ABUYOG College of Arts,

COMMUNITY Sciences, and

COLLEGE
COMPETITIVENESS, ANALYTICAL, RESILIENCY, ETHICAL, SERVICE-ORIENTED Education

Learning Targets and Appropriate

Methods of Assessment

Presentation for the course

Assessment in Learning 1
Educational Goals, Standards, and
Objectives

Standar Objecti
Goals
ds ves
Educational Goals, Standards, and
Objectives

Goals are general statement about

desired learner outcomes in a given
Goals year of during the duration of a
program.
 Educational Goals, Standards, and
Objectives
Standards are specific statements about what
learners should know and are capable of doing
at a particular grade level, subject, or course.
Standar Four Different Types of Educational Standards:
ds 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 Goals, Standards, and
Objectives

Educational objectives are specific statements

of learner performance at the end of an
Objecti instructional unit.

ves Also referred as behavioral objective and

are stated with the use of verbs
adds and subtracts decimals and
mixed decimals through ten
thousandths without or with
regrouping (M6NS-Id-106.2)
 Distinguish mixtures from
substances based on a set of
properties (S7MTIe-f-4)
Nasusuri ang antas ng wika batay sa
pormalidad na ginamit sa pagsulat
ng awiting-bayan (balbal, kolokyal,
lalawiganin, pormal) (F7WG-IIa-b-7 )
Bloom’s Taxonomy of Educational
Objectives
Cognitive Domain of
Learning
 Bloom’s
Taxonomy of the
Cognitive
Domain
Revised Bloom’s Taxonomy
of the Cognitive Domain
 Classify as to what level in the cognitive domain
Activity
in exemplified in the following objectives
1.Transforms a statement into an equivalent if-then
statement. (M8GE-Iif-2)
2.Solves problem involving linear functions. (M8AL-Iie-2)
3.Describes the relationship between the coefficients and the roots
of a quadratic function. (M9AL-Ic-2)
4.Writes expressions with rational exponents as radicals and vice
versa. (M9-Iif-1)
5.Formulates statistical mini-research. (M10SP-Ivf-g-1)
 Classify as to what level in the cognitive domain
Activity in exemplified in the following objectives
6. Investigate properties of saturated and unsaturated solutions. (S7MT-Ic-2)
7. Distinguish mixtures from substances based on a set of properties.
(S7MT-Ie-f-4)
8. Infer how the movement of particles of an object affects the speed of
sound through it. (S8FE-Ie-24)
9. Trace the path of typhoons that enter the Philippine Area of
Responsibility (PAR) using a map and tracking data. (S8ESIIf-21)
10.Recognize the different types of compounds based on their properties
such as melting point, hardness, polarity, and electrical and thermal
conductivity. (S9MT-Iib-14)
Four Categories of Knowledge
Factual Knowledge

Refers to essential facts,

terminology, details or
elements students must
know or be familiar with.
Conceptual Knowledge

Refers to interrelationship
of facts. It is facts put
together within a larger
structure that enable them
to function together.
Procedural Knowledge

Refers to information or
knowledge that helps
students to do something
specific to a discipline,
subject or area of study.
Metacognitive Knowledge

Refers to thinking about

own thinking in a
purposeful way. It is
awareness and knowledge
of one’s own cognition.
Learning Targets
 Learning Targets

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. It contains
both description of what students should know,
understand, and be able to do at the end of the
instruction and something about the criteria for
judging the level of performance demonstrated.
Five Criteria for Selecting Learning Targets
McMillan (2014, p. 53)

1. Establish the right number of learning targets

2. Establish comprehensive learning targets
3. Establish learning targets that reflects school goals and 21st
Century Skills
4. Establish learning targets that are challenging yet feasible
5. Establish learning targets that are consistent with current
principles of learning and motivation
 Types of Learning Targets
Type of Learning
Targets Description Sample

Knowledge Factual, conceptual, and procedural I can explain the role of

information that learners must learn
targets in a subject or content area.
producers in the ecosystem.

