LESSON

Learning Targets for Performance

and Product-Oriented Assessment

Desired Significant Learning Outcomes:

In this lesson, you are expected to:

 formulate learning targets that can be assessed through performance and
product-oriented assessment and
 create an assessment plan using alternative methods of assessment.
 using alternative methods of assessment.

Significant Culminating Performance Task and Success

Indicators
At the end of the lesson, you should be able to demonstrate your knowledge and
skills in formulating specific learning targets that will be assessed at the end of instruction
through an assessment plan on student learning. You are considered successful in
achieving this outcome if you have satisfied at least the following indicators of success:

Performance Tasks Indicators of Success

Describe the different types of learning Given a specific type of learning target,
targets that are best suited for one should be able to describe its meaning
alternative assessment and use.
Formulate learning targets for specific Using the competencies in the K to 12
lessons. Curriculum, one should be able to
formulate learning targets for their
corresponding lessons.
Develop an assessment plan where Given the competencies targeted for
appropriate alternative assessment instruction, one should be able to develop
methods are matched with specific an assessment plan where appropriate
learning targets . alternative assessment methods are used to
assess learning targets.

Prerequisite of This Lesson

Indicators
To be able to achieve the intended outcomes of this lesson, you should have
understood the basic concepts, theories, and principles in assessing student learning
using alternative methods (see Lesson 1). It is also important that you are able to
remember your knowledge of assessment purposes, learning targets, and appropriate

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 assessment methods from Lesson 2 of Assessment of Learning 1. If those were not clear to
you, then this lesson will not be easy for you, too. I suggest that you review these lessons.

To be able to successfully prepare an assessment plan using alternative methods

based on learning targets, you need to read the following information about learning
targets for performance and product-oriented assessment. You are expected to read
this before discussion, analysis, and evaluation when you meet the teacher face-to-face
in your classroom.

Bloom's Taxonomy of Educational Objectives

Educational objectives are specific statements of student performance at the end

of an instructional unit. 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 degree
of complexity. The succeeding sections describe the taxonomies for the psychomotor
and affective domain.

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. This will
be discussed further in Lesson 4 on assessment of affective learning.

Table 2.1. Taxonomy of Educational Objectives in the Affective Domain

Level Description Illustrative Verbs Sample Objective

Receiving Awareness or passive asks, chooses, Listens attentively to
attention to a holds, identifies, the instruction of the
phenomenon or stimulus listens teacher
Responding Active attention and answers, Participates actively
response to a particular complies, in the focus-group
phenomenon or participates, discussion
stimulus practices, writes
Valuing Attaching value or completes, Demonstrates belief
worth to a demonstrates, in the value of the
phenomenon or object. differentiates, election process
Valuing may range from explains, justifies
acceptance to
commitment

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 Organization Organizing values into adheres, Defends the
priorities by comparing, defends, importance of
relating, and integrates, graduate education
synthesizing specific organizes, in the career of a
values synthesizes teacher
Internalizing Having a personal value acts, displays, Displays commitment
values/ system that is now a influences, to helping
characterization characteristic of the solves, verifies economically
by a value or learner disadvantaged
value complex 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
Objectives in the Psychomotor Domain, seven levels of expertise are described:
perception, set, guided response, mechanism, complex overt response, adaptation, and
organizing. Table 2.2 provides an elaboration of this taxonomy.

Table 2.2. Taxonomy of Educational Objectives in the Psychomotor Domain

Level Description Illustrative Verbs Sample Objective

Perception The ability to use sensory adjusts, describes, Detects nonverbal
cues to guide motor detects, cues from the
activity identifies, selects participants
Set The mental, physical, begins, displays, Shows motivation to
and emotional sets that knows, learn a new skill
predispose a person's recognizes,
response to different shows, states
situations.
Guided Demonstration of a copies, performs, Performs the
Response complex skill through follows, reacts, mathematical
guided practice like responds operation by following
imitation and trial and the steps
error. demonstrated by the
teacher
Mechanism Learned responses have assembles, Plays the guitar
become habitual and dismantles,
movements can be fixes,
performed with some manipulates,
degree of confidence plays
and proficiency
Complex Performance of motor assembles, Demonstrates one's
Overt acts that involve dismantles, fixes, expertise in playing the
Response complex movement manipulates, guitar
patterns in a quick, organizes (similar
accurate, and highly with mechanisms

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 coordinated manner. but performed
Characterized by in a more
automatic performance accurate, more
and performance coordinated,
without hesitation and quicker way)
Adaptation Psychomotor skills are adapts, alters, Modifies the dance
well developed and the modifies, steps to suit the abilities
person can modify rearranges, of one's groupmates
movement patterns to varies
fit special requirements
Origination Creating new arranges, builds, Creates new steps for a
movement patterns to combines, contemporary version
fit a particular situation creates, designs of a classic dance hit
or specific problem.
Learning outcomes
emphasize creativity
based upon highly
developed skills.

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 requires
are assumed to require more sophisticated assessment methods or strategies.

Learning Targets

As previously learned from Assessment in Learning 1, 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. 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 "1 can." For example, 1 can differentiate between traditional
methods and alternative methods of assessment".

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.

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 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

Type of Learning Description Sample

Targets
Knowledge targets Refers to factual, conceptual, I can discuss the research
and procedural information that design that used for my
students must learn in a subject or thesis.
content area.
Reasoning targets Knowledge-based thought I can justify my choice
processes that students must of Analysis of Variance
learn. It involves application of (ANOVA) as my statistical
knowledge in problem solving, analysis for my thesis
decision- making, and other tasks research.
that require mental skills.
Skills targets Use of knowledge and or I can perform Analysis of
reasoning to perform or Variance (ANOVA) on
demonstrate physical skills. research data using the
software SPSS.
Product targets Use of knowledge, reasoning, I can write the results and
and skills in creating a concrete discussion section of a
or tangible product. thesis manuscript.
Affective targets Refers to affective characteristics I can appreciate the role
that students can develop of a thesis adviser in the
and demonstrate because of completion of a thesis
instruction. research.

While all five types of learning targets (knowledge, reasoning, skill, product, and
affect) 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.

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 target that
require the development and demonstration of behavioral or physical task. To 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

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 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 noncognitive 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 Targets

Learning Targets
Skills Participate in conversation with others.
Products Write an argumentative essay where arguments are
English justified by providing factual or empirical data as
support.
Affect Enjoy reciting a poem in front of an audience.
Skills Dribbles the ball to cross the half court.
Physical
Products Create a three-month personal fitness plan.
Education
Affect Show determination to complete the physical task.
Skills Measure angles using a protractor.
Products Given the data, construct a histogram with normal
Mathematics curve using SPSS.
Affect Demonstrate interest in attending mathematics
class.
Skills Use laboratory equipment properly.
Products Prepare a report about the field observation.
Science
Affect Consider the safety of others in the conduct of an
experiment.
Skills Participate in civic discussions on current social
Social issues.
Studies Products Create a timeline for the 2017 Marawi Siege.
Affect Argue with others in a constructive manner.

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.

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 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 vis-a-vis
product 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 Targets Performance- Product- Portfolio Self-Report

Oriented Oriented Scale
Skills
Product
Affect/Disposition
Note: More checks mean better matches.

Across the different nontraditional or alternative methods of assessmen t 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 teachers
to select the method of assessment and design appropriate tasks and activities to
measure the identified learning targets

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