California Department of Education
Tom Torlakson, State Superintendent of Public Instruction
Assessment
Literacy Module
Unit 4: Developing Standards-based
Instructional Learning Targets
Welcome to Unit 4
The purpose of this unit is to provide information on the
critical importance of the development and communication of
instructional learning targets, based on the CA CCSS, to
guide planning for teaching and appropriate, accurate
assessment.
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Learning Objectives for Unit 4
By the end of this unit, participants will be able to:
Explain the rationale for the development and communication
of clear CA CCSS-based instructional learning targets.
Explain a process for deconstructing content standards across
curricular areas.
Explain the rationale for and development of specific
instructional learning targets.
Distinguish between instructional learning targets and Smarter
Balanced assessment targets.
Explain and apply a process for classifying types of instructional
learning targets across curricular areas.
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Preparing and Planning for
Instruction and Assessment
This unit focuses on establishing instructional learning goals and targets
based on the CA CCSS. This takes place during the preparation phase
as indicated on the graphic below.
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Preparing and Planning for
Instruction and Assessment
The first critical question asked by professional learning community
teams is most often “What do we want our students to know and
be able to do?” To help answer that question, read the quote below:
“Start with statements of what students should know and be able
to do in a single unit of instruction…Any system that organizes
statements of what students are expected to know and be able to
do enhances student learning because it provides clarity to
students and teachers alike.”
‒Marzano 2013
Review Marzano’s article, “Targets, Objectives, Standards: How Do
They Fit?” at http://www.ascd.org/publications/educationalleadership/may13/vol70/num08/Targets,-Objectives,-Standards@How-Do-They-Fit¢.aspx
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Preparing and Planning for
Instruction and Assessment
The CA CCSS provide the big picture road map for California
educators as they begin to identify what students should
know and be able to do in each grade level or course.
California’s CCSS-based curriculum frameworks for
mathematics and English language arts offer additional
guidance to educators as they collaborate to clarify
instructional learning targets for themselves and for their
students.
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Preparing and Planning for
Instruction and Assessment
Review the updates for the 2014 revision of the English Language
Arts/English Language Development Framework at
http://www.cde.ca.gov/ci/rl/cf/
Review updates for the 2013 revision of the Mathematics Framework
at http://www.cde.ca.gov/ci/ma/cf/
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Preparing and Planning for
Instruction and Assessment
When preparing for assessment and instruction, educators
must analyze the CA CCSS they will be teaching and break
them into instructional learning targets that form the
foundation for instructional and assessment activities in daily
lessons.
Instructional learning targets are student-friendly descriptions
of what students are expected to know and be able to do at the
end of a given standards-based lesson.
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Assessment Targets
Recall that Smarter Balanced assessment targets describe the
expectations of what will be assessed by the items and tasks.
Review the following to help differentiate assessment targets from
instructional learning targets:
Assessment targets are used primarily in the Smarter Balanced
quality assurance process, while instructional learning targets are
part of daily classroom-based practice. Instructional learning
targets focus educators on selecting and prioritizing certain
aspects of standards-based curriculum, “targeting” instruction so
that the connection between instruction and assessment can be
more explicit and effective.
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Developing Instructional
Learning Targets
In Classroom Assessment for Student Learning: Doing It Right Using It Well, the authors provide a concise rationale for the
development of clear, specific instructional learning targets:
"One of the most important contributors to accuracy of
assessment information is the match to what was or will be
taught. If we are not clear about the specific learning targets at
the focus of instruction, we will not be able to create or select
assessments that accurately measure achievement. Before
planning instructional activities, it is a good idea to have a
sense of what you will assess and how"
–Chappuis et al. 2012
Handout
5-Step Process
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Developing Instructional
Learning Targets
While there are multiple ways to develop instructional learning targets, the
following steps are widely used by educators:
Step 1. Deconstruct the content standard to provide clarity on what it is
students are expected to know and be able to do.
Step 2. Complete a task analysis of the standard to identify the building
blocks or sub-skills of the standard that are necessary for student mastery
of the targeted skills or knowledge.
Step 3. Develop individual instructional learning targets to provide the
focus for daily instruction and classroom-level, minute-by-minute, and dayby-day assessment.
