COLEGIO DE LA PURISIMA CONCEPCION

The School of the Archdiocese of Capiz

Roxas City

College of Education

Instructional Learning Kit/Module

In
PEC 6
Assessment of Learning 1

WEEK 2

Name of the Unit/Topic: Assessment Purposes, Learning Targets, and Appropriate Methods

Intentions:
At the end of the lesson, the students are able to:
1. explain the purpose of classroom assessment and
2. formulate learning targets that match appropriate assessment methods

Introduction:
After learning basic concepts, theories, and principles in assessing the learning of students, this
module focus on the purposes of assessing learning in the classroom, the basic qualities of effective classroom
assessment , learning targets, and the use of appropriate assessment methods.

Inputs:

What is the purpose of classroom assessment?

Assessment works best when its purpose is clear. Without a clear purpose, it is difficult to design or plan
assessment effectively and efficiently. In classrooms, teachers are expected to know the instructional goals and
learning outcomes, which will inform how they will design and implement their assessment. In general, the purpose
of classroom assessment may be classified in terms of the following:
1. Assessment of Learning. This refers to the use of assessment to determine learners' acquired knowledge
and skills from instruction and whether they were able to achieve the curriculum outcomes. It is generally summative
in nature.
2. Assessment for Learning. This refers to the use of assessment to identify the needs of learners in order to
modify instruction or learning activities in the classroom. It is formative in nature and it is meant to identify gaps in
the learning experiences of learners so that they can be assisted in achieving the curriculum outcomes.

3. Assessment as Learning. This refers to the use of assessment to help learners become self-regulated. It is
formative in nature and meant to use assessment tasks, results, and feedback to help learners practice self-
regulation and make adjustments to achieve the curriculum outcomes.

As discussed in the previous lesson, assessment serves as the mechanism by which teachers are able to
determine whether instruction worked in facilitating the learning of students. Hence, it is very important that
assessment is aligned with instruction and the identified learning outcomes for learners. Knowing what will be taught
(curriculum content, competency, and performance standards) and how it will be taught (instruction) are as
important as knowing what we want from the very start (curriculum outcome) in determining the specific purpose
and strategy for assessment. The alignment is easier if teachers have clear purpose on why they are performing the
assessment. Typically, teachers use classroom Assessment for assessment of learning more than assessment for
learning and assessment as learning. Ideally, however, all three purposes of classroom assessment must be used.
While it is difficult to perform an assessment with all three purposes in mind, teachers must be able to understand
the three purposes of assessment, including knowing when and how to use them.
 The Roles of Classroom Assessment in the Teaching-Learning Process

Assessment is an integral part of the instructional process where teachers design and conduct instruction
(teaching), so learners achieve the specific target learning outcomes defined by the curriculum. While the purpose of
assessment may be classified as assessment of learning, assessment for learning, and assessment as learning, \the
specific purpose of an assessment depends on the teacher's objective in collecting and evaluating assessment data
from learners. More specific objectives for assessing student learning are congruent to the following roles of
classroom assessment in the teaching-learning process: formative, diagnostic, evaluative, facilitative, and
motivational, each of which is discussed below.

Formative. Teachers conduct assessment because they want to acquire information on the current status and level of
learners' knowledge and skills or competencies. Teachers may need information (e.g., prior knowledge, strengths)
about the learners prior to instruction, so they can design their instructional plan to better. Suit the needs of the
learners. Teachers may also need information on learners during instruction to allow them to modify instruction or
learning activities to help learners achieve the learning outcomes. How teachers should facilitate students' learning
may be informed by the information that may be acquired in the assessment results.

Diagnostic. Teachers can use assessment to identify specific learners' weaknesses or difficulties that may affect their
achievement of the intended learning outcomes. Identifying these weaknesses allows teachers to focus on specific
learning needs and provide opportunities for instructional intervention or remediation inside or outside the
classroom. The diagnostic role of assessment may also lead to differentiated instruction or even individualized
learning plans when deemed necessary.

