Assessment of learning 2

Lesson 2. Learning Targets for

Performance and Product-Oriented
Assessment
 NELSON L. MAGLASANG LPT, MEd.
 Instructor
Desired Significant Learning Outcomes

1. formulate learning targets that can be

assessed through performance and product
assessment.
2. create assessment plan using alternative
methods of assessment
Significant Culminating Performance Task and
Success Indicator

At the end of the lesson, you should be able

to demonstrate your knowledge and skills
in formulating specific learning targets
that will assessed at the end of instruction
through an assessment plan on students
learning.
What are the learning targets appropriate for
alternative assessment?

Recall Bloom’s  Educational

Taxonomy of objectives- are

Educational specific statement of
students performance
Objectives
at the end of
instructional unit.
Educational objectives

-are sometimes referred to as

behavioral objectives and are typically
stated with the use of verb.
Blooms Taxonomy Consist of three
domain
1. Cognitive
2. Affective
3. Psychomotor
How these three domain correspond to the three
types of goals that teachers want to assess?

Cognitive Knowledge based

goal
Affective Affective goals
psychomotor Skills based goals
 Taxonomy of Educational Objectives in the Affective Domain
Level Description Illustrative Sample Objectives
Receiving Awareness or passive attention to a phenomenon or Ask ,chooses, holds, identifies, Listen attentively to the
stimulus
listen instruction of teacher

Responding Active attention and response to a particular Answers, complies, Participates actively in the
phenomenon or stimulus participates, practices, writes group discussion

Valuing Attaching value or worth to a Completes, demonstrates, Demonstrate belief in the

phenomenon or object. Valuing may differentiates, explain, justify value of election process
arrange from acceptance to commitment
organization Organizing values into priorities by Adheres, defends, integrates, Defends the importance of
comparing, relating and synthesizing organizes, synthesizes graduate in education in the
specific values career of a teacher
Internalizing Having personal value system that is now Acts, displays, influences. Displays commitment to
values/ a characteristics of the learner. Solves, verifies helping economically
characterization disadvantage students
by a vale or vale
complex
 Taxonomy of Educational Objectives in the Psychomotor Domain
(Elizabeth Simpson, 1972)
LEVEL DESCRIPTION ILLUSTRATIVE SAMPLE
VERBS OBJECTIVES
Perception The ability to use Adjusts, describes, Detects non verbal
sensory cues to detects, identifies, cues from
guide motor activity selects participants
Set The mental, physical Begins, displays, Shows motivation to
and emotional sets knows, recognize, learn a new skills
that predispose a shows and state
persons response to a
different situation
Taxonomy of Educational Objectives in the Psychomotor Domain
(Elizabeth Simpson, 1972)

LEVEL DESCRIPTION ILLUSTRATIVE SAMPLE

VERB OBJECTIVES
Guided response Demonstrate of a Copies, follows, reacts, Perform mathematical
complex skill through responds, perform operations by following
guided practice like the steps demonstrated
imitation and trial and by the teacher.
error
mechanism Learned responses have Assembles, dismantles, Plays the guitar
become habitual and fixes, manipulates, plays
movements can be
performed with some
degree of confidence
and proffeciency
 Taxonomy of Educational Objectives in the Psychomotor Domain
(Elizabeth Simpson, 1972)
Complex Performance of motor acts that involve Assembles, dismantles, fixes, Demonstrate one’s expertise
Overt complex movement patterns in a quick, manipulates, organizes in playing a guitar
Response accurate and highly coordinated manner. (similar with mechanism
Characterized by automatic performance but performed in a more
without hesitation accurate, more coordinated
and quicker way

Adaptation Psychomotor skills that are way develop and Adapts, alters, modifies, Modifies the dance steps to
the person can modify movement patterns to rearrange, varies suits the abilities of ones'
fits special requirements groupmates.

Origination Creating new movement patterns to fit a Arranges, builds, combines, Creates new steps for
particular situation or specific problem. creates, design contemporary version of a
Learning outcomes emphasize creativity classic dance hit.
based upon highly develop skills.
How Bloom’s Taxonomies of educational objectives for affective and
psychomotor domain helps the teacher in formulating learning targets
in the classroom?

 Itable to provide teachers with a structured

guide in formulating more specific in learning
targets in the classroom.
 The taxonomies serves as guide for teacher in
both instruction and assessment of students
learning in the classroom.
Learning Targets

Refer to a statements of students

performance for a relatively restricted
type of learning outcome that will be
achieved in a single lesson.
Learning Target

 Should be congruent with the standard

prescribed by a program or level and aligned
with the instructional or learning objectives of
the course.
 Itshould be clear, specific, and meaningful to
students.
Learning target are more effectively stated in
students point’s of view using the phrase “I
Can..”

I can differentiate between traditional

methods and alternative methods of
assessment.
Why Learning Targets?

The purpose of learning targets is to

effectively inform students of what they
should be able to do or demonstrate as
evidence of their learning.