Aligning Assessment with Learning Goals:

Integrating Performance, Product, and

Affect Engagement
 Desired Learning Outcome:
In this lesson, you are expected to:

• formulate learning targets that can be assessed through

perfornance and product-oriented assessment and
• create an assessment plan using alternative methods of
Background
assessment
 What are the learning targets appropriate for alternative
assessment?

Bloom’s Taxonomy of Educational Objectives

• Educational Objectives are specific statements of student performance at

the end of an instructional unit.
• Educational objectives are sometimes referred to as behavioral objectives
and are typically stated with the use of verbs.
• The most popular taxonomy of educational objectives is Bloom’s
Taxonomy of Educational Objectives.
• Bloom’s Taxonomy consists of three domains: cognitive, affective and
psychomotor.
 • These three domains correspond to the three types of goals that teacher’s
want to assess : knowledge-based goals (cognitive), skills-based goals
(psychomotor), and affective goals (affective).

• Bloom’s Taxonomy of Educational Objectives in the Affective Domain

describes five levels of expertise: receiving, responding, valuing,
organization, and characterization by a value or value complex.

Table 2.1. Taxonomy of Educational Objectives in the Affective Domain

Level Description Illustrative Sample Objective
Receiving Awareness or passive asks, chooses, holds, Listens attentively to the
attention to a phenom identifies, listens instruction of the teacher
enon or stimulus
Responding Active attention and response answers, complies, Participates actively in the
to a particular phenomenon or particpates, practices, focus-group discussion.
stimulus. writes

Valuing Attaching value or worth to a completes, demonstrates, Demonstrates belief in the

phenomenon or object. differentiates, explains, value of the election
Valuing may range from justifies process.
acceptance to commitment

Organization Organizing values into adheres, defends, Defends then importance

priorities by comparing, integrates, organizes, og graduate education in
realting and synthesizing synthesizes the career of a teacher.
specific values
Theoretical
Internalizing values/ Having a personal value acts, displays, influences, Displays commitment to
characterization by a system that is now a solves, verifies helping economically
value or value complex characteristic of the learner disadvantaged students.
 AFFECTIVE LEARNING
COMPETENCIES
• Affect describes a number of non-cognitive variables such as a person’s attitude, interests and
values.
• According to William James Popham (2003), the reasons why it is important to assess affect are:
• (1). educations should be interested in assessing affective variables because these variables are
excellent predictors of students future behavior.
• (2). teachers should assess affect to remind themeselves that there’s more to being a successful
teacher than helping students obtain high scores on achievement tests;
• (3). information regarding students affect can help teachers teach more effectively on a day-to-
day basis.
• Besides students academic performance, there are other dimensions of learners that need to be
assessed also.
• These are aptitudes and attitudes that are related to the academic achievement of learners.
(Tanner, 2001)
• The learners attitudes toward academic tasks influence their achievements ( Harter 1988:
Lefrancois, 1994)
• Attitude is associated with what we called the individuals affective domain, and affect
adds a significant dimension to assessment.
• Attitude measures are part of the broader category of personality measures,.
• This area of assessment is significant since information about personality characteristics
gives more information that will help in predicting how a particular set of learners will
likely respond to certain learning situation.
• In terms of educational objectives in the psychomotor domain, Bloom and colleagues did
not propose levels unlike in the cognitive and affective domains.
• However, other scholars like Elizabeth Simpson (1972) built a taxonomy for the
psychomotor domain from the work of Bloom.
• In Simpson’s Taxonomy Educational Objectives in the Psychomotor Domain, sevel
levels of expertise are described: perception, set guided response, mechanism, complex
overt response, adaptation, and origination.
 Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domain

Level Description Illustrative Verbs Sample Objectives

Perception The ability to use sensory adjusts, describes, detects, Detects non-verbal cues from
cues to guide motor activity identifies, selects the participants

Set The mental, physical and begins, displays, knows, Shows motivation to learn a new
emotional sets that recognizes, shows, states skill
predispose a persons
response to different
Population and
situtions.
Guided Demonstration of a copies, performs, follows, DatatheAnalysis
Performs mathematical
Response
Sample
complex skill through reacts, responds operation by following the steps
guided response like demonstrated by the teacher
imitation and trial and error
Level Description Illustrative Verbs Sample Objectives

