MODULE 1

INTRODUCTION TO ASSESSMENT IN LEARNING

Intended Learning Outcome

At the end of the module, the students will be able to explain the basic
concepts and principles of designing conventional tools to measure knowledge,
comprehension and other thinking skills.

Lesson 2:Assessment Purposes, Learning Targets