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Clarity of Learning Targets

The document discusses clarity of learning targets. It defines learning targets as the outcomes a teacher wants students to attain from instruction. Popham suggests determining specific learning targets and their instructional sequence. Each target typically includes the content and skills students must know, and the assessment used to track progress. Clear and measurable targets are the starting point for creating effective assessments. There are many areas of achievement targeted in schools, like knowledge, reasoning, performance, and attitudes. These can be assessed in various ways like quizzes, essays, observations and surveys. Setting observable and measurable objectives helps teachers create appropriate assessments.

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Glennson Loyola
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194 views26 pages

Clarity of Learning Targets

The document discusses clarity of learning targets. It defines learning targets as the outcomes a teacher wants students to attain from instruction. Popham suggests determining specific learning targets and their instructional sequence. Each target typically includes the content and skills students must know, and the assessment used to track progress. Clear and measurable targets are the starting point for creating effective assessments. There are many areas of achievement targeted in schools, like knowledge, reasoning, performance, and attitudes. These can be assessed in various ways like quizzes, essays, observations and surveys. Setting observable and measurable objectives helps teachers create appropriate assessments.

Uploaded by

Glennson Loyola
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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UC.

6
E D
Clarity of Learning
Targets
Reporter: Santos, John Gilbert
Clarity
: the quality of being easily undertood

: the quality of being easily seen or heard

: the quality or state of being CLEAR


Clarity of Learning Targets
• Learning Targets

- Outcomes that the teachers wants her


student
to attain or acquire from her teaching.
Popham (2000), suggested the following
sequence of instruction:

1. Determine the specific learning targets


and their sequence for instruction

2. A standard may be composed of one


learning targets
3. Each learning target typically is a
sub-unit which includes:

a. the CONTENTS (what students must know)


connected with their learning target.

b. the SKILLS (what students must know)


connected with the learning target.
c. the assessment for learning that will be
used to keep students informed of their
progress and to design next steps for instruction

d. the assessment of learning should cover


the content for the entire unit

e. the lessons designed to teach students the


learning targets
Setting clear and achievable targets is the starting
point for creating assessments. In other words,
you need to determine what exactly your students
should know or be able to do.

If you do not set clear targets, you will never


know if the instruction and experiences in the
classroom resulted in a bull’s- eye or if they
missed the mark completely.
There are many areas and types of
achievement that are targeted in schools,
including Knowledge, Reasoning, Performance,
Product Development,
and attitudes. As indicated in the following
table, there are many ways to assess each
of these areas.
Target Area Example Target Possible
Behavior Assessments
Knowledge Spell Word Correctly Quizzes, Essays,
Questioning

Reasoning Solve Math problems Essays, Observations

Performance Speak Foreign Language Observations, Rubrics

Product Development Create a Web Rubrics

Attitudes Positive Attitudes Surveys, Observation


It is easy for teachers to construct appropriate assessments if they
use observable and directly measurable objectives and learning
outcomes.

For Example:
‘’Know significant people and their contributions in the field
of communication and technology’’
1. Given the names of six inventors, students will be able to correctly
match them to a specific contribution in communication and technology.

2. Students will be able to compare the contributions of Thomas Edison


with those of Bill Gates, listing at least two similarities and two differences.

After the objectives are written, it is relatively easy to


create a corresponding assessment item. For example,
the first objective could be assessed with a matching
exercise; the second with a short response essay
question.
Learning Targets
Learning Targets state clearly what the child will be learning in all
subject areas, these include Reading, Language Arts,
Mathematics, Science, Social Studies, Music, Physical Education,
Health, Art, and school counseling.
5 Ca t e
of
g o ri e s

i n g Target s
Learn
1. knowledge and Simple Understanding

- The facts and concepts we want


students to know
2. Deep Understanding and Reasoning

- The ability of the student to use


their knowledge to reason and solve
problems.

 Analyzing
 Evaluating
 Synthesizing
Bloom’s Taxonomy
Analysis
- A careful study of something to learn about its parts,
what they do, and how they are related to each
other.
Tamarinds
Cabbage Banana Sampalok

Radish
Nilaga

Sinigang
Potatoes

Pechay Food Kang Kong

menu
Taro
Cauliflower

Cabbage

Broccoli
Chapsoy

Beans Carrots
Synthesis

- Something that is made by combining


different things ( such as ideas, style, etc.)
Tamarinds
Cabbage Banana Sampalok

Radish
Nilaga

Sinigang
Potatoes

Pechay Food Kang Kong

menu
Taro
Cauliflower

Cabbage

Broccoli Vegetable
Chapsoy
Salad

Beans Carrots
Evaluation
- to judge the value or condition of (someone or
something) in a careful and thoughful way
3. Skills
- The ability of the student
to demonstrate
achievement-
related skills like
conducting experiments,
playing basketball, and
operating computers
4. Products

- the ability of the student


to create achievement-
related products such as
written reports, and art
products.
5. Affect

- This refer to attainment of


affective traits such
as attitudes
Yo u !
A NK
TH

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