ASSESSMENT PURPOSES,

LEARNING TARGETS, AND

APPROPRIATE METHODS
LESSON 2
 “
What is the purpose of
classroom assessment?

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 Lesson 2

Purpose of classroom assessment may be

classified in terms of the following:

Assessment OF Learning
Assessment FOR Learning
Assessment AS Learning
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 1
ASSESSMENT FOR LEARNING

Includes 3 types of assessment done

before and during instruction
(Placement, Diagnostic, and Formative)
NOT GRADED

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 2
ASSESSMENT OF LEARNING

This is done after instruction.

(Summative)
GRADED

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 3
ASSESSMENT AS LEARNING
This is done for teachers to understand their
role of assessing FOR and OF learning.
Teachers should undergo trainings every now
and then.
For students, the goal is for them to become
self-directed and independent learners.

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 “
What are learning
targets?

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 Let’s define first!

EDUCATIONAL GOALS, STANDARDS, AND OBJECTIVES

EDUCATIONAL GOALS – are general statements about desired
learning outcomes in a given year or during the duration of a
program (e.g., senior high school).
STANDARDS – are specific statements about what learners should
know and are capable of doing at a particular grade level, subject, or
course.
EDUCATIONAL OBJECTIVES – are specific statements of learner
performance at the end of an instructional unit. Sometimes referred
to as behavioral objectives and are typically stated with the use of
verbs.
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THE BLOOM’S TAXONOMY OF INSRUCTIONAL OBJECTIVES

Consists of three domains:

COGNITIVE
Knowledge-based goals

AFFECTIVE
Affective goals

PSYCHOMOTOR
Skills-based goals

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BLOOM’S TAXONOMY OF INSTRUCTIONAL OBJECTIVES IN THE

COGNITIVE DOMAIN

K NOWLEDGE A NALYSIS
C OMPREHENSION S YNTHESIS
A PPLICATION E VALUATION
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BLOOM’S TAXONOMY OF INSTRUCTIONAL OBJECTIVES IN THE

COGNITIVE DOMAIN

K NOWLEDGE
C OMPREHENSION
A PPLICATION
} 11
LOWER ORDER
THINKING SKILLS
 ------------------------------

BLOOM’S TAXONOMY OF INSTRUCTIONAL OBJECTIVES IN THE

COGNITIVE DOMAIN

A NALYSIS
S YNTHESIS
E VALUATION
} 12
HIGHER ORDER
THINKING SKILLS
 ------------------------------

THE REVISED BLOOM’S TAXONOMY OF

INSTRUCTIONAL OBJECTIVES
Anderson and Krathwohl

Two-dimensional Model In Writing Learning Objectives

FIRST DIMENSION
KNOWLEDGE DIMENSION

FACTUAL PROCEDURAL
CONCEPTUAL METACOGNITIVE
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THE REVISED BLOOM’S TAXONOMY OF

EDUCATIONAL OBJECTIVES
Anderson and Krathwohl

Two-dimensional Model In Writing Learning Objectives

SECOND DIMENSION
COGNITIVE PROCESS DIMENSION
REMEMBERING ANALYZING
UNDERSTANDING EVALUATING
APPLYING CREATING
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BLOOM’S TAXONOMY VERBS

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 VERSUS

THE BLOOM’S THE REVISED BLOOM’S

TAXONOMY TAXONOMY

KNOWLEDGE REMEMBERING
COMPREHENSION UNDERSTANDING
APPLICATION APPLYING
ANALYSIS ANALYZING
SYNTHESIS EVALUATING
EVALUATION CREATING

FROM NOUNS TO VERBS

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THINGS TO REMEMBER

Instructional objectives should be stated in

behavioral terms and should be SMART
(Specific, Measurable, Attainable, Result-
Oriented, and Time-Bounded)

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THINGS TO REMEMBER

It should be noted that behavioral objectives

are OBSERVABLE AND MEASURABLE. The use
of five senses – sight, smell, hearing, taste,
and touch – makes the objectives observable.

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THINGS TO REMEMBER

MEASURABLE means that objectives can be

translated into objective test items.
OBSERVABLE NON-OBSERVABLE
DRAW UNDERSTAND

BUILD APPRECIATE

LIST VALUE

RECITE KNOW

ADD BE FAMILIAR

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 Let’s define first!

LEARNING TARGETS

These are statements on what

learners are supposed to learn
and what they can do because of
instruction.

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TYPES OF LEARNING TARGETS

KNOWLEDGE TARGETS
REASONING TARGETS
SKILLS TARGETS
PRODUCT TARGETS
AFFECTIVE/DISPOSITION
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TYPES OF LEARNING TARGETS

KNOWLEDGE TARGETS
Refers to the factual, conceptual,
and procedural information in a
subject or content area
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TYPES OF LEARNING TARGETS

REASONING TARGETS
Application of knowledge in
problem-solving, decision-making,
and other tasks that require
mental skills
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TYPES OF LEARNING TARGETS

SKILLS TARGETS
Use of knowledge and/or
reasoning to perform or
demonstrate physical skills

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TYPES OF LEARNING TARGETS

PRODUCT TARGETS
Use of knowledge, reasoning, and
skills in creating a concrete or
tangible product

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TYPES OF LEARNING TARGETS

AFFECTIVE TARGETS
Refers to affective characteristics
that students can develop and
demonstrate because of
instruction.
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APPROPRIATE METHODS OF ASSESSMENT

Once learning targets are identified,

appropriate assessment methods can be
selected to measure student learning.

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APPROPRIATE METHODS OF ASSESSMENT

Table 1. Matching Learning Targets with Paper-and-Pencil
Types of Assessments

Learning Selected Response Constructed Response

Targets
Multiple True or Matching Short Problem- Essay
Choice False Type Answer Solving
Knowledge /// /// /// /// /// ///

Reasoning // / / / /// ///

Skills / / / / // //

Product / / / / / /

Note: More checks mean better matches.

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APPROPRIATE METHODS OF ASSESSMENT

Table 2. Matching Learning Targets with Other
Types of Assessments

Learning Project- Portfolio Recitation Observation

Targets based
Knowledge / /// /// //

Reasoning // // /// //

Skills // /// / //

Product /// /// / /

Note: More checks mean better matches.

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