performance of motor acts that Assembles, dismantles, fixes,
involve complex movement patterns manipulates, organizes,
Demonstrates one’s
COMPLEX OVERT in a quick, accurate, and highly, (similar with mechanism but
expertise in playing
RESPONSE coordinated manner. Characterized by performed in more accurate,
guitar
automatic performance and more coordinated, and
performance without hesitation quicker way
Modifies the dance
Psychomotor skills are well developed
Adapts, alters, modifies, steps to suit the
ADAPTATION and the person can modify movement
rearranges, varies abilities of one’s
patterns to fit special requirements
groupmates
Creating new movement patterns to
Creates new steps
fit a particular situation or specific
Arranges, builds, combines, for a contemporary
ORIGINATION problem. Learning outcomes
creates, designs version of a classic
emphasizes creativity based upon
dance hit
highly developed skills.
BLOOM’S TAXONOMY OF EDUCATIONAL
OBJECTIVES
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.
This will lead to the identification of the assessment methods
required to properly assess student learning.
WHAT ARE LEARNING TARGETS?
Learning target is a statement on what students are supposed to
learn and what they can do because of instruction.
It is more specific compared with educational goals, standards,
and objective and lend themselves to more specific instructional
and assessment activities
It is congruent with the standards prescribed by a program or
level and aligned with the instructional or learning objectives of a
subject or course
PURPOSE OF LEARNING TARGETS?
To effectively inform students of what they should be
able to do.
Learning target should specify both the content and
criteria of learning
Specific learning targets formulated appropriate
classroom instruction and assessment can be designed
DESCRIPTION AND SAMPLE LEARNING
TARGETS
Type of Learning Targets Description Sample
Refers to factual, conceptual, and procedural,
I can discuss the research design that I
KNOWLEDGE TARGETS information that students must learn in a
used for my thesis
subject or content area
Knowledge-based thought processes that
student must learn. It involves application of I can justify my choice of analysis of
REASONING TARGETS knowledge in problem-solving, decision variance as my statistical analysis for
making, and other tasks that require mental my thesis
skills
Use of knowledge or reasoning to perform or I can perform analysis of variance on
SKILLS TARGETS
demonstrate physical skills research data using the software
Use of knowledge, reasoning, and skills in I can write the results and discussion
PRODUCT TARGETS
creating a concreate or tangible product section of a thesis manuscripts
Refers to affective characteristics that students I can appreciate the role of a thesis
AFFECTIVE TARGETS can develop and demonstrate because of adviser in the completion of a theses
instruction research
WHAT ARE THE APPROPRIATE ALTERNATIVE
METHODS OF ASSESSMENT FOR LEARNING
TARGETS?
All five types of learning targets (knowledge, reasoning, skill,
product, and affect) can be assessed by the use of alternative
methods of assessment;
However, three types of learning targets can be best assessed using
alternative assessment. These are skills, products, and affects.
Stiggins et. al. (2006) defined skills type of learning targets as one’s
use of knowledge and reasoning to act skillfully.
SAMPLE LEARNING TARGETS ACROSS
SUBJECT AREAS
WHAT ARE THE APPROPRIATE ALTERNATIVE
METHODS OF ASSESSMENT FOR LEARNING
TARGETS?
Once the learning targets are identified, appropriate alternative methods of
assessment can be selected to measure student learning
Skill targets are best assessed among students through performance oriented or
performance based assessment.
Product targets are best assessed through product assessment.
Affect or disposition is best assessed through affective assessment or the use of
self-report measures (checklists, inventories, questionnaires, scale) and other
alternative strategies to assess affective outcomes.
MATCHING LEARNING TARGETS WITH
ALTERNATIVE ASSESSMENT METHODS
SUMMARY
• A learning target is a statement on what student are supposed to
learn and what they can do because of instruction. Learning target
are more specific compared with educational goals, standards, and
objectives and lend themselves to more specific instructional and
assessment activities.
• The most common typology of learning targets are knowledge,
skill, product and affect.
• Learning target can be assessed using alternative assessment. These
are skills, product, and affect
The most target of
education is learning,
not teaching.
Russell L. Ackoff
Thank you !
Reference
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