Step 4. Match assessment method(s) to the instructional learning targets
and/or content standard to increase the accuracy of assessment
information.
Step 5. Communicate instructional learning targets in student friendly
language to help ensure that students are clear about what it is they are
expected to know and be able to do as a result of classroom instruction.
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Step 1:
Deconstructing the Standards
Deconstructing is the process of taking a broad standard and
analyzing its components, then breaking the standard into smaller,
more explicit instructional learning targets for use in daily teaching
and classroom-level assessment.
Steps in the Deconstructing Process:
1. Identify the action required of the learner.
2. Identify the content in the standard.
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Step 1:
Deconstructing the Standards
Example:
The standard below will be used to demonstrate the five-step
process of developing instructional learning targets:
Grade 4, Reading Standard 2 for Informational Text
Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
Handout
Developing Instructional Learning Targets Graphic Organizer
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Step 1:
Deconstructing the Standards
Example:
Begin with the following questions :
Identify the Action: What does the student need to be
able to do?
Identify Content:
What does the student need to know?
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Step 1:
Deconstructing the Standards
Example:
The table below provides an example of the deconstructed
Grade 4 standard:
1. Content Standard Deconstructed:
Action
Content
Determine
the main idea in a text
Explain
how it is supported by key
details
Summarize
the text
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Step 1:
Deconstructing the Standards
Refer to additional deconstructed CCSS examples
from other grade levels or content areas to work on
deconstructing standards at your grade level.
Handout
Deconstructed CCSS Examples
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Step 2: Task Analysis
The skills, knowledge, and concepts addressed in the CA CCSS
often need to be broken down into component parts or “chunks”
for planning and implementing instruction and assessment.
Task analysis involves breaking a standard down into the building
blocks necessary for student mastery of that content standard.
The process:
• Requires identification of the teachable and measurable subskills that lead to proficiency in the skills, knowledge, or
concepts of a content standard.
• Provides a road map for sequencing instruction and
assessment to fully address the content standard.
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Step 2: Task Analysis
Refer again to the Grade 4 example:
Grade 4, Reading Standard 2 for Informational Text
Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
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Step 2: Task Analysis
The following questions are key to the task analysis process:
What are the teachable and measurable sub-skills required
to reach proficiency on this content standard?
What skills, concepts, or knowledge do students need to
have in order to determine the main idea of a text, explain
how it is supported by key details, and to summarize the
text?
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Step 2: Task Analysis
Below is an example of the teachable and measurable subskills identified through a task analysis of the example Grade
4 reading standard:
2. Task Analysis Sub-skills:
Be able to define concept of main idea; be able to identify main
idea in text; be able to define concept of detail; be able to identify
details in text; be able to verbally explain how details support the
main idea; be able to explain in writing how details support the
main idea; be able to define concept of summarizing/summary of
text; be able to verbally summarize text; be able to write a
summary of text.
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Step 3: Developing
Specific Learning Targets
The teachable, measurable sub-skills of the standard
identified through task analysis can then be translated into
specific instructional learning targets to guide the planning
and implementation of step-by-step classroom instructional
and assessment activities.
Remember: “The accuracy of any assessment hinges on
clear targets” (Chappuis et al. 2012).
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Step 3: Developing
Specific Learning Targets
Below is an example of instructional learning targets for the Grade 4
reading standard:
Grade 4, Reading Standard 2 for Informational Text
Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
3. Instructional Learning Targets
a. Students will be able to determine the main idea of a text.
b. Students will be able to explain verbally and in writing how
details in the text support the main idea.
c. Students will be able to summarize the text verbally and in
writing.
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Step 3: Developing
Specific Learning Targets
Which Assessment Literacy Attribute is involved in the
deconstructing and task analysis processes?
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Step 4: Identifying Type of Instructional Learning Targets
and Matching Learning Targets and Assessment Methods
"One way you will know that your targets are clear and
usable is if you can determine what kind of learning is being
called for. The accuracy of the assessments you develop will
depend in part on your ability to classify learning targets in
any written curriculum in a way that helps ensure a
dependable assessment."
