Task Sheet#2 in Assessment in Learning II

Student : Kristine A. Sadiasa

Year and Section : 2A
Course : BSE English
Time : 5:30 - 7:00 PM
Professor : Leandro Olubia
Topic : Learning Targets and Affective and Psychomotor Domain

Complete the table below by formulating sample learning targets per type. Note: Consult the K to 12
curriculum guide for the list of learning competencies.
Type of Learning Lesson /Topic Learning Competencies Sample of Learning Target Specific Level of
Targets Taxonomy
Knowledge
Targets
Reasoning
Targets
Skills Targets Prosodic EN7OL-I-b1.14: I can perform an oral Psychomotor
Features of Use appropriate prosodic speech with the use of Guided
Speech features of speech like different prosodic features. Response
pitch, stress, juncture,
intonation, volume and
projection and rate/speed
of speech in differing oral
communication situations
Product Targets Anecdote EN7WC-III-d-2.2.13 I can make an anecdote Psychomotor
Compose an anecdote based on the important Origination
based on a significant experience and events of
personal experience my life.
Affective Targets Anecdotes, EN7LC-IV-i-8.3: I can express appreciation Affective
Jokes, Fables, Express appreciation for for entertaining texts by Valuing
Myths, Tales entertaining texts recognizing the punch lines
(anecdotes, jokes, fables, in the books that I have
myths, tales) by read.
recognizing the punch
lines

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From your responses in item #1, create an assessment plan for student learning by formulating learning targets
that can be best assessed using alternative methods of assessment. Then, propose specific nontraditional
assessment tasks or activities to measure the identified learning targets.

Assessment Plan Using Alternative Assessment Methods

Subject
Specific Lesson
Learning Competency
Sample of Learning Target
Alternative Assessment
Method (Strategy / Activity)
Brief Description of the
Assessment Method
How does this assessment
method help your students
achieve the target?
English
Prosodic Features of Speech
Use appropriate prosodic features of speech like pitch, stress,
juncture, intonation, volume and projection and rate/speed of
speech in differing oral communication situations
I can perform an oral presentation activity with the use of
different prosodic features.
Performance-Oriented Assessment
Perform a group role play activity
The students should be able to perform a role play regarding
the use of different prosodic features of speech.
By presenting a role play, students can enhance their
performance and communication skills because it can make
them aware with the different features of speech and oral
communication situations. Thus, it can boost their confidence to
engage and cooperate in different performance task.

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Classify the following learning competencies as to DOMAIN and specific LEVEL.

Learning Competence Classification Classification

as to Domain as to Level
1. Participate actively in the classwork activities. Affective Responding

2.Perform proper techniques in passing a basketball as Psychomotor Guided

demonstrated. Response

3.Show aitude of support in the use of blended learning in teaching Affective Valuing
Arts

4.Conduct ¾ time signature Psychomotor Complex Overt

Response

5.Obey school policies in On-line Learning. Affective Responding

6.Modify swimming strokes to adjust oneself to the changes in water Psychomotor Adaptation
current

7.Exhibit respect for the dignity of the teaching profession at all time Affective Valuing

8.Modify teaching methodologies to address students’ interests. Affective Adaptation

9. Integrate components of music, literature, drama and dance into a Psychomotor Origination
music concert presentation.

10.Maintain good health habits. Affective Receiving

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Evaluator:
Self and Peer Evaluation

A. Evaluate the assessment plan matrix that you have developed using the following checklist:

SELF PEER1 PEER2 PEER3

YES NO YES NO YES NO YES NO CRITERIA

✓ ✓ ✓ ✓ 1. I (He/She) was able to formulate specific
learning targets.
✓ ✓ ✓ ✓ 2. I (He/She) was able to identify alternative
assessment method that best matches the
learning targets.
✓ ✓ ✓ ✓ 3. I (He/She) was able to classify learning
targets according to specific taxonomy .
✓ ✓ ✓ ✓ 4. I (He/She) was able to explain how
alternative assessment method help achieve
learning targets.
✓ ✓ ✓ ✓ 5. I (He/She) was able to answer the tasks by
applying what I (he/she) has/have learned
about the learning targets and alternative
assessment methods.

Name DATE EVALUATED

Peer Evaluator 1: Jhea Laine Dela Rosa March 19, 2021
Peer Evaluator 2: Jamaika Marie Centino March 19, 2021
Peer Evaluator 3: Gwyneth Mena March 19, 2021

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B. Evaluate the extent of your knowledge and understanding about learning targets and appropriate
alternative assessment methods. (For SELF EVALUATION ONLY)

Indicators Great Moderate Not At All

Extent Extent

1. I can enumerate the different levels of Bloom’s ✓

affective educational objectives.
2. I can enumerate the different levels of ✓
Simpson’s psychomotor educational objectives.
3. I can categorize samples of learning targets for ✓
each learning target typology.
4. I know the types of learning targets that are best ✓
assessed using alternative methods of
assessment.
5. I can design an assessment task using ✓
alternative methods of assessment to measure a
specific learning target.

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