Mechanism Learned responses have assembles, dismantles, fixes, Plays the guitar
become habitual and manipulates, plays
movements can be performed
with some degree of
confidence and proficiency
Complex Overt Performs of motor acts that assembles, dismantles, fixes, Demonstrates one’s expertise in
Response involve complex movement manipulates, organizes playing the guitar
patterns in a quick, accurate ( similar with mechanisms but
and highly coordinated performed in a more
manner coordinated and quicker way)

Adaptation Psychomotor skills are well adapts, alters, modifies, Modifies the dance steps to suit the
Population and
developed and the person can reaaranges, varies Dataof Analysis
abilities one’s groupmates
Sample
modify movement patterns to
fit special requirements

Origination Creating new movement arranges, builds, combines, Creates new steps for a
patterns to fit a particular creates, designs contemporary version of a classic
situation or specific problem. dance fit.
 • Bloom’s taxonomies of educational objectives for affective and psychomotor
domains are able to provide teachers with a structured guide in formulating
more specific learning targets in the classroom.

LEARNING TARGETS
• Learning target is a statement on what students are supposed to learn and what they can
do because of instruction.
• Learning targets are more specific compared with educational goals, standards, and
objectives and lend themeselves to more specific instructional and assessment
activities.
• Learning targets should be congruent with thw standards prescribed by a program or
level and alignecd with the instructional or learning objectives of a subject or course.
• Teachers formulate learning targets from broader standards and learning obejctives.
• The learning targets should be clear, specific, and meaningful to students.
• Thus, learning targets are more effectively stated in students point of view, typically
using the phrase “ I can....
 • 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.
• The most common typology of learning targets are knowlege, rrasoning, skill,
product, and affect ( also known as disposition)

Table 2.3. Description and Sample Learning Targets

Type of Learning Targets Descriptions Sample

Knowledge Targets Refers to factual, conceptual, and I can discuss the research design that I
procedural information that students used for my thesis.
must learn in a subject or content area.

Reasoning Targets Knowledge-based thought processes I can justify my choice of Analysis of

that students must learn. Variance (ANOVA) as my statistical
analysis for my thesis research.
Skills Targets Use of knowledge and/ or reasoning I can perform Analysis of Variance
to perform or demonstrate physical (ANOVA) on research data usng teh
skills. software SPSS.
Product Targets Use of knowledge, reasoning. and I can write the results and
skills in creating a concrete or discussion section of a thesis
tangible product manuscript.
Affective Targets Refers to affective characteristics I can appreciate the role of a thesis
that students can develop and adviser in the completion of a
demonstrate beacause of thesisi research.
instruction

What are the appropriate alternative methods of assessment for learning targets?
• While all five types of learning targets (knowledge, reasoning, skill, 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.
• In other words, skills refer to learning targets that require the development and
demonstration of behavioral or physical task.
• To be able to demonstrate skiils or act skillfully, students nust be able to possess the
knowledge and reasoning ability realated or relevant to the skills to be demonstrated.
 • Stiggins et al, (2006) described product learning targets as the use of knowledge,
reasoning, and skills to create a concrete product.
• Thus, products refer to learning targets that require the development of a tangible and
high-quality product or output.
• Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as students
attitudes about school and learning.
• In practice, we look at affect/disposition to encompass a broad range of noncognitive
attributes beyond attitude that may affect learning and performance , including
motivation, interest, and other affective states.
Table 2.4. Sample Learning Targets Across Subject Areas
Subject Area Typology of Learning Targets Learning Targets
Discussion
English Skills Participate in conversation with others
Products Write an argumenrtative essay where
arguments are justified by providing
factual or emprical data as support.
Affect Enjoy reciting a poem in front of an
audience.
Physical Education Skills Dribble the ball to cross the half-court.

Products Create a three-month personal fitness plan.

Affect Show determination to complete the physical task.

Mathematics Skills Measure angles using a protractor

Products Given the data, construct a histogram with normal curve using
SPSS.

Affect Demonstrate interests in attending mathematics calss.

Science Skills Use laboratory equipment properly.

Product Prepare a report about the field observation.

Affect Consider the safety of others in the conduct of an experiments.

Soial Studies Skills Participate in civiv discussions on
current social issues.
Product Create a timeline for the 2017
Marawi Seige.
Affect Argue with others in a constructive
manner.