I can prove the conditions

Reasoning Knowledge-based thought processes for similarity of triangles
that learners must learn. Also
targets involves application of knowledge.
using special right triangle
theorems.
 Types of Learning Targets
Type of Learning
Targets Description Sample

I can predict probability of

Use of knowledge and/or reasoning resulting offspring given the
Skills targets to perform or demonstrate physical genotypes of the parents
skills. using Punnett square.

I can write a project

Product Use of knowledge, reasoning, and proposal that will help
skills in creating a concrete or
targets tangible products.
preserve the natural
ecosystem.
 Appropriate Methods of Assessment
Selected Response Constructed Response
Learning
Short
Targets Multiple True or Matching
answer
Problem-
Essay
Choice False Type solving
Type
Knowledge ✔✔✔ ✔✔✔ ✔✔✔ ✔✔✔ ✔✔✔ ✔✔✔
Reasoning ✔✔ ✔ ✔ ✔ ✔✔✔ ✔✔✔
Skills ✔ ✔ ✔ ✔ ✔✔ ✔✔
Product ✔ ✔ ✔ ✔ ✔ ✔
 Appropriate Methods of Assessment

Learning Project-based Portfolio Recitation Observation

Targets

Knowledge ✔ ✔✔✔ ✔✔✔ ✔✔

Reasoning ✔✔ ✔✔ ✔✔✔ ✔✔
Skills ✔✔ ✔✔✔ ✔ ✔✔
Product ✔✔✔ ✔✔✔ ✔ ✔
Learning
Competencies
A statement that describes what
a faculty member will cover in a
course and what a course will have
provided students.
Example:
Compare living and non-living
things.
Characteristics
S pecific E valuate
M easurable
M R evise
A ttainable
R esult-oriented
T ime-bound
Unpacking Learning
Competencies
• involves breaking down broad
statements into smaller, more
manageable learning objectives.
• allows educators to create
targeted instruction,
assessments, and learning
experiences.
5 P’s Model
P URPOSE Why is this competency important?

P ROCESS How will the competency be taught?

P RODUCT What will the learners produce?

P EOPLE Who is involved?

P LACE Where will this learning happen?

Unpacking Learning
Competencies
Use context clues to infer the meaning
of unfamiliar words in a text.
P URPOSE Why is this competency important?

To develop students’ reading

comprehension and vocabulary skills.
Unpacking Learning
Competencies
Use context clues to infer the meaning
of unfamiliar words in a text.

P ROCESS How will the competency be taught?

Modeling, Guided Practice,

Collaborative Work, Independent
Practice, Feedback and Reflection
Unpacking Learning
Competencies
Use context clues to infer the meaning
of unfamiliar words in a text.

P RODUCT What will the learners produce?

Annotated texts with notes on inferred

word meanings and identified clues.
Unpacking Learning
Competencies
Use context clues to infer the meaning
of unfamiliar words in a text.

P EOPLE Who is involved?

Learners, Teacher, Peers

Unpacking Learning
Competencies
Use context clues to infer the meaning
of unfamiliar words in a text.

P LACE Where will this learning happen?

Classroom, Library or Reading Center

ABCD Model
A UDIENCE Who are the learners?

B EHAVIOR do?
What should the learners be able to

Under what circumstances or with

C CONDITION what tools/resources
learning happen?
will the

D
How well must learners perform for
EGREE the objective to be met?
Unpacking Learning
Competencies
Compare living and non-living things.

A UDIENCE Who are the learners?

Grade 3 learners
Unpacking Learning
Competencies
Compare living and non-living things.

B EHAVIOR What should the learners be able to

do?

Compare living and non-living things

Unpacking Learning
Competencies
Compare living and non-living things.
Under what circumstances or with
C CONDITION what tools/resources
learning happen?
will the

Using a chart or visual aid showing

examples of both
Unpacking Learning
Competencies
Compare living and non-living things.

D
How well must learners perform for
EGREE the objective to be met?

Correctly identify and compare at least

3 characteristics of each with 100%
accuracy
Unpacking Learning
Competencies
Compare living and non-living
things.
Given a set of images or informational
texts (C), students (A) will compare living
and non-living things (B) by identifying at
least two similarities and two differences
(D).