Evaluative. Teachers conduct assessment to measure learners' performance or achievement for the purposes of
making judgment or grading in particular. Teachers need information on whether the learners have met the intended
learning outcomes after the instruction is fully implemented. The learners’ placement or promotion to the next
educational level is informed by the assessment results.

Facilitative. Classroom assessment may affect student learning. On the part of teachers, assessment for learning
provides information on students' learning and achievement that teachers can use to improve instruction and the
learning experiences of learners. On the part of learners, assessment as learning allows them to monitor, evaluate,
and improve their own learning strategies. In both cases, student learning is facilitated.

Motivational. Classroom assessment can serve as a mechanism for learners to be motivated and engaged in learning
and achievement in the classroom. Grades, for instance, can motivate and demotivate learners. Focusing on
progress,) providing effective feedback, innovating assessment tasks, and using scaffolding during assessment
activities provide opportunities for assessment to be motivating rather than demotivating.

What are learning targets?

Educational Goals, Standards, and Objectives

Before discussing what learning targets are, it is important to first define educational goals, standards, and
objectives.

Goals. Goals are general statements about desired learner outcomes in a given year or during the duration of a
program (e.g., senior high school),

Standards. Standards are specific statements about what learners should know and are capable of doing at a
particular grade level, subject, or course. McMillan (2014, p. 31) described four different types of educational
standards: (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), and (4) grade-level (outcomes for a
specific grade).

Educational Objectives. Educational objectives are specific statements of learner performance at the end of an
instructional unit. These 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.
 The 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 most popular among the three taxonomies is the Bloom's Taxonomy of Educational Objectives in the Cognitive
Domain, also known as Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals. The taxonomy
describes six levels of expertise: knowledge, comprehension, application, analysis, synthesis, and evaluation. Table 2.1
presents the description, illustrative verbs, and a sample objective for each of the six levels.

Sample Objective
Cognitive Level Description Illustrative Verbs

Enumerate the six levels of

Recall or recognition of learned Defines, recalls,
expertise in the Bloom's taxonomy
Knowledge materials like concepts, events, names, enumerates,
of objectives in the cognitive
facts, ideas, and procedures and labels
domain.

Comprehension
Understanding the meaning of a Explain each of the six levels of
Explains, describes,
learned material, including expertise in the Bloom's taxonomy
summarizes, discusses,
interpretation, explanation, and of objectives in the cognitive
and translates
literal translation domain.

Use of abstract ideas, Applies,

Demonstrate how to use
principles, or methods to demonstrates,
Application specific concrete situations Bloom's taxonomy in
produces, illustrates,
formulating learning objectives.
and uses

Analysis Separation of a concept or

idea into constituent parts or Compare and contrasts the six
Compares, contrasts, levels of expertise in Bloom's
elements and an
categorizes, classifies, taxonomy of objectives in the
understanding of the nature cognitive domain.
and calculates
and association among the
elements
 Compose learning targets using
Synthesis Bloom's taxonomy.

Construction of elements Composes, constructs,

or parts from different creates, designs, and
sources to form a more integrates
complex or novel structure

Evaluation
Making judgment of ideas or
methods based on sound and
established criteria
Appraises, evaluates, Evaluate the congruence between
learning targets and assessment
judges, concludes, methods.
and criticizes

Bloom's taxonomies of educational objectives provide teachers with a structured guide in formulating more
specific learning targets as they provide an exhaustive list of learning objectives. The taxonomies do not only serve as
guide for teachers' instruction but also as a guide for their assessment of student learning in the classroom. Thus, it is
imperative that teachers identify the levels of expertise that they expect the learners to achieve and demonstrate.
This will then inform the assessment method required to properly assess student learning. It is assumed that a higher
level of expertise in a given domain requires more sophisticated assessment methods or strategies.