–Chappuis et al. 2012
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Step 4: Identifying Type of Instructional Learning Targets
and Matching Learning Targets and Assessment Methods
Types of Instructional Learning Targets
The authors of Classroom Assessment of Student Learning
(Chappuis et al. 2012) identify four primary types of
instructional learning targets:
Knowledge targets
Reasoning targets
Skill targets
Product targets
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Step 4: Identifying Type of Instructional Learning Targets
and Matching Learning Targets and Assessment Methods
Types of Instructional Learning Targets
Refer to handout “Types of Instructional Learning Targets” for
a table displaying the target types along with examples of the
CA CCSS that illustrate each.
Handout
Types of Instructional Learning Targets
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Step 4: Identifying Type of Instructional Learning Targets
and Matching Learning Targets and Assessment Methods
Types of Instructional Learning Targets
This table shows the types of instructional learning targets to the
right of the identified targets for the Grade 4 standard:
3. Instructional Learning Targets
a. Students will be able to
determine the main idea of a
text.
b. Students will be able to
explain verbally and in writing
how details in the text support
the main idea.
4. Type of Instructional Learning
Targets
a. knowledge
b. knowledge
c. reasoning and product
(written summary)
c. Students will be able to
summarize the text verbally
and in writing.
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Step 4: Identifying Type of Instructional Learning Targets
and Matching Learning Targets and Assessment Methods
Assessment Methods
Next in determining appropriate classroom assessment is to
match the type of instructional learning target to the type of
assessment that would most accurately and effectively
measure what is intended to be taught.
Key Point: “The accuracy of any classroom assessment
depends on selecting the appropriate assessment method
that matches the achievement target to be assessed.
Acceptable matches result in accurate information gathered
as efficiently as possible. Mismatches occur when the
assessment method is not capable of yielding accurate
information about the learning target.”
–Chappuis et al. 2012
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Step 4: Identifying Type of Instructional Learning Targets
and Matching Learning Targets and Assessment Methods
Assessment Methods
Refer again to your handout as we begin to think about how to
accurately and efficiently assess the CA CCSS.
Handout
Types of Instructional Learning Targets
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Step 4: Identifying Type of Instructional Learning Targets
and Matching Learning Targets and Assessment Methods
Assessment Methods
1. Select some of the CA CCSS examples in the third column.
2. Discuss: How would you efficiently and accurately assess student
mastery of the components of these standards? Which assessment
methods or item types would you use?
3. Write your pairings of example target types with assessment
methods in your journal.
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Step 4: Identifying Type of Instructional Learning Targets
and Matching Learning Targets and Assessment Methods
Target-Assessment Method Match
The Target-Assessment Method Match table summarizes
which assessment methods are generally best matched to
the basic types of instructional learning targets. Note that for
most types of learning targets, there are multiple assessment
methods that can yield accurate, reliable information on
student learning.
A + indicates a strong match between method and target; a
check mark indicates an acceptable match; and a – indicates a
weak match.
Handout
Target-Assessment Method Match
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Step 4: Identifying Type of Instructional Learning Targets
and Matching Learning Targets and Assessment Methods
Target-Assessment Method Match
This table provides an example of matching the types of identified
instructional learning targets to accurate, efficient assessment
methods or item types for the Grade 4 reading standard:
3. Instructional Learning Targets
a. Students will be able to
determine the main idea of a
text.
b. Students will be able to
explain verbally and in writing
how details in the text support
the main idea.
c. Students will be able to
summarize the text verbally
and in writing.
4. Type of Instructional Learning
Targets and Assessment Methods
a. Knowledge—selected response;
short constructed response
b. Knowledge—selected response;
short constructed response
c. Reasoning and product (written
summary)—constructed
response (short or extended
depending on the complexity of
the text)
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Step 5: Communicating
Instructional Learning Targets
“Once our learning targets are clear to us, we need to make sure
they will be clear to students…a key feature to student success is
students knowing where they are going–that is, understanding what
they are to learn."
–Chappuis et al. 2012
Sometimes the CA CCSS may be shared with students as
instructional learning targets in the original form. Often, when the
CA CCSS are complex and involve multiple skills or concepts,
teacher teams need to develop student-friendly, understandable
versions of the instructional learning targets and then share those
targets with students. Student-friendly learning targets are most
often formulated using “I can…” or “I will be able to…”
statements.
