CLARITY OF LEARNING

TARGET
 Assessment can be made precise, accurate, and
dependable only if what are to be achieved are
clearly stated and feasible.
 COGNITIVE TARGETS
(Benjamin Bloom’s hierarchy of educational objectives)

 Knowledge
– The acquisition of facts, concepts
and theories.

Example: Write down the definition of the following

words
 Comprehension
– Refers to the same concept as
understanding involves cognition or awareness
of interrelationship.

Example: Comprehension reading.

 Application
– Transfer of knowledge from one field
to another, from one concept to another in
the same discipline.

Example: Solving of mathematical problems

 Analysis
– Breaking down concept or idea into it
components and explaining the concepts as
composition of these concepts.

Example: Determine if a patient has a cold or flu.

 Synthesis
– Opposite analysis, entails putting
together the components in order to
summarize the concept.

Example: Write a new recipe of a chicken dish.

 Evaluation
– Valuing and judgment or putting the
“worth” of a concept or principle.

Example: Reporting
CLARITY OF LEARNING
TARGETS
CLARITY OF LEARNING
TARGETS
A. COGNITIVE TARGETS
B. SKILLS, COMPETENCIES AND ABILITIES
TARGETS
C. PRODUCTS, OUTPUTS AND PROJECTS
TARGETS
SKILLS, COMPETENCIES AND
ABILITIES TARGETS
SKILLS
-refer to specific activities or tasks that
a student can proficiently do.
Example:
skills in coloring, language skills
SKILLS, COMPETENCIES AND
ABILITIES TARGETS
COMPETENCIES
-are skills in cluster. Related
competencies characterize a student’s
ability.
Example:
Birthday card making
SKILLS, COMPETENCIES AND
ABILITIES TARGETS
ABILITIES
-are talents or skills to do something.
Categories of Ability
A. Cognitive
B. Psychomotor
C. Affective
Cognitive
Refers to things like memory, the ability to
learn new information, speech, and
understanding of written material.
Psychomotor
The relationship between cognitive
functions and physical movement. It is
demonstrated by physical skills such as
movement, coordination, manipulation,
dexterity, grace, strength and speed.
Affective
Concerned with emotional aspect of a
human being.
PRODUCTS, OUTPUTS and
PROJECTS TARGETS

These are tangible and concrete evidence

of a student’s ability.
Level of workmanship of a project must be
clearly specified as:
Expert
Skilled
Novice
Expert
A person who has a comprehensive and
authoritative knowledge or skill in a
particular area; specialist.
Skilled
A person who has the knowledge and
ability to perform a certain activity or task
well; possess expertise over something.
Novice
A person who is new or inexperienced in a
field or situation; neophyte.
APPROPRIATENESS
OF ASSESSMENT
METHODS
 Assessment methods are
strategies, techniques, tools
and instrument for collecting
information to determine the
extent to which the student
demonstrate the desired
learning outcomes.
 Learning targets are very
essential to assessment.
If learning targets are clearly
stated, assessment can be
precise and accurate.
LEARNING APPROPRIATE
TARGET ASSESSMENT METHODS
 LEARNING APPROPRIATE
TARGET ASSESSMENT METHODS

Cognitive Target - Written response instrument

- Oral questioning
 LEARNING APPROPRIATE
TARGET ASSESSMENT METHODS

Cognitive Target - Written response instrument

- Oral questioning
Skills, - Performance tests
competencies and
abilities target - Observation and self-report
 LEARNING APPROPRIATE
TARGET ASSESSMENT METHODS

Cognitive Target - Written response instrument

- Oral questioning
Skills, - Performance tests
competencies and
abilities target - Observation and self-report
Output, product - Product rating scale
and project target
 WRITTEN
RESPONSE
INSTRUMENT
 Written assessments are
activities in which the student
selects or composes a
response to a prompt.
 In most cases, the prompt
consists of printed materials.
However, it may also be an
object, an event or an
experience.
 Written Response Instrument
includes ;
1. Objective Test
2. Essays
3. Checklist
 1. OBJECTIVE TEST
Are appropriate for assessing
the various levels of hierarchy
of educational objectives

