Assessment Purposes, Learning

Targets, and
Appropriate Methods
Lesson 2
Desired Signification Learning
Outcomes

In this lesson, you are expected to:

• Explain the purpose of classroom assessment and

• Formulate learning targets that matches appropriate

assessment methods.
 R O O M A SS E SS M E N T ?
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1. Assessment of Learning
This refers to the use of assessment to determine learners acquired knowledge
and skills from instruction and whether they were able to achieve the curriculum
outcomes. It is generally summative in nature.

2. Assessment for Learning

This refers to the use of assessment to identify the needs of learners in order to
modify instruction or learning activities in the classroom. It is formative in nature and it is
meant to identify gaps in the learning experiences of learners so that they can be
assisted in achieving the curriculum outcomes.

3. Assessment as Learning
This refers to the use of assessment to help learners become self-regulated. It is
formative in nature and meant to use assessment tasks, results, and feedback to help
learners practice self-regulation and make adjustments to achieve the curriculum
outcomes.
THE ROLES OF CLASSROOM ASSESSMENT IN THE TEACHING-LEARNING
PROCESS

More specific objectives for assessing student learning are congruent to the following roles of
classroom assessment in the teaching-learning process:

• Formative- Teachers conduct assessment because they want to acquire information on the
current status and level of learners' knowledge and skills or competencies. Teachers may need
information (e.g., prior knowledge, strengths) about the learners prior to instruction, so they can
design their instructional plan to better suit the needs of the learners.

• Diagnostic- Teachers can use assessment to identify specific learners' weaknesses or

difficulties that may affect their achievement of the intended learning outcomes.
• Evaluative- Teachers conduct assessment to measure learners' performance or
achievement for the purposes of making judgment or grading in particular. Teachers need
information on whether the learners have met the intended learning outcomes after the
instruction is fully implemented.

• Facilitative- Classroom assessment may affect student learning. On the part of teachers,
assessment for learning provides information on students learning and achievement that
teachers can use to improve instruction and the learning experiences of learners.

• Motivational- Classroom assessment can serve as a mechanism for learners to be

motivated and engaged in learning and achievement in the classroom. Grades, for instance,
can motivate and demotivate learners.
What are learning targets?
Educational Goals, Standards, and Objectives

• Goals - Goals are general statements about desired learner outcomes in a given year
or during the duration of a program (e.g., senior high school)

• Standards - Standards are specific statements about what learners should know and
are capable of doing at a particular grade level, subject, or course.

McMillan (2014, p. 31) described four different types of educational standards:

1) content (desired outcomes in a content area)

2) performance (what students do to demonstrate competence)
3) developmental (sequence of growth and change over time)
4) grade-level (outcomes for a specific grade)

• Educational Objectives Educational objectives are specific statements of learner

performance at the end of an instructional unit. These are sometimes referred to as
behavioral objectives and are typically stated with the use of verbs.
LEARNING TARGETS

The Bloom’s Taxonomy consists of three domains:

cognitive, affective, and psychomotor. These three
domains correspond to the three types of goals that
teachers want to assess: knowledge-based goals
(cognitive), skills-based goals (psychomotor), and affective
goals (affective).
 The most popular among the three taxonomies in the
Bloom’s Taxonomy of Educational Objectives in the
Cognitive Domain, also known as Bloom’s Taxonomy of
Educational Objectives for Knowledge-Based Goals. The
taxonomy describes six levels of expertise: knowledge,
comprehension, application, analysis, synthesis, and
evaluation.
Cognitive Levels Description Illustrative Verbs Sample Objectives

Knowledge Recall or recognition of Defines, recalls, names, Enumerate the size levels of
learned materials like concept, enumerate, and labels expertise in the Bloom’s
events, facts, ideas, and taxonomy of objectives in the
procedures. cognitive domain.
Comprehension Understanding the meaning of Explains, describes , Explain each of the levels
a learned materials, including summarize, discusses, and expertise in in the Bloom’s
interpretation, and literal translates taxonomy of objectives in the
translation. cognitive development.
Application Use of abstract ideas, Applies ,demonstrates , Demonstrate how the use
principles, or methods to produces, illustrates, and uses Bloom’s taxonomy in
specific concrete situations. formulating learning
objectives.
Analysis Separation of a concept or idea into Compares, contrasts, categorizes, Compare and contrast the six levels
constituent parts or elements and classifies, and calculates. of expertise in Bloom’s taxonomy of
understanding of the nature and objectives in the cognitive domain.
association among the elements.
Synthesis Construction of elements or parts Composes, constructs, creates, Compose learning targets using
from different sources to form a design, and integrates. Bloom’s taxonomy.
more complex or novel structure.
Evaluation Making judgment of ideas or Appraises, evaluates, judges, Evaluate the congruence between
methods based on sound and concludes, and criticizes. the learning targets and
established criteria assessement methods.
 Bloom’s taxonomies of educational objectives provide teachers with
a structured guide in formulating more specific learning targets as they
provide an exhaustive list of learning objectives. The taxonomies do not only
serve as guide for teachers instruction but also as a guide for their assessment
of student learning in the classroom. Thus, it is imperative that teachers
identify the levels of expertise that they expect the learners to achieve and
demonstrate.
THE REVISED BLOOM’S TAXONOY OF EDUCATIONAL OBJECTIVES

Anderson and Krathwohl proposed a revision of the Bloom's Taxonomy in

the cognitive domain by introducing a two-dimensional model for writing learning
objectives (Anderson and Krathwohl, 2001). The first dimension, knowledge
dimension, includes four types: factual, conceptual, procedural, and metacognitive.
The second dimension, cognitive process dimension, consists of six types: remember,
understand, apply, analyze, evaluate, and create.
 An educational or learning objective formulated from this two-dimensional model
contains a noun (type of knowledge) and a verb (type of cognitive process), The Revised
Bloom's Taxonomy provides teachers with a more structured and more precise approach in
designing and assessing learning objectives.

