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Republic of the Philippines

NORTHERN NEGROS STATE COLLEGE OF SCIENCE & TECHNOLOGY
Old Sagay, Sagay City, Negros Occidental
(034)722-4120, www.nonescost.edu.ph

EDP 106
ASSESSMENT IN
LEARNING
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SUBMITTED BY:
ABING,MICHAELA S.
BARBON, ANALI L.
LUMAMPAO, CKAREN FEE
BSED-MATH 2A

SUBMITTED TO:
SIR VINCENT LUMINIQUQUE
EDP 106-INSTRUCTOR

February 2023
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Republic of the Philippines

NORTHERN NEGROS STATE COLLEGE OF SCIENCE & TECHNOLOGY
Old Sagay, Sagay City, Negros Occidental
(034)722-4120, www.nonescost.edu.ph
TOPIC: Learning Targets of Performance and Product-oriented Assessment

Introduction:
This lesson focuses on the learning targets for performance and product-
oriented assessment, which will enable teachers to understand the targets and
methods considered nontraditional in their approach to assessing learning.

I.
What are the learning targets appropriate for alternative assessment?

Bloom’s Taxonomy of Educational Objective

Educational Objectives are specific statements of a learner performance at the

end if an instructional units. Educational objectives 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.

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 succeeding sections describe the taxonomies for the psychomotor and
affective domains. Bloom's Taxonomy of Educational Objectives in the Affective
Domain describes five levels of expertise: receiving, responding, valuing,
organization, and characterization by a value or value complex. Table 2.1 provides
an elaboration of this taxonomy.

Table 2.1: Taxonomy of Educational Objectives in the Affective Domain

Level Description Illustrative Verbs Sample Objective
1. Receiving Awareness or passive Asks, chooses, Listen attentively to
attention to phenomenon holds, identifies, the instruction of
or stimulus listens the teacher.
2. Responding Active attention and Answers, complies, Participates
response to a particular participates, actively in the
phenomenon or stimulus practices, writes focus-group
discussion
3. Valuing Attaching value or worth Completes, Demonstrates
to a phenomenon or demonstrates, belief in the value
object. Valuing may differentiates, of the election
range from acceptance explains, justifies process
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to commitment
4. Organization Organizing values into Adheres, defends, Defends the
priorities by comparing, integrates, importance of
relating, and organizes, graduation in the
synthesizing specific synthesizes career of a teacher.
values.
5. Internalizing Having personal value Acts, displays, Displays
value/Character system that is now a influences, solves, commitment to
ization by value characteristic of the verifies helping
or value learner. economically
complex disadvantaged
students.

In terms of educational objectives in the psychomotor domain, Bloom and

colleagues did not propose levels unlike in the cognitive and affective domains.
However, other scholars like Elizabeth Simpson (1972) built a taxonomy for the
psychomotor domain from the work of Bloom. In Simpson's Taxonomy Educational
in the Psychomotor Domain, seven levels of expertise are described: perception, set,
guided response, mechanism, complex overt response, adaptation, and origination.
Table 2.2 elaborates this taxonomy.

Table 2.2: Taxonomy of Educational Objectives in Psychomotor Domain

Level Description Illustrative Sample Objective
Verbs
1. Perception The ability to use Adjusts, Detects non-verbal
sensory cues to guide describes, cues from the
motor activity. detects, identifies, participants.
selects
2. Set The mental, physical, Begins, displays, Shows motivation
and emotional sets knows, to learn a new skill.
that predispose a recognizes,
person's response to shows, states
different situations.
3. Guided Demonstration of a Copies, performs, Performs the
Response complex skill through follows, reacts, mathematical
guided practice like responds operation by
imitation and trial and following the steps
error. demonstrated by
the teacher.
4. Mechanism Learned responses Assembles, Plays the guitar
have become habitual dismantles, fixes,
and movements can manipulates,
be performed with plays
some degree of
confidence and
proficiency.
5. Complex Overt Performance of motor Assembles, Demonstrates
Response acts that involve dismantles, fixes, one’s expertise in
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complex movement manipulates, playing the guitar

patterns in a quick, organizes (similar
accurate, and highly with Mechanisms
coordinated manner. but performed in
Characterized by a more accurate,
automatic more
performance and coordinated, and
performance without quicker way)
hesitation.
6. Adaptation Psychomotor skills are Adapts, alters, Modifies the dance
well developed and modifies, steps to suit the
the person can modify rearranges, abilities of one’s
movement patterns to varies groupmate.
fit special
requirements.
7. Origination Creating new Arranges, builds, Creates new steps
movement patterns to combines, for a contemporary
fit a particular situation creates, designs version of a classic
or specific problem. dance hit.