Examples are;
 2. ESSAYS
- Are lengthy response that
can be scored in terms of
content and/or conventions.
- Essays when properly
planned, can test the student
grasp of the higher level
cognitive skills particularly in
the areas of application
analysis, synthesis and
judgement.
- However, when essay question
is not sufficiently PRECISE and
when the parameters are not
properly DEFINED, there is a
tendency for the students to
write irrelevant and unnecessary
things
POOR:
Write an essay about the first EDSA
revolution.
BETTER:
Write an essay about the first EDSA
revolution giving focus on the main
characters of the revolution and
their respective roles.
 3. CHECKLISTS
- This question lists items and
directs the learner to check
those that apply to the
situation
ADVANTAGES of Selected
Response Method
(e.g. Multiple choice,
true/false, matching)
 ADVANTAGES
- Easier to score
- Can be answered quickly
- Covers a broader range of
curriculum in a shorter time
 DISADVANTAGES
- Constraints students to single
appropriate answer
- Encourages students to learn
by recognition
- Subject to guessing correct
answer
 ADVANTAGES of
Constructed Response
Method
(e.g. Short answer, essay)
 ADVANTAGES
- Allows student to demonstrate
complex, in depth understanding
- Less likelihood of guessing correct
answer
- Motivates students to learn in a way
that stresses the organization of
information, principles, and application
 DISADVANTAGES
- More time consuming to
score
- More time consuming to
answer
 P RO D U C T R A T I N G
SCALE
 A teacher is often tasks to rate end
products like the following:
• Book reports
• Maps, charts, / diagrams
• Assignments / Notebooks
• Essays, and other creative endeavors
WHAT IS A PRODUCT
RATING SCALE?
 Allow teachers to indicate the
degree or frequency of the
attitude, skills, and products
displayed by the learner.
SAMPLE ESSAY RATING SCALE
PERFORMANCE TESTS
It is used to determine whether or
not an individual behaves in a
certain (usually desired) way when
asked to complete a particular task.
Also known as alternative or
authentic assessment
 Advantages
 ‡Can be used to assess from multiple
perspectives‡
 Using a student-centered design can promote
student motivation‡
 Can be used to assess transfer of skills and
integration of content‡
 Engages student in active learning
 Disadvantages
 Time consuming and labor intensive
to design and execute for taechers and
students‡
Must be carefully designed if used
to document obtainment of student
learning outcomes
Checklist is the most frequently used
measurement instrument. It consists
of a list of behaviors that makes up a
certain type of performance.
Oral Questioning
 Is simply an oral exam. It’s most useful as an
assessment method when questions are
open-ended, the assessment needs to
address the student’s unique ministry
situation, and there is no value in getting the
student to write it down.
Types of Oral Questioning
Basic Oral Questioning
Oral Examination
Oral Board
Basic Oral Questioning
Can be conducted in a
group setting in which
questions are ask of an
entire classroom
Oral Examination
An oral examination is
Similar in process to basic
oral questioning but it is
typically administered in
a one-on-one setting in
which the respondent is
required to answer the
question.
Oral Board
Usually consist of three to
five administrators
Delivering questions to
an individual to gauge
her knowledge of
equipments, systems,
operational procedures
and theoretical concepts
related to the topic
at hand
Disadvantages
Many student are shy or nervous and
have difficult time verbally
communicating knowledge, especially
when they may feel stressed in a
classroom.
Advantages

Oral questioning allows

The teacher to guide
His/her own teaching.
Level of Instruction

In asking questions, use simple

words, correct grammar, and
complete sentences.
Five Principles for Effective
Questioning
 Plan to use questions that encourage the thinking
and reasoning
 Ask questions in a ways that include everyone
 Give students time to think
 Avoid judging students’ responses
 Follow up students’ responses in ways that
encourage deeper thinking.
Guidelines
 Keep written notes
 You do not need to ask question twice
 Use a list of questions that are based on
the unit requirements
 Use follow-up questions
Observation and Self Report
Are useful supplementary
assessment methods when used in
conjunction with oral questioning
and performance tests.
The End