ASSESSMENT AND EVALUATION IN MATHEMATICS

Instructional Materials Prepared and Used

by Mr. Reginal G. Grafil

Session 3. Part 2: Performance Standards, Competencies, and Learning Targets in Mathematics

Articulating Mathematical Competencies: Transforming Theory into Targeted Learning Outcomes

Lesson Objectives
By the end of the week, the pre-service teacher (PST) should be able to:
• Understand the significance of articulating mathematics competencies into learning targets.
• Identify key mathematics competencies as outlined by the Department of Education.
• Develop the ability to translate these competencies into clear, actionable learning targets for students.

Presentation of the Lesson

1. Introduction to Mathematics Competencies
In the context of the K to 12 curriculum, as outlined in DepEd Order No. 8, s. 2015, competencies refer to the essential
learning goals that students are expected to achieve in various learning areas, including mathematics. These competencies are
designed to be comprehensive and developmentally appropriate, ensuring that students acquire the necessary knowledge, skills,
and attitudes to succeed in further education, the world of work, or entrepreneurship. The importance of competencies lies in
their role in guiding curriculum development, instructional delivery, and assessment methods, ensuring that education is learner-
centered, inclusive, and relevant to the needs of students and society.

2. Articulation Process
The process of articulating competencies into specific learning targets involves breaking down broad competencies into
smaller, more manageable objectives that clearly define what students are expected to know and be able to do after a particular
lesson or unit. This process ensures that learning goals are explicit and measurable, facilitating focused instruction and
assessment. Articulating competencies into learning targets involves several steps:
• Identify the Competency: Start with a clear understanding of the broad competency from the curriculum.
• Break It Down: Decompose the competency into specific knowledge or skills components.
• Make It Measurable: Ensure each learning target can be assessed through observable evidence.
• Ensure Relevance: Align the learning targets with the competency's intended outcomes and real-world application.
• Set Time Boundaries: Define the timeframe within which the learning target should be achieved.

3. Examples of Articulated Learning Targets

General Competency: Understand and apply knowledge of numbers and number systems.
• Specific Learning Target (Grade Level Specific):
For Grade 3: "By the end of this unit, students will be able to add and subtract numbers up to 1000 using place value
strategies, demonstrating understanding through a written test."
• Measurable: Success is measured through a written test.
• Attainable: The target is appropriate for the grade level.
• Relevant: Addition and subtraction are foundational arithmetic skills.
• Time-bound: The target is to be achieved by the end of the unit.

Specific Learning Target (Concept Specific):

• For Algebra: "Students will be able to solve linear equations with one variable, showing their work step-by-step in
classwork and homework assignments."
• Measurable: The ability to solve equations is demonstrated through classwork and homework.
• Attainable: Assumes prior knowledge of algebraic expressions.
• Relevant: Solving equations is a critical skill in algebra.
• Time-bound: Expectation is set for current learning period or unit.

These examples illustrate how broad competencies can be articulated into specific, SMART learning targets, providing clear
direction for both teaching and learning activities. By doing so, educators ensure that students have concrete goals to aim for,
facilitating focused instruction and meaningful assessment of student learning.

Values Integration of 21st Century Skills

Responsibility: This approach highlights the dual aspect of responsibility—students taking charge of their learning and
educators providing clear goals.
• Setting individual targets for mastering fractions teaches students to set, pursue, and adjust goals, fostering self-directed
learning.
• Students working on a calculus problem set may set a goal to understand and apply a particular theorem over a week,
reflecting periodically with their teacher to assess understanding and application, which cultivates accountability and
persistence in their learning process.

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 ASSESSMENT AND EVALUATION IN MATHEMATICS
Instructional Materials Prepared and Used
by Mr. Reginal G. Grafil

Assessment
1. What is the primary purpose of articulating competencies into 5. How does articulating competencies into learning targets
learning targets? benefit students?
A) To increase the complexity of the curriculum A) It makes learning objectives vague
B) To establish clear, achievable goals for students B) It simplifies grading for teachers
C) To add to the teachers' workload C) It provides a clear path for student learning and assessment
D) To reduce student engagement D) It limits the creativity of the teacher

2. According to DepEd Order No. 8, s. 2015, competencies are
best described as:
A) General suggestions about what students might learn
B) Lists of specific facts students should memorize
C) Broad statements outlining essential learning areas
D) Outdated educational benchmarks
6. What role does collaboration play in the articulation of
learning targets?
A) It complicates the teaching process
B) It is unnecessary and time-consuming
C) It fosters a deeper understanding among educators and students
D) It decreases the effectiveness of learning targets

3. The acronym SMART in the context of learning targets stands
for:
A) Simple, Measurable, Attainable, Relevant, Timely
B) Specific, Measurable, Achievable, Relevant, Time-bound
C) Smart, Meticulous, Active, Reliable, Tough
D) Specific, Medium, Achievable, Reactive, Timed
7. Why is it important for learning targets to be specific and
measurable?
A) To ensure they are difficult to achieve
B) To make it easier to create exams
C) To provide clarity and direction for both teaching and learning
D) To increase the workload of students

4. Which of the following best exemplifies a well-articulated 8. Which of the following statements aligns with the importance
learning target in mathematics? of aligning learning targets with competencies?
A) Understand math A) It allows for a more flexible curriculum
B) Be better at algebra B) It ensures that learning is aligned with educational standards
C) Solve quadratic equations using the quadratic formula and goals
D) Math is important C) It makes learning targets less relevant to students
D) It discourages students from engaging with the content

Assessment Rubrics
Question: Describe how you would convert a challenging mathematics competency into SMART learning targets for a class.
Explain why these targets are vital for teaching and assessment.

Criteria:
• Competency Understanding: Shows deep insight into the chosen competency's role in the curriculum.
• Target Articulation: Clearly transforms the competency into specific, understandable learning targets.
• Alignment and Relevance: Ensures learning targets align with the competency and educational objectives, fitting classroom
needs.
• Innovation in Application: Offers creative strategies for reaching these targets, enhancing teaching and assessment
methods.

SOLO Taxonomy Levels:

• Prestructural: Lacks understanding of the competency and its related learning targets.
• Unistructural: Recognizes the competency but provides broad, non-specific targets.
• Multistructural: Details specific targets but overlooks full alignment or practical application in teaching.
• Relational: Effectively formulates aligned, achievable targets, showing thoughtful instructional planning.
• Extended Abstract: Excels in articulating clear targets and introduces innovative approaches for classroom
implementation, elevating the learning experience.

Example Answer:
Introduction: Focusing on the competency of applying
the Pythagorean theorem, we aim to articulate it into SMART
learning targets to enhance both teaching and assessment in
mathematics.
Multistructural: Target Articulation: "By the end of this
unit, students will accurately apply the Pythagorean theorem to
calculate the hypotenuse in a real-life scenario, such as
determining the length of a ladder needed to safely reach a
rooftop."
Relational: Alignment and Relevance: This learning target
aligns with educational goals by making mathematics practical and
applicable, encouraging critical thinking and problem-solving skills.
Extended Abstract: Innovation in Application: An
innovative teaching approach could involve students designing a
small-scale model of a house and using the Pythagorean theorem
to calculate ladder lengths for different parts of the house,
promoting hands-on learning and creativity.
Conclusion: Articulating the competency of applying the
Pythagorean theorem into a SMART learning target like calculating
ladder lengths for real-life applications enhances students'
understanding and engagement with mathematics, linking
classroom learning to the outside world.

Reference/s
1. https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf
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