1
Republic of the Philippines
NORTHERN NEGROS STATE COLLEGE OF SCIENCE & TECHNOLOGY
Old Sagay, Sagay City, Negros Occidental
(034)722-4120, www.nonescost.edu.ph
EDP 106
ASSESSMENT IN
LEARNING
2
SUBMITTED BY:
ABING,MICHAELA S.
BARBON, ANALI L.
LUMAMPAO, CKAREN FEE
BSED-MATH 2A
SUBMITTED TO:
SIR VINCENT LUMINIQUQUE
EDP 106-INSTRUCTOR
February 2023
2
Republic of the Philippines
NORTHERN NEGROS STATE COLLEGE OF SCIENCE & TECHNOLOGY
Old Sagay, Sagay City, Negros Occidental
(034)722-4120, www.nonescost.edu.ph
TOPIC: Learning Targets of Performance and Product-oriented Assessment
Introduction:
This lesson focuses on the learning targets for performance and product-oriented
assessment, which will enable teachers to understand the targets and methods
considered nontraditional in their approach to assessing learning.
I.
What are the learning targets appropriate for alternative assessment?
Bloom’s Taxonomy of Educational Objective
Educational Objectives are specific statements of a learner performance at the
end if an instructional units. 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
teachers want to assess: knowledge-based goals (cognitive), skills-based goals
(psychomotor), and affective goals (affective). hence, there are three taxonomies that
can be used by teachers depending on the goals. each taxonomy consists of different
levels of expertise with varying degrees of complexity.
The succeeding sections describe the taxonomies for the psychomotor and
affective domains. 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 provides an
elaboration of this taxonomy.
Table 2.1: Taxonomy of Educational Objectives in the Affective Domain
Level
Description
Illustrative Verbs Sample Objective
1. Receiving
Awareness or passive
Asks, chooses,
Listen attentively to
attention to phenomenon holds, identifies,
the instruction of
or stimulus
listens
the teacher.
2. Responding
Active attention and
Answers, complies, Participates
response to a particular
participates,
actively in the
phenomenon or stimulus practices, writes
focus-group
discussion
3. Valuing
Attaching value or worth Completes,
Demonstrates
to a phenomenon or
demonstrates,
belief in the value of
object. Valuing may
differentiates,
the election
range from acceptance to explains, justifies
process
commitment
3
4. Organization
Organizing values into
priorities by comparing,
relating, and synthesizing
specific values.
5. Internalizing
Having personal value
value/Character system that is now a
ization by value characteristic of the
or value
learner.
complex
Adheres, defends,
integrates,
organizes,
synthesizes
Acts, displays,
influences, solves,
verifies
Defends the
importance of
graduation in the
career of a teacher.
Displays
commitment to
helping
economically
disadvantaged
students.
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
in the Psychomotor Domain, seven levels of expertise are described: perception, set,
guided response, mechanism, complex overt response, adaptation, and origination.
Table 2.2 elaborates this taxonomy.
Table 2.2: Taxonomy of Educational Objectives in Psychomotor Domain
Level
Description
Illustrative Verbs Sample Objective
1. Perception
The ability to use
Adjusts,
Detects non-verbal
sensory cues to guide describes,
cues from the
motor activity.
detects, identifies, participants.
selects
2. Set
The mental, physical,
Begins, displays, Shows motivation
and emotional sets
knows,
to learn a new skill.
that predispose a
recognizes,
person's response to
shows, states
different situations.
3. Guided
Demonstration of a
Copies, performs, Performs the
Response
complex skill through
follows, reacts,
mathematical
guided practice like
responds
operation by
imitation and trial and
following the steps
error.
demonstrated by
the teacher.
4. Mechanism
Learned responses
Assembles,
Plays the guitar
have become habitual dismantles, fixes,
and movements can
manipulates,
be performed with
plays
some degree of
confidence and
proficiency.
5. Complex Overt Performance of motor Assembles,
Demonstrates
Response
acts that involve
dismantles, fixes, one’s expertise in
complex movement
manipulates,
playing the guitar
patterns in a quick,
organizes (similar
accurate, and highly
with Mechanisms
4
6. Adaptation
7. Origination
coordinated manner.
Characterized by
automatic
performance and
performance without
hesitation.
Psychomotor skills are
well developed and
the person can modify
movement patterns to
fit special
requirements.
Creating new
movement patterns to
fit a particular situation
or specific problem.
but performed in a
more accurate,
more coordinated,
and quicker way)
Adapts, alters,
Modifies the dance
modifies,
steps to suit the
rearranges, varies abilities of one’s
groupmate.
Arranges, builds,
combines,
creates, designs
Creates new steps
for a contemporary
version of a classic
dance hit.
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. The taxonomies serve as guide for teachers
in both instruction and assessment of student learning in the classroom. The
challenge is for teachers to identify the levels of expertise that they expect the
students to achieve and demonstrate. This will then lead to the identification of the
assessment methods required to properly assess student learning. Higher level of
expertise in a given domain are assumed to require more sophisticated assessment
methods or strategies.
II.
WHAT IS LEARNING TARGET?
A Learning target is a statement on what students are supposed to learn and what
they can do because of instruction. The characteristics of learning targets are as
follows:
 Learning targets are more specific compared with educational goals, standards,
and objectives and lend themselves to more specific instructional and assessment
activities.
 Learning targets should be congruent with the standards prescribed by a program
or level and aligned with the instructional or learning objectives of a subject or
course.
 Teachers formulate learning targets from broader standards and learning
objectives.
 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..." For example, "I can differentiate between traditional
methods and alternative methods of assessment".
Purpose of Learning Targets
5
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. Therefore,
