Unit 2: Target Setting

Unit 2: TARGET SETTING

Introduction
The principle of assessment is to check and identify what a student understands and
what they need to learn next. It ensures that teachers can plan appropriately to enable
our pupils to achieve more. Assessment is continuous throughout lessons and
interventions, thus, it is necessary for teachers to master the process of target setting.

Teachers need to know the goals and success criteria of their lessons, know how
well all students in their class are progressing, and know where to go next.
Therefore, in this unit, you will learn to formulate appropriate learning objectives
that are constructively aligned with national standards.

Learning Outcomes
At the end of this unit, you are expected to:
1. Formulate appropriate learning objectives and outcomes that are
constructively aligned with national standards.
2. Describe Standards-Based Assessment.
3. Explain characteristics of learning objectives.
4. Use Bloom’s Taxonomy and other taxonomies in formulating learning
objectives.
5. Unpack competencies using 5PCs

Activating Prior Knowledge

A. Look at the picture on the left side. Read and
Comprehend the message of the quotation.
Give your judgment on the quotation. Explain
and provide facts, examples and reasons to
make your position clear and understandable.
(See Rubrics after Tasks B)
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https://www.cultofpedagogy.co
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 Unit 2: Target Setting

B. Choose 10 terms related to Assessment of Student Learning along

Target Setting on the list of words below. Define each term and relate
them to Target Setting, examples may be cited to further clarify the
meaning. (See Rubrics below)

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Essay Rubrics (https://www.uen.org/rubric/previewRubric.html?id=20123)
5 / 4 / 3 / 2 / NEEDS 1 /
EXCELLENT VERY AVERAGE IMPROVEMENT UNACCEPTABLE

GOOD
Ideas This paper is clear This paper is The writer is Topic is not well- As yet, the paper
and focused. It holds mostly beginning to defined and/or there has no clear sense
the reader's attention. focused, and define the topic, are too many topics. of purpose or
Relevant details and has some even though central theme. To
quotes enrich the good details development is extract meaning
central theme. and quotes. still basic or from the text, the
general. reader must make
inferences based on
sketchy or missing
details.

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 Unit 2: Target Setting

Organization The organization Paper (and The Sentences within The writing lacks a
enhances and paragraphs) organizational paragraphs make clear sense of
showcases the central are mostly structure is strong sense, but the order direction. Ideas,
idea or theme. The organized, in enough to move of paragraphs does details, or events
order, structure of order, and the reader through not. seem strung
information is makes sense the text without together in a loose
compelling and to the reader. too much or random fashion;
moves the reader confusion. there is no
through the text. identifiable internal
structure.
Sentence The writing has an The writing The text hums The text seems The reader has to
Fluency easy flow, rhythm, mostly along with a choppy and is not practice quite a bit
and cadence. flows, and steady beat, but easy to read orally. in order to give this
Sentences are well usually tends to be more paper a fair
built, with strong and invites oral businesslike than interpretive reading.
varied structure that reading. musical, more
invites expressive mechanical than
oral reading. fluid.
Conventions The writer The write The writer shows The writer seems to Errors in spelling,
demonstrates a good understands reasonable control have made little punctuation,
grasp of standard good writing over a limited effort to use capitalization,
writing conventions conventions range of standard conventions: usage, and grammar
(e.g., spelling, and usually writing spelling, and/or paragraphing
punctuation, uses them conventions. punctuation, repeatedly distract
capitalization, correctly. Conventions are capitalization, the reader and make
grammar, usage, Paper is sometimes usage, grammar the text difficult to
paragraphing) and easily read handled well and and/or paragraphing read.
uses conventions and errors enhance have multiple
effectively to enhance are rare; readability; at errors.
readability. minor touch- other times, errors
ups would are distracting and
get this piece impair readability.
ready to
publish.
Presentation The form and The format The writer's The writer's The reader receives
presentation of the only has a message is message is only a garbled message
text enhances the few mistakes understandable in understandable due to problems
ability for the reader and is this format. occasionally, and relating to the
to understand and generally paper is messily presentation of the
connect with the easy to read written. text, and is not
message. It is and pleasing typed.
pleasing to the eye. to the eye.