ASSESSMENT PURPOSES,

LEARNING TARGETS, AND

APPROPRIATE METHODS
LESSON 2
 “
What is the
purpose of
classroom
assessment
2
?
Assessment Lesson 2
OF
Learning
Purpose of classroom assessment may be
classified in terms of the following:
Assessment FOR
Learning
Assessment AS
Learning
3
 1
ASSESSMENT FOR LEARNING

Includes 3 types of
assessment done
before and during
instruction
(Placement,
Diagnostic, and
Formative)
4
 2
ASSESSMENT OF LEARNING

This is done after

instruction.
(Summative)
GRADED

5
 3
ASSESSMENT AS LEARNING
This is done for
teachers to understand
their role of assessing
FOR and OF learning.
Teachers should
undergo trainings
every now and then.
For students, the goal is
6
 “
What are
learning
targets?
7
 Let’s define first!

EDUCATIONAL GOALS,
STANDARDS, AND OBJECTIVES
EDUCATIONAL GOALS – are general
statements about desired learning
outcomes in a given year or during
the duration of a program (e.g.,
senior high school).
STANDARDS – are specific
statements about what learners
should know and are capable of
doing at a particular grade level,
subject, or course.
EDUCATIONAL OBJECTIVES – are
8
 ------------------------------

THE BLOOM’S TAXONOMY OF

INSRUCTIONAL OBJECTIVES
Consists of three
domains:

COGNITIVE
Knowledge-based goals

AFFECTIVE
Affective goals

PSYCHOMO
Skills-based goals

TOR 9
 ------------------------------

BLOOM’S TAXONOMY OF
INSTRUCTIONAL OBJECTIVES IN
THE COGNITIVE DOMAIN
KNOWLEDG ANALYSIS
E
COMPREHE SYNTHESIS
NSION
APPLICAT EVALUATIO
ION N
10
 ------------------------------

BLOOM’S TAXONOMY OF
INSTRUCTIONAL OBJECTIVES IN

}
THE COGNITIVE DOMAIN
KNOWLEDG
E
COMPREHE LOWER
ORDER
NSION
APPLICAT
THINKIN
G SKILLS
ION
11
 ------------------------------

BLOOM’S TAXONOMY OF
INSTRUCTIONAL OBJECTIVES IN

}
THE COGNITIVE DOMAIN
ANALYSIS
SYNTHESIS HIGHER
ORDER

EVALUATIO
THINKIN
G SKILLS
N
12
 ------------------------------

THE REVISED BLOOM’S TAXONOMY

OF
AndersonOBJECTIVES
INSTRUCTIONAL and
Krathwohl
Two-dimensional Model In
Writing Learning Objectives
FIRST
DIMENSION
KNOWLEDGE
FACTU DIMENSION
PROCE
AL DURAL
CONCE METACOG
PTUAL 13
NITIVE
 ------------------------------

THE REVISED BLOOM’S TAXONOMY

OF
Anderson
EDUCATIONAL and
OBJECTIVES
Krathwohl
Two-dimensional Model In
Writing Learning Objectives
SECOND DIMENSION
COGNITIVE
PROCESS
REMEMBE ANALYZI
DIMENSION
RING NG
UNDERST EVALUATI
ANDING 14
NG
BLOOM’S TAXONOMY VERBS

15
 VERSUS

THE BLOOM’S THE REVISED

TAXONOMY BLOOM’S
TAXONOMY
KNOWLEDGE REMEMBERIN
COMPREHENS G
ION UNDERSTAND
APPLICATION ING
ANALYSIS APPLYING
SYNTHESIS ANALYZING
EVALUATION EVALUATING
FROM NOUNS
CREATING
TO VERBS
16
 ------------------------------

THINGS TO REMEMBER

Instructional
objectives should be
stated in behavioral
terms and should be
SMART
(Specific, Measurable,
Attainable, 17
 ------------------------------

THINGS TO REMEMBER

It should be noted that

behavioral objectives
are OBSERVABLE AND
MEASURABLE. The use of
five senses – sight,
smell, hearing, taste,
and touch – makes the
18
 ------------------------------

THINGS TO REMEMBER

MEASURABLE means
that objectives can be
translated
OBSERVABLE
into
NON-OBSERVABLE
objective
DRAW test items.
UNDERSTAND

BUILD APPRECIATE

LIST VALUE

RECITE KNOW

ADD BE FAMILIAR

19
 Let’s define first!

LEARNING TARGETS

These are
statements on
what learners
are supposed to
learn and what
they can do 20
 --------------------------------

TYPES OF LEARNING TARGETS

KNOWLEDGE
TARGETS
REASONING
TARGETS
SKILLS TARGETS
PRODUCT TARGETS 21
 --------------------------------

TYPES OF LEARNING TARGETS

KNOWLEDGE
TARGETS
Refers to the
factual,
conceptual, and
procedural
22
 --------------------------------

TYPES OF LEARNING TARGETS

REASONING
TARGETSof
Application
knowledge in
problem-solving,
decision-making,
and other tasks 23
 --------------------------------

TYPES OF LEARNING TARGETS

SKILLS TARGETS
Use of knowledge
and/or reasoning
to perform or
demonstrate
24
 --------------------------------

TYPES OF LEARNING TARGETS

PRODUCT
TARGETS
Use of
knowledge,
reasoning, and
skills in creating
25
 --------------------------------

TYPES OF LEARNING TARGETS

AFFECTIVE
TARGETS
Refers to
affective
characteristics
that students
can develop and 26
 ----------------------------

APPROPRIATE METHODS OF
ASSESSMENT

Once learning
targets are
identified,
appropriate
assessment methods
can be selected to 27
 ----------------------------

APPROPRIATE METHODS OF
ASSESSMENT
Table 1. Matching Learning Targets
with Paper-and-Pencil
Types of Assessments
Learning Selected Response Constructed Response
Targets
Multiple True or Matching Short Problem- Essay
Choice False Type Answer Solving
Knowledge /// /// /// /// /// ///

Reasoning // / / / /// ///

Skills / / / / // //

Product / / / / / /
Note: More checks mean
better matches.
28
 ----------------------------

APPROPRIATE METHODS OF
ASSESSMENT
Table 2. Matching Learning Targets
with Other
Types of Assessments
Learning Project-ba Portfolio Recitation Observation
Targets sed
Knowledge / /// /// //

Reasoning // // /// //

Skills // /// / //

Product /// /// / /

Note: More checks mean
better matches.
29