learning targets should specify both the content and criteria of learning. With specific
learning targets formulated, appropriate classroom instruction and assessment can be
designed.
MOST COMMON TYPOLOGY OF LEARNING TARGETS
The most common typology of learning targets are knowledge, reasoning, skill,
product, and affect (also known as disposition.) Table 2.3 summarizes these types of
learning targets.
Table 2.3. Description and Sample Learning Targets
Types of Learning
Description
Targets
Knowledge Targets Refer to factual, conceptual, and
procedural information that
students must learn in a subject or
content are
Reasoning Targets Knowledge-based thought
processes that students must
learn.
Skills Targets
Product Targets
Affective Targets
Sample
I can discuss the research
design that I used for my
thesis.
I can justify my choice of
Analysis of Variance
(ANOVA) as my statistical
analysis for my thesis
research.
Use of knowledge and/or
I can perform Analysis of
reasoning to perform or
Variance (ANOVA) on
demonstrate physical skills.
research data using the
software SPSS.
Use of knowledge, reasoning,
I can write the results and
and skills in creating a concrete or discussion section of a
tangible product. and/or reasoning thesis manuscript.
to perform or demonstrate
physical skills.
Refers to affective characteristics I can appreciate the role of
that students can develop and
a thesis adviser in the
demonstrate because of
completion of a thesis
instruction.
research.
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 assessment, three types of
learning targets can be best assessed using alternative assessments. These are
skills, products, and affect.
6
Stiggins et al. (2006) defined skills type of learning targets as one’s use of
knowledge and reasoning to act skillfully. In other words, skills refer to learning
targets that require the development and demonstration of behavioral or physical task.
To be able to demonstrate skills or act skillfully, students must be able to possess the
knowledge and reasoning ability related or relevant to the skills to be demonstrated.
On the other hand, 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. Students are expected to create products that have certain core
attributes that will serve as basis for evaluating its quality.
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 non-cognitive attributes beyond attitude that may
affect learning and performance, including motivation, interest, and other affective
states. The development of affect/disposition simultaneously occurs as a student
learns concepts and skills in the classroom. Table 2.4 provides further examples of
learning targets for skills, products, and affect across different subject areas:
Table 2.4. Sample Learning Targets Across Subject Areas
Subject Area
Typology of Learning
Learning Targets
Targets
English
Skills
Participate in conversation with
others.
Products
Write an argumentative essay where
arguments are justified by providing
factual or empirical data as support.
Affect
Enjoy reciting a poem in front of an
audience.
Mathematics
Skills
Measure angles using a protractor.
Products
Science
Given the data, construct a histogram
with normal curve using SPGSS.
Affect
Demonstrate interest in attending
mathematics class.
Skills
Use laboratory equipment properly.
Products
Affect
Prepare a report about the field
observation.
Consider the safety of others in the
conduct of an experiment.
Once the 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
7
of a behavioral or physical task is a step higher than simply knowing or being able to
reason based on knowledge. Hence, 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 student's 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. Given the need to also give value to the
process of creating a product, performance assessment is also typically used through
product assessment or portfolio assessment.
For affect or disposition, a student may already hold a particular 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 student. Affect or disposition is best assessed through affective
assessment or the use of self-report measures (checklists, inventories,
questionnaires, scales) and other alternative strategies to assess affective outcomes.
Table 2.5 presents a simple matrix of the different types of learning targets best
assessed through alternative assessment methods.
Table 2.5. Matching Learning Targets with Alternative Assessment Methods
Learning
PerformanceProduct-Oriented
Portfolio
Self-Report
Targets
Oriented
Scale




Skills




Product




Affect/
Disposition
*Note: more checks mean better matches.
Across the different nontraditional or alternative methods of assessment, teachers
can expand the role of assessor to other students (peer assessment) and the student
themselves (self-assessment). This allows assessment to become really authentic.
There are also other methods or strategies for alternative assessment, and it is up to
the teacher to select the method of assessment and design appropriate tasks and
activities to measure the identified learning targets.
Summary of the Lesson
8
A 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 themselves to more
specific instructional and assessment activities. 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. Therefore, learning targets should specify both the content
and criteria of learning. With specific learning targets formulated, appropriate
classroom instruction and assessment can be designed.
Once the learning targets are identified, appropriate alternative methods of
assessment can be selected to measure student learning. The most common
typology of of Learning targets are knowledge, reasoning, skill, product, and
affect. While all five types of learning targets 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 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. Hence, 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 student's knowledge, reasoning, and skills are
all required one can create a meaningful product or output. Finally, product targets
are best assessed through product assessment. Given the need to give value to the
process of creating a product, performance assessment is also typically used vis-a-vis
product.