The Revised Bloom's Taxonomy of Educational Objectives

Anderson and Krathwohl proposed a revision of the Bloom's Taxonomy in the cognitive domain by introducing a two-
dimensional model for writing learning objectives (Anderson and Krathwohl, 2001). The first dimension, knowledge
dimension, includes four types: factual, conceptual, procedural, and metacognitive. The second dimension, cognitive
process dimension, consists of six types: remember, understand, apply, analyze, evaluate, and create. An educational
or learning objective formulated from this two-dimensional model contains a noun (type of knowledge) and a verb
(type of cognitive process). The Revised Bloom's Taxonomy provides teachers with a more structured and more
precise approach in designing and assessing learning objectives.

Below is an example of a learning objective:

Students will be able to differentiate qualitative research and quantitative-research.
In the example, differentiate is the verb that represents the type of cognitive process (in this case, analyze),
while qualitative research and quantitative research is the noun phrase that represents the type of knowledge (in
this case, conceptual).
Tables 2.2 and 2.3 present the definition, illustrative Verbs, and sample objectives of the cognitive process
dimensions and knowledge dimensions of the Revised Bloom's Taxonomy.

Table 2.2. Cognitive Process Dimensions in the Revised Bloom's Taxonomy of educational Objectives
Cognitive Process
Sample
Definition Illustrative Verbs
Objective

Create Combining parts to Compose, produce, develop, Propose a program of action to

make a whole formulate, devise, prepare, help solve Metro Manila's traffic
design, construct, propose, congestion.
and reorganize
Evaluate Judging the value of Assess, measure, estimate, Critique the latest film that you have
-information or data evaluate, critique, and judge watched. Use the critique guidelines and
format discussed in the class.
Analyze Breaking down Analyze, calculate, examine, Classify the following chemical elements
information into parts test, compare, differentiate, based on some categories/areas.
organize, and classify

Apply Apply, employ, practice, relate, Solve the following problems using the
use, implement, carryout, and different measures of central tendency.
Applying the facts, solve
rules, concepts,
and ideas in
another context

Understand Understanding what Describe, determine, Explain the causes of

the information means interpret, translate, malnutrition in the country.
paraphrase, and explain

Remember Recognizing Name the 7th president of the

identify, list, name, underline, Philippines.
and recalling facts recall, retrieve, locate

Table 2.3. Knowledge Dimensions in the Revised Bloom's Taxonomy of Educational Objectives
Sample
Description
Knowledge Question

This type of knowledge is basic in every discipline. It tells the

facts or bits of information one needs to know in a discipline. What is the capital city
Factual
This type of knowledge usually answers questions that begin of the Philippines?
with "who", "where", "what", and "when".

This type of knowledge is also fundamental in every discipline. It

What makes the
tells the concepts, generalizations, principles, theories, and
Conceptual Philippines the "Pearl
models that one needs to know -in a discipline. This type of
of the orient seas"?
knowledge usually answers questions that begin with "what".

This type of knowledge is also fundamental in every discipline. It

tells the processes, steps, techniques, methodologies, or specific How do we develop
Procedural skills needed in performing a specific task that one needs to know items for an
and be able to do in a discipline. This type of knowledge usually achievement test?
answers questions that begin with "how".
 Why is Engineering
Metacognitive the most suitable
This type of knowledge makes the discipline relevant to one's life. course for you?
It makes one understand the value of learning on one's life. It
requires reflective knowledge and strategies on how to solve
problems or perform a cognitive task through understanding of
oneself and context. This type of knowledge usually answers
questions that begin with "why". Questions that begin with "how"
and what could be used if they are embedded in a situation that
one experiences in real life.