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Step 5: Communicating
Instructional Learning Targets
The graphic below provides an example of student-friendly
instructional learning targets for the Grade 4 standard:
3. Instructional Learning
Targets
a. Students will be able
to determine the main
idea of a text.
b. Students will be able
to explain verbally and
in writing how details in
the text support the
main idea.
c. Students will be able
to summarize the text
verbally and in writing.
4. Type of Instructional
Learning Targets and
Assessment Methods
5. Communicating
Instructional Learning
Targets
a. Knowledge—selected
response; short
constructed response
a. I will be able to tell the
main idea of text that I
have read
b. Knowledge—selected
response; short
constructed response
b. I will be able to say and
write about how the
details in the text tell
more about the main
idea
c. Reasoning and
product (written
summary)—constructed
response (short or
extended depending on
the complexity of the
text)
c. I will be able to
summarize the main
idea and details of the
text orally and in writing
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Step 5: Communicating
Instructional Learning Targets
Refer to the completed Graphic Organizer handout for the
sample Grade 4 reading standard and the blank template
handout to use as you apply the five-step process to
standards at your own grade level.
Handout
Graphic Organizer: Steps 1–5
Handout
Graphic Organizer: Template
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Step 5: Communicating
Instructional Learning Targets
Smarter Balanced produced a Cognitive Rigor Matrix
for both ELA and mathematics that is based on the DOK levels
introduced in Unit 2. This resource provides guidance for item
developers and reviewers to ensure that the assessment
targets match the assessment tasks, and may also be useful in
planning and implementing classroom instructional and
assessment activities.
Cognitive Rigor Matrix for ELA and Math on pages 21 and 22
of the SBAC General Items Specifications document at
http://www.smarterbalanced.org/wordpress/wp-content/
uploads/2012/05/TaskItemSpecifications/ItemSpecifications/G
eneralItemSpecifications.pdf).
Step 5: Communicating
Instructional Learning Targets
Depth of Knowledge
Recall the DOK Levels first introduced in Unit 2.
Level 1: Recall and Reproduction
Requires eliciting information such as a fact, definition, term, or a simple
procedure, as well as performing a simple algorithm or applying a formula.
Level 2: Basic Skills and Concepts
Requires the engagement of some mental processing beyond a recall of
information.
Level 3: Strategic Thinking and Reasoning
Requires reasoning, planning, using evidence, and explanations of thinking.
Level 4: Extended Thinking
Requires complex reasoning, planning, developing, and thinking most likely
over an extended period of time.
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Summary of Unit 4
Assessment-literate educators are clear on the specific instructional
learning targets to be assessed. Five steps are involved in the
process:
Step 1. Deconstructing the Standards—Identify the action required by the
learner and identify the content in the standard to develop smaller, more explicit
instructional learning targets.
Step 2. Task Analysis—Break down a standard into building blocks and
identify the teachable and measurable sub-skills to provide a road map for
sequencing instruction and assessment of that standard.
Step 3. Developing Specific Learning Targets—Translate sub-skills into
individual instructional learning targets (knowledge, reasoning, skill, and
product) that become the focus of daily instruction and classroom-level
assessment.
Step 4. Identifying Type of Instructional Learning Targets and Matching
Learning Targets and Assessment Methods—Identify the types of
instructional learning targets addressed and select the most effective and
efficient assessment method(s) to match the learning targets or content
standard to increase the accuracy of the assessment information.
Step 5. Communicating Instructional Learning Targets—Communicate
learning targets in student-friendly language to help ensure that students are
clear about what it is they are expected to know and be able to do as a result of
classroom instruction.
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Summary of Unit 4
Respond to the questions below to check your
understanding of the information presented in Unit 4:
1. Write an example of a student friendly instructional learning target
for one CA CCSS standard at your grade level.
2. What are the four types of instructional learning targets described
in this unit?
3. Why is it important to match instructional learning targets to
specific types of assessment items when selecting or creating
assessments?
4. Which Assessment Literacy Attributes are involved in matching
instructional learning targets to specific types of assessment
items?
5. What is the difference between instructional learning targets and
Smarter Balanced assessment targets?
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