Group 1

Prayer
MOTIVATIONAL
ACTIVITY
Guess
the word
JUMBLED
WORDS
 1

FORCERPAMEN
 1

PERFORMANCE
 2

INTRODUCERDEPOT
 2

PRODUCT ORIENTED
 3

RICEVEGIN
 3

RECEIVING
 4

ODINSSIPTO
 4

DISPOSITION
 5

CHAMSMINE
 5

MECHANISM
 6

LANEGRIN
 6

LEARNING
 7

MANSESTESS
 7

ASSESSMENT
 8

CRETINPOPE
 8

PERCEPTION
 9

FOILOPTOR
 9

PORTFOLIO
 10

EVEFACTIF
 10

AFFECTIVE
CONGRATULATIONS!
You are a champion!
Learning Targets for
Performance and
Product Oriented
Assessment
Group 1
Desired Significant Learning Outcomes:
In this lesson, you are expected to:

formulate learning targets that can be assessed through

performance and product-oriented assessment and

create an assessment plan using alternative methods

of assessment.
Significant At the end of the lesson, you should
Culminating be able to demonstrate your
knowledge and skills in formulating
Performance specific learning targets that will be
Task and assessed at the end of instruction
Success through an assessment plan on
Indicators student learning. You are considered
successful in achieving this outcome if
you have satisfied at least the
following indicators of success:
 Describe the different types of
learning targets that are best suited
for alternative assessment.
Performance Formulate learning targets for
Tasks specific lessons.
Develop an assessment plan where
appropriate alternative assessment
methods are matched with specific
learning targets.
 Given a specific type of learning target,
one should be able to describe its meaning
and use.
Using the competencies in the K to 12
Curriculum, one should be able to
Indicators of formulate learning targets for their
Success corresponding lessons.
Given the competencies targeted for
instruction, one should be able to develop
an assessment plan where appropriate
alternative assessment methods are used
to assess learning targets.
What are the learning targets
appropriate for alternative
learning assessments?

Educational Objectives
Learning Targets
Bloom's taxonomy of Educational Objectives

Educational Objectives
the specific statement of student
performance at the end of an instructional
unit.

Bloom's taxonomy
consistent of the three domains; cognitive
(knowledge-based goals) , psychomotor
(skill-based goals), and affective (affective
goals).
 The bloom's taxonomy of Educational Objectives
in the affective domain describe five of expertise;

Receiving
awareness or passive attention to
phenomena or stimulus
asks, choose, holds, identify, listen

Ex: listens attentively to instruction of

teacher
 Responding

active attention and response to a

particular phenomena or stimulus
answers, complies, participate, practices,
writes
Ex: Participate actively on focus-group
discussion
 Valuing

attaching value or worth on a phenomena

or object.
completes, demonstrates, differentiates,
explains, justifies
Ex: Demonstrates beliefs in the value of
election process
 Organization

organizing values into priorities by

comparing, relating, and synthesizing
specific values
adheres, defends, integrates, organizes,
synthesizes
Ex: Defend the importance of graduate
education in the career of a teacher
 Internalizing values/
Characterization by a value or value complex

having personal value system that now a

characteristic of the learner
acts, displays, influences, solves, verifies

Ex: Displays commitment to helping

economically disadvantage students
 In terms of psychomotor domain,
Bloom and colleagues did not propose
levels unlike in the cognitive and
affective domains.
Simpson's Taxonomy of
Educational Objectives in
psychomotor domain
 Perception

the ability to use sensory cues to guide

motor activity
describes, detects, identifies, selects

Ex: Detects non- verbal cues

from the participants
 Set

the mental, physical, and emotional sets that

predispose a person's response to different
situations.
begins, displays, knows, recognizes, shows, states
Ex: Shows motivation to learn a new skill
 Guided Response
demonstration of a complex skill through guided
practice like imitation and trial and error.
copies, performs, follows, reacts, responds
Ex: Performs the mathematical operation by
following the steps demonstrated by the
teacher
 Mechanism
learned responses have become
habitual and movements can be
performed with some degree of Ex: Plays
confidence and proficiency the guitar
assembles, dismantles, fixes,
manipulates, plays
 Complex Overt Response

Performance of motor acts that

involve complex movement Ex: Demonstrates one's
patterns in a quick, accurate, expertise in playing the
and highly coordinated manner. guitar
assembles, dismantles, fixes,
manipulates, organizes
 Adaptation
psychomotor skills are well
developed and the person can
Ex: Modifies the dance steps to modify movement patterns to fit
suit the abilities of one's group special requirements
mates adapts, alters, modifies,
rearranges, varies
 Origination