Learning Targets
A learning target is "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" and contains "both a description of what students should know, understand, and be
able to do at the end of instruction and something about the criteria for judging the level of performance demonstrated"
(McMillan 2014, p. 43). In other words, learning targets are statements on what learners are supposed to learn and what they
can do because of instruction. Compared with educational goals, standards, and objectives, learning targets are the most
specific and lead to more specific instructional and assessment activities.
Learning targets should be congruent with the standards prescribed by program or level and aligned with the instructional or
learning objectives of a subject or course. Teachers must inform learners about the learning targets of lessons prior to
classroom instruction. The learning targets should be meaningful for the learners; hence, they must be as clear and as specific
as possible. It is suggested that learning targets be stated in the learners' point of view, typically using the phrase "l can ...e" For
example, "l can differentiate between instructional objectives and learning targets."
With clear articulation of learning targets, learners will know what they are expected to learn during a lesson or set of
lessons. Learning targets will also inform learners what they should be able to do or demonstrate as evidence of their learning.
Thus, learning targets specify both the content and criteria of learning. Both classroom instruction and assessment should be
aligned with the specified learning targets of a lesson.
Mcmillan (2014, p. 53) proposed five criteria for selecting learning targets: (1) establish the right number of learning
targets (Are there too many or too few targets?); (2) establish comprehensive learning targets (Are all important types of learning
included?); (3) establish learning targets that reflect school goals and 21st century skills (Do the targets reflect school goals and
21st century knowledge, skills, and dispositions?); (4) establish learning targets that are challenging yet feasible (Will the targets
challenge students to do their best work?); and (5) establish learn targets that are consistent with current principles of learning
and motivation (Are the targets consistent with research on learning and motivation?).
Types of Learning Targets
Many experts consider four primary types of learning targets: knowledge, reasoning, skill, and product. Table 2.4
summarizes these types of learning targets.
 Table 2.4. Description and Sample Learning Targets

Type of Learning Targets Description

Sample

Refers to factual, conceptual, and I can explain the role of conceptual

Knowledge targets procedural information that learners must framework in a research.
learn in a subject or content area

Knowledge-based thought processes that I can justify my research problems

learners must learn. It involves application with a theory.
Reasoning targets
of knowledge in problem-solving, decision-
making, and other tasks that require mental
skills.

Use of knowledge and/or reasoning to I can facilitate a focus group

Skills targets perform or demonstrate physical skills discussion (FGD) with research
participants.

Use of knowledge, reasoning, and skills in

Product targets I can write a thesis proposal.
creating a concrete or tangible product

Other experts consider a fifth type of learning target—affect, which refers to affective characteristics that students can
develop and demonstrate because of instruction. This includes attitudes, beliefs, interests, and values. Some experts use
disposition as an alternative term for affect. The following is an example of an affect or disposition learning target:
I can appreciate the importance of addressing potential ethical issues in the conduct of thesis research.

Appropriate Methods of Assessment

Once the learning targets are identified, appropriate assessment methods can be selected to measure student learning.
The match between a learning target and the assessment method used to measure if students have met the target is very critical.
Tables 2.5.1 and 2.5.2 present a matrix of the different types of learning targets and sample assessment methods.
 Selected Response
Constructed Response
Learning Targets Matching Type
Multiple
True or False
Choice Short
Answer Problem-solving Essay
Knowledge
√√√ √√√ √√√ √√√ √√√ √√√

Reasoning √√ √ √ √ √√√ √√√

Skills √ √ √ √ √√ √√

Product
√ √ √ √ √ √

Note: More checks mean better matches.

Table 2.5.2. Matching Learning Targets with Other Types of Assessment

Learning Targets Project based Portfolio Recitation Observation

Knowledge √ √√√ √√√ √√

Reasoning √√ √√ √√√ √√

Skills √√ √√√ √ √√

Product √√√ √√√ √ √

Note: More checks mean better matches.

There are other types of assessment, and it is up to the teachers to select the method of assessment and design
appropriate assessment tasks and activities to measure the identified learning targets.

Intervention/Involvement Activity:
Let us check the ideas you have acquired from this module. Answer the following questions and exercises.

1. What are the different purposes of assessing student’s learning in the classroom?

2. Why is classroom assessment important in the teaching-learning process?ns

3. What is the difference between instructional objectives and learning targets?

4. Why is it important that learning targets and assessment task/activities are matched?
Complete the learning targets by supplying the required information on the table provided.

Learning Targets Task

Instructional Objective/ Lesson Content Type of Learning Sample Learning Targets

Learning Outcomes Related
the Lesson Content

Prepared by:

REGINA JOCELYN A. ALBA, Ph. D.

Professor

Approved:

IVY G. GORRICETA, Ph. D.

Dean, CASE