Bloom's taxonomies of educational objectives for affective and psychomotor

domains are able to provide teachers with a structured guide in formulating more
specific learning targets in the classroom. The taxonomies serve as guide for
teachers in both instruction and assessment of student learning in the classroom.
The challenge is for teachers to identify the levels of expertise that they expect the
students to achieve and demonstrate. This will then lead to the identification of the
assessment methods required to properly assess student learning. Higher level of
expertise in a given domain are assumed to require more sophisticated assessment
methods or strategies.

II.
WHAT IS LEARNING TARGET?
A Learning target is a statement on what students are supposed to learn and what
they can do because of instruction. The characteristics of learning targets are as
follows:
 Learning targets are more specific compared with educational goals, standards,
and objectives and lend themselves to more specific instructional and
assessment activities.
 Learning targets should be congruent with the standards prescribed by a
program or level and aligned with the instructional or learning objectives of a
subject or course.
 Teachers formulate learning targets from broader standards and learning
objectives.
 The learning targets should be clear, specific, and meaningful to students. Thus,
learning targets are more effectively stated in students' point of view, typically
using the phrase "I can..." For example, "I can differentiate between traditional
methods and alternative methods of assessment".
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Purpose of Learning Targets

The purpose of learning targets is to effectively inform students of what they

should be able to do or demonstrate as evidence of their learning. Therefore,
learning targets should specify both the content and criteria of learning. With specific
learning targets formulated, appropriate classroom instruction and assessment can
be designed.

MOST COMMON TYPOLOGY OF LEARNING TARGETS

The most common typology of learning targets are knowledge, reasoning, skill,
product, and affect (also known as disposition.) Table 2.3 summarizes these types of
learning targets.

Table 2.3. Description and Sample Learning Targets

Types of Learning Description
Targets
Knowledge Targets Refer to factual, conceptual, and
procedural information that
students must learn in a subject
or content are
Reasoning Targets Knowledge-based thought
processes that students must
learn.
Skills Targets Use of knowledge and/or
reasoning to perform or
demonstrate physical skills.
Product Targets Use of knowledge, reasoning,
and skills in creating a concrete or discussion section of a
tangible product. and/or
reasoning to perform or
demonstrate physical skills.
Affective Targets Refers to affective characteristics I can appreciate the role of
that students can develop and
demonstrate because of
instruction.
Sample
I can discuss the research
design that I used for my
thesis.
I can justify my choice of
Analysis of Variance
(ANOVA) as my statistical
analysis for my thesis
research.
I can perform Analysis of
Variance (ANOVA) on
research data using the
software SPSS.
I can write the results and
thesis manuscript.
a thesis adviser in the
completion of a thesis
research.

What are the appropriate alternative methods of assessment for learning

targets?

While all five types of learning targets (knowledge, reasoning, skill, product and
affect) can be assessed by the use of alternative methods assessment, three types
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of learning targets can be best assessed using alternative assessments. These are
skills, products, and affect.

Stiggins et al. (2006) defined skills type of learning targets as one’s use of
knowledge and reasoning to act skillfully. In other words, skills refer to learning
targets that require the development and demonstration of behavioral or physical
task. To be able to demonstrate skills or act skillfully, students must be able to
possess the knowledge and reasoning ability related or relevant to the skills to be
demonstrated.

On the other hand, Stiggins et al. (2006) described product learning targets as
the use of knowledge, reasoning, and skills to create a concrete product. Thus,
products refer to learning targets that require the development of a tangible and
high-quality product or output. Students are expected to create products that have
certain core attributes that will serve as basis for evaluating its quality.

Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as

students' attitudes about school and learning. In practice, we look at affect/
disposition to encompass a broad range of non-cognitive attributes beyond attitude
that may affect learning and performance, including motivation, interest, and other
affective states. The development of affect/disposition simultaneously occurs as a
student learns concepts and skills in the classroom. Table 2.4 provides further
examples of learning targets for skills, products, and affect across different subject
areas:

Table 2.4. Sample Learning Targets Across Subject Areas

Subject Area Typology of Learning Learning Targets
Targets
English Skills Participate in conversation with
others.
Products Write an argumentative essay where
arguments are justified by providing
factual or empirical data as support.
Affect Enjoy reciting a poem in front of an
audience.
Mathematics Skills Measure angles using a protractor.

Products Given the data, construct a histogram

with normal curve using SPGSS.

Affect Demonstrate interest in attending

mathematics class.
Science Skills Use laboratory equipment properly.

Products Prepare a report about the field

observation.
Affect Consider the safety of others in the
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conduct of an experiment.

Once the learning targets are identified, appropriate alternative methods of

assessment can be selected to measure student learning. In terms of skills, having
the required skills to apply one's knowledge and reasoning skills through the
performance of a behavioral or physical task is a step higher than simply knowing or
being able to reason based on knowledge. Hence, skills targets are best assessed
among students through performance-oriented or performance-based assessment
as skills are best gauged through actual task performance.

In terms of products, a student's knowledge, reasoning, and skills are all required
before one can create a meaningful product or output. Obviously, product targets are
best assessed through product assessment. Given the need to also give value to the
process of creating a product, performance assessment is also typically used
through product assessment or portfolio assessment.

For affect or disposition, a student may already hold a particular affect or

disposition in relation to a particular lesson or learning target and such affect may
change or not depending on the learning and instructional and assessment
experiences of the student. Affect or disposition is best assessed through affective
assessment or the use of self-report measures (checklists, inventories,
questionnaires, scales) and other alternative strategies to assess affective
outcomes. Table 2.5 presents a simple matrix of the different types of learning
targets best assessed through alternative assessment methods.

Table 2.5. Matching Learning Targets with Alternative Assessment Methods

Learning Performance- Product-Oriented Portfolio Self-Report
Targets Oriented Scale
Skills RRR RRR RRR R
Product RRR RRR RRR R
Affect/ R R RRR RRR
Disposition
*Note: more checks mean better matches.

Across the different nontraditional or alternative methods of assessment,

teachers can expand the role of assessor to other students (peer assessment) and
the student themselves (self-assessment). This allows assessment to become really
authentic. There are also other methods or strategies for alternative assessment,
and it is up to the teacher to select the method of assessment and design
appropriate tasks and activities to measure the identified learning targets.
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Summary of the Lesson

A learning target is a statement on what students are supposed to learn and

what they can do because of instruction. Learning targets are more specific
compared with educational goals, standards, and objectives and lend
themselves to more specific instructional and assessment activities. The
purpose of learning targets is to effectively inform students of what they should be
able to do or demonstrate as evidence of their learning. Therefore, learning targets
should specify both the content and criteria of learning. With specific learning targets
formulated, appropriate classroom instruction and assessment can be designed.

Once the learning targets are identified, appropriate alternative methods of

assessment can be selected to measure student learning. The most common
typology of of Learning targets are knowledge, reasoning, skill, product, and
affect. While all five types of learning targets can be assessed by the use of
alternative methods of assessment, three types of learning targets can be best
assessed using alternative assessments. These are skills, products, and affect.

In terms of skills, having the required skills to apply one's knowledge and
reasoning skills through the performance of a behavioral or physical task is a step
higher than simply knowing or being able to reason based on knowledge. Hence,
skills targets are best assessed among students through performance-oriented or
performance- based assessment as skills are best gauged through actual task
performance. In terms of products, a student's knowledge, reasoning, and skills are
all required one can create a meaningful product or output. Finally, product targets
are best assessed through product assessment. Given the need to give value to the
process of creating a product, performance assessment is also typically used vis-a-
vis product.