Creating new movement

patterns to fit a particular
situation or specific problem. Ex: Creates step for
arranges, builds, combines, contemporary version of a classic
creates, designs dance hit
 Learning targets

is a statement on what students are

supposed to learn and what they can do
because of instruction.
more specific than learning goals, learning
objectives or learning outcomes.
 Learning targets

should be congruent with standard

prescribed by a program or level and
aligned with the instructional or learning
objectives of a subject or course.
more effectively stated in students’ point
of view.
 Purpose of Learning target

COMPONENTS
OF LEARNING effectively inform students
TARGETS of what they should be able
to demonstrate as evidence
Content of learning of their learning.
Criteria of learning
 Most common typology of learning
targets

CONTENT STANDARD 1. Knowledge targets

KEYWORDS
recall, explain, refers to the facts and
understand, recognize, concepts that the students
tell and many more are able to know.
 Most common typology of learning
targets

CONTENT STANDARD 2. Reasoning targets

KEYWORDS

evaluate, judge, it involves application of

modify, formulate, knowledge in tasks that
hypothesize require mental skills.
 Most common typology of learning
targets

CONTENT STANDARD 3. Skills targets

KEYWORDS
perform, use of knowledge and/or
listen/read/speak, reasoning to demonstrate
investigate, observe, physical skills other than
measure, use,
demonstrate answering questions.
Most common typology of learning
targets
CONTENT STANDARD
KEYWORDS
4. Product targets
produce, create, use of knowledge, reasoning
make, represent, and skills to create a
construct concrete product.
 Most common typology of learning
targets
CONTENT STANDARD
KEYWORDS
5. Dispositions targets

attitudes, values, refers to the affective

interest, feelings and characteristics that students
belief of the learners can develop and demonstrate.
 What are the appropriate
alternative methods of
assessment for learning targets?
What are the appropriate alternative methods
of assessment for learning targets?
While all five types of learning targets
(knowledge, reasoning, skills, product, and
affect) can be assessed by the use of
alternative methods of assessment,
three types of learning targets can be best
assessed using alternative assessments. These
are skills, products, and affect.
 Stiggins et al. (2006)

Skills Product Affect

defined skills type of described product learning defined as students’
learning targets as targets as the use of attitudes about school and
one’s use of knowledge knowledge, reasoning, and learning.
and reasoning to act skills to create a concrete it encompass a broad
skillfully. product range of noncognitive
attributes.
 Once the learning targets are identified, appropriate alternative
methods of assessment can be selected to measure student learning.

In terms of skills,
Best assessed among students through
performance-oriented or performance-
based assessment as skills are best
gauged through actual task
performance.
 Once the learning targets are identified, appropriate alternative
methods of assessment can be selected to measure student learning.

In terms of products,
best assessed through product
assessment. Given the need to also give
value to the process of creating a
product, performance assessment is also
typically used vis-a-vis product
assessment.
 Once the learning targets are identified, appropriate alternative
methods of assessment can be selected to measure student learning.

In terms of affect or disposition,

best assessed through affective
assessment or the use of self-report
measures and other alternative strategies
to assess affective outcomes.
Learning Targets Across Subject Areas
Typology of Learning Targets
Subject Area: Learning Targets

Measure angles
Mathematics Skills
using a
protractor

Given the data,

Product construct a histogram
with normal curve using
SPSS.

Demonstrate
Affect
interest in attending
mathematics class.
Learning Targets Across Subject Areas
Typology of Learning Targets
Subject Area: Learning Targets

Social Science Skills

Create a timeline for
the 2017 Marawi Siege.

Participate in civic
Product discussions on
current social issues.

Argue with others in

Affect a constructive
manner.
Learning Targets Across Subject Areas
Typology of Learning Targets
Subject Area: Learning Targets

Participate in civic
Social Science Skills discussions on
current social issues.

Create a timeline for

Product the 2017 Marawi Siege.

Argue with others in

Affect a constructive
manner.
Learning Targets Across Subject Areas
Typology of Learning Targets
Subject Area: Learning Targets

Calculate the less than and

Elementary Skills greater than cumulative
frequency using a calculator or
Statistics and manually.

Probability Product
Given the data,
Construct a less than
and Greater than Ogives

Demonstrate
Affect
interest in attending
statistics class.
Simple matrix of different types of
learning targets best assessed
through alternative assessment
methods
 Matching Learning Targets with Alternative Assessment Methods

Learning Performance- Self-Report

Product-Oriented Portfolio
Targets Oriented Scale

Skills

Product

Affect

Note: More checks mean better matches.

Across the different nontraditional
or alternative methods of
assessment,teacher can expand the
role of assessor
Peer-assessment
Self-assessment
There are also other methods or
strategies for alternative assessment,
and it is up to the teachers to select
the method of assessment and design
appropriate tasks and activities to
measure the identified learning targets.
1. What are the difference between educational
objectives and learning targets?
2. What are the three learning target types that
assessed through alternative assessment
methods?
2. What are the three learning target types that
assessed through alternative assessment
methods? Why?
Thanks for Listening!