Below is an example of a learning objective:

Students will be able to differentiate qualitative research and quantitative research.

In the example, differentiate is the verb that represents the type of cognitive process (in this
case, analyze), while qualitative research and quantitative research is the noun phrase that
represents the type of knowledge (in this case, conceptual).
Learning Targets

 A learning target is "a statement of student performance for a relatively restricted type of learning outcome
that will be achieved in a single lesson or a few days" and contains "both a description of what students
should know, understand, and be able to do at the end of instruction and something about the criteria for
judging the level of performance demonstrated" (McMillan 2014, p. 43).

 In other words, learning targets are statements on what learners are supposed to learn and what they can do
because of instruction. Compared with educational goals, standards, and objectives, learning targets are the
most specific and lead to more specific instructional and assessment activities.

 Learning targets should be congruent with the standards prescribed by program or level and aligned with the
instructional or learning objectives of a subject or course. Teachers must inform learners about the learning
targets of lessons prior to classroom instruction. The learning targets should be meaningful for the learners;
hence, they must be as clear and as specific as possible.
 Learners will know what they are expected to learn during a lesson or set of lessons.
Learning targets will also inform learners what they should be able to do or demonstrate as
evidence of their learning. Thus, learning targets specify both the content and criteria of
learning. Both classroom instruction and assessment should be aligned with the specified
learning targets of a lesson.

 Mcmillan (2014, p. 53) proposed five criteria for selecting learning targets:

(1) establish the right number of learning targets

(2) establish comprehensive learning targets
(3) establish learning targets that reflect school goals and 21st century skills reflect school goals
(4) establish learning targets that are challenging yet feasible and
(5) establish learning targets that are consistent with current principles of learning and motivation.
TYPES OF LEARNING TARGETS
Many experts consider four primary types of learning targets: knowledge, r easoning, skill, and product.

Types of Learning Targets Description Sample

Knowledge Targets Refers to factual, conceptual, and I can explain the role oof conceptual
procedural information that learners must framework in a research.
learn in a subject or content area.

Reasoning Targets Knowledge- based through processes that I can justify my research problems with a
learners must learn. It involves theory.
application of knowledge in problem-
solving, decision-making, and others task
that require mental skills.
Skills Targets Use of knowledge and/or reasoning to I can facilitate a focus group discussion
perform or demonstrate physical skills. (FGD) with research participants.

Product Targets Use of knowledge, reasoning, and skills in I can write a thesis proposal.
creating a concrete or tangible product.
Appropriate Methods of Assessment
Once the learning targets are identified, appropriate assessment methods can
be selected to measure student learning. Table 2.5.1 and 2.5.2 presents a matrix of the
different types of learning targets and sample assessment methods.

Table 2.5.1. Matching Learning Targets with Paper-and-Pencils Type of Assessment

Learning Selected Response Constructed Response
Targets Multiple Choice True or False Matching Type Short Answer Problem Solving Essay

     

Knowledge
Reasoning    
 

Skills      

Product      
Table 2.5.2. Matching Learning Targets with Other Types of Assessment.

Learning
Targets Project- Based Portfolio Recitation Observation

Knowledge    

Reasoning    

Skills    

Product    

 s s e s s m e n t M e t h od s:
g a r e t h e k in d s of A
The followin

1. Wri tt e n -R e s p o n s e Me th o d

2. Oral Questioning

s e rv a ti o n a n d Se lf R e p o rt s
3 . Ob

4. Product Rating Scales

5. Performance Test
I. WRITTEN - RESPONSE INSTRUMENTS

A. Objective Test
- These are appropriate for assessing the various levels of hierarchy of
educational objectives.

Examples of Objective Test:

• Multiple Choice
• True – False
• Matching or Short Answer
• ESSAYS
• Test
• Examination
II. Oral Questioning
- Is the most commonly-used of all forms of assessment in
class. Indeed, it is so much a feature of practically all teaching,
as opposed to “ presenting” or lecturing, that it is hardly
recognized as a form of assessment by teachers.

III. Observation and Self Reports

- Tally sheet is a device often used by teachers to record the frequency of
student behavior, activities, remarks.
IV. Product Rating Scales
- Teacher is often task to rate products.
Examples of products that are frequently rated in education are books reports, maps,
charts, diagram, notebook, essay.
V. Performance Test
- Used to determine the quality of performance done by a student. It also uses scales, rubric or
checklists that are sometimes with yes/no answers to be ticked. It is assessment based on observation
and judgment; we look at a performance or product and make a judgment as to its quality.