• Once learning targets are identified , appropriate alternative methods of assessment can be
selected to measure student learning.
• In terms of skills, having the required skills to apply one’s knowledge and reasoning skills
through the performance of a behavioral or physical task is a step higher than simply
knowing or being able to reason based on knowledge.
• Skills targets are best assessed among students through performance-oriented or
performance based assessment as skills are best gauged through actual task performance.
• In terms of products, a students knowledge, reasoning, and skills are all required before one
can create a meaningful product or output.
• Obviously,product targets are best assessed through product assessment.
 • For affect or disposition, a student may already hold a partivular affect or disposition
in relation to a particular lesson or learning target and such affect may change or not
depending on the learning and instructional and assessment experiences of the
students.
• Affect or disposition is best assessed through affective assessment or the use of self-
report measures(checklists, inventories, questionaires, scales) and other alternative
strategies to assess affective outcomes.

Table 2.5. Matching Learning Targets with Alternative Assessment Methods

Learning Targets Performance-Oriented Product Oriented Portfolio Self-Report Scale

Skills /// /// Recommendation

/// /

Product /// /// /// /

Affect/ Disposition / / /// ///

 The relevance of affective targets as regards assessment of learners and
facilitation of learning, are discussed in the succeeding paragraphs:
1. Importance of Affective
Targets
• Researches have established the clear link between affect and cognitive learning(Ormrod,
2004).
• Students are more proficient in problem solving if they enjoy what they do.
• Students who are in good mood and emotionally involved are more likely to pay attention to
information, remember it meaningfully and apply it.
• Through the linkage of affect and learning og students has been weel-established, there
remains very little systematic assessment of affcet that is applied in classroom instruction.
• Motivation and involvement of students in learning activities are affected by students attitude,
toward learning respect for others, and concern for others.
• Though these factors are known to teachers, yet most teachers do not utilize any kind of
formal affective assessment .
• Possible reasons are: (1). school routines are oraganized based on subject areas; and (2)
assessment of affective targets is fraught with difficulties.
• Cognitive subject matter targets are agreed on as desirable for all students.
• This places affect in a position of importance but still secondary to cognitive learning.
• The second possible reason is that many potential sources of error in measuring affective
traits often result in low reliability.
• Other possible source of error is that some affective traits are easily influenced by
momentary or temporary moods.
• Though a lot of demotivating instances were mentioned in the paragraphs, these
discouraging instance should not hinder the assessment of the students affect. Positive
affective traits and skills are essential for:
• Effective learning
• Being an involved and productive member of our society
• Preparing for occupational and vocational satisfaction and productivity (example: work
habits, willingness to learn, interpersonal skills)
• Maximizing the motivation to learn at present and in the future
• Preventing students from dropping out school.
 2. Affective Traits and Learning Targets

• The word affective refers to a variety of traits and dispositions that are different from
knowledge, reasoning anmd skills.
• Technically, this term means the emotions or feelings that one has toward someine or
something.
• Neverthless, attitudes, values, self-concept, citizenship, and other traits are usually
considered to be non-cognitive, include more than emotions or feelings.
Shown in the table below are the different affective traits and its corresponding
description:
Trait Description
Attitudes Predispositions to respond favorably or unfavorably to specified
situations, concepts, objects, institutuions, or persons
Interests Personal preference for certain kind of activities
Values Importance, worth, or usefulness of modes or conduct and end state of
existence
Opinions Beliefs about specific occurences and situations
 Trait Description
Preferences Desire to select one object over another

Motivation Desire and willingness to be engaged in behavior including intensity of

involvement
Academic Self-Concept Self-perceptiopn competence in school and learning

Self-esteem Attitudes toward oneself; degree

Locus of Control Self-perception of whether success and failure is controlled by the student
or or by external influences
Emotional Development Growth, change, and awareness of emotions and ability to reulate
emotional expression
Social Relationships Nature of interpersonal interactions and functioning in group setting

Altruism Willingness and propensity to help others

Moral Development Attainment of ethnical principles that guide decision-making and

behavior
 2.1. Attitude Targets

• McMillan (1980) defines attitudes as internal states that influence what students are
likely to do.
• The internal state can in some degree determine positive or negative or favorable or
unfavorable reaction toward an object, situation, person or group of objects,
general environment, or group of persons.
• It does not refer to behaviors , what a student knows, right or wrong in a moral or
ethical sense, or chracteristics such as race, age, or socio-economic status.
A Positive Attitude Toward A Negative Attitude Toward

Learning Cheating
Math, Science, English, and other subjects Drug use
Assignments Bullying
Classroom Rules Cutting Classes
Teachers Dropping out
 • In researches conducted by social psychologists, they found that attitudes
consists of three components or contributing factors (Forsyth, 1999):
1. An effective component of positive or negative feelings.
2. A cognitive component describing worth or value.
3. A behavioral component indicating a willingness or desire to engage in
particular actions.

• The affective component consists of the emotion or feeling associated with an obejct or a
person (good or bad feelings, enjoyment,likes, comfort, anxiety, etc.)
• When the teacher describes students as liking math or enjoying art, the teacher is focusing
on teh affective component.
• The cognitive component is an evaluative belief (such as thinking something as valuable,
useful, worthless, etc.)
• This trifocal conceptualization has significant implications for identifying attitude targets
 2.2. Value Targets
• Generally, values refer either to end states of existence or to modes of conduct
that are desirable or sought (Rokeach, 1973).
• End states of existence refer to conditions and aspects of oneself and the kind
of world that a person wants such as safe life, world peace, freedom, happiness,
social acceptance, and wisdom.
• And modes of conduct are manifested in what a person believe is appropriate
and needed in everyday existence such as being honest, cheerful, ambitious,
loving, responsible, and helpful.
• McMillan (2007) suggested that in setting values targets, it is necessary to stick
to non-controversial and those that are clearly related to academic learning and
school and department of education goals.
 Value Sample Value Target
Honesty Students should learn to value honesty in their
dealing with others.

Integrity Students should firmly deserve their own code of

values

Justice Students should support the view that all citizens

should be the recepients of equal justice from
government law enforcement agaencies.
Freedom Students should believe that democratic
countries must provide the maximum level of
freedom to their citizens

• McMillan (2007) and Popham (2005) suggested other non-controversial values (aside from
those mentioned above) like kindness, generosity, perseverance, loyalty,respect,courage,
compassion, and toplerance.
 2.3. Motivation Targets
• In education, motivation can be defined as the xtent to which studenbts are involved
in trying to learn.
• (McMillan, 2007) This includes the students initiation of learning the intensity of
effort exerted, the students commitment, and the students persistence.
• In other words, motivation is the determined engagement in learning in order to gain
mastery of knowledge or skills; students take learning seriously and give importance
to opportunities to learn.
• Expectancy X Value Framework the model implies that motivation is determined
by students expectations, their beliefs about whether they are likely to be successful,
and the relevance of the outcome.
• Expectations refer to the self-efficacy of the student.
• Self-efficacy is the students self-perception of his or her capability to perform
successfully.
• Values are self-perception of the importance of the performance.
• Like attitudes, motivation is too ambiguous to use the general definition as an outcome
because it is difficult to pinpoint the source of lack of effort and involvement.
• (McMillan, 2007) suggets that motivation targets should focus on self-efficacy and value,
distinct by academic subject and type of learning (like knowledge, understanding,
reasoning).
• Below are some examples of motivation targets:
• Students will believe that they are capable of learning how to write simple computer
programs using Java. (Self-efficacy)
• Students will believe that it is important to know how to write simple computer programs
using Java. (value)
• In assessing motivation, it is important to consider why students are learning the reasons
students give for their actions.
• When students do something or engage themeselves in activities because they find the
activities because they find the activities interesting, enjoyable, or challenging they are
intrinsically motivated.
• While extrinsic motivation is doing something because it leads to a reward or
punishment.
 2.4 Self-Concept Targets

• Extensive literature on a self-concept and self-esteem are available for references.

• Most educators refer to these characteristics when dealing with students who have
problems with school and learning.(e.g. Juan has a low self-concept, “Juana has a low
opinion of herself”)
• In setting targets, it is helpful to remember that self-concept and self-esteem are
multidimensional.
• There is bodily self, an athletic self, a mathematical self, a social self, and others.
• Each person has a self-description in each area, that form ones self-concept or self-image.
• Moreover, individuals have a sense of self-regard, self-affirmation, and self-worth in
each area (self-esteem).
• In assessing the academic self-concept, universal self-concept, and self-esteem tragets
must be avoided including self-description and an evaluation of that description.
• General self-concept measured through attitudes and motivations is not beneficial since
general self-concept are from areas not directly related to academic learnoing.
 2.5. Social Relationships Targets

• A complex set of interaction skills, including identification of and appropriate responses

to social indications, defines social relationships.
• The table below contains examples of thge nature of social relationships that can be used
as targets.
peer realations friendship
cooperation collaboration
taking a strand conflict resolution
functioning in groups assertiveness
prosocial behavior empathy

Behaviors that are intended to help others

• The examples cited in the table are mostly relevant in basic education, specifically
in the elementary level as these social traits are needed skills in their academic
achievement.
 • And at the secondary level, social traits that enhances interpersonal abilities are
becoming more important as the schools work with the business community to assess
the need, specificallt those needs pertaining to skills necessary to be successful in the
workplace.
• Presented in the table below are some examples of social relationship areas and
corresponding targets.
Social Relationship Target Concern Example

Peer Relationship Showing interests in others Listening Students will share their ideas in a
to peers small group discussion
Sharing to a group
Contributing to group activities

Cooperative skills Sharing Students will demonstrate that they

Listening are able to negotiate with others, and
Volunteering ideas and suggestions compromise
Supporting and accepting others ideas
Taking turns
Criticizing constructively
 • Collaborative skills needed to work in small groupos may include four components
namely: (1) basic interaction; (2) getting along; (3) coaching: and (4) particular roles

2.6 Classroom Environment Targets

• In every classroom there is a unique climate that is felt at every point in time.
• As affective target. learning should seek to establish student feelings, relationships,
and beliefs that promote positive classroom environment.
CHARACTERISTIC DESCRIPTION

Affiliation The extent to which student like and accept each other

Involvement The extent to which students are interested in and

engaged in learning
Task Oriented The extent to which classroom activities are focused on
the completion of academic tasks
 CHARACTERISTIC DESCRIPTION
Cohesiveness The extent to which students share norms and
expectations
Competition The emphasis on competition between students
Favoritism Whether each student enjoys the same previleges
Influence The extent to which each student influences classroom
decisions
Friction The extent to which students bicker with one another

Formality The emphasis on imposing rules

Communication The extent to which communication among students

and with teacher is honest and authentic
Warmth The extent to which students cafre about each other and
show concern

• One of the relevant inputs to improve the classroom environment is to compare students
perspectives with those of teachers perspectives as far as classroom ambiance.
 3. Affective Domain of the Taxonomy of Educational Objectives

• In 1964, David R. Krathwol, together with his colleagues. extended Bloom’s Taxonomy of
Educational Objectives by publishing the second taxonomy of objectives, this time giving
emphasis on the affective domain.

Level Description Example

Receiving (Attending) Concerned with students sensitivity Students does mathematics activities
to the existence of certaibn for grade
phenomena and stimuli, that is, with
students willingness to receive or to
attend to this stimuli.
1. Awareness of the phenomena
2. Willingness to receive the
phenomena
3. Controlled or selected attention to
phenomena
Level Description Example

Responding Concerned with responses that go Students gives special attention to

beyong merely attending the discussion of Mathematics
phenomena. lessons to be able to answer the
activities
Valuing Reflects the students holding of a Students actively and consistently
particular importance or value participate in the discussion and
interestingly answers all the
activities in Mathematics.
Organizing Students successfully internalize Student integrates the lessons learned
values, they encounter situations in in Math with Science.
which more than one value is
relevant.
Characterizing by a Value or Value Interna;lization has taken place in an Student applies the lessons learned in
Complex individuals values hierarchy to teh Mathematics in daily activities such
extent that he or she can be as buying, cooking, and others.
characterized as holding a particular
value or set of values.
Let us check what ideas you have acquired about learning targets for
alternative assessme nt methods in the classroom.

1. What is the difference between educational objectives and learnin targets?

2. What are the common typologies of learning targets?
3. Whyis it important that learning targets and assessment tasks/activities are
matched?
4. What are teh three learning target types that are bes assessed through
alternative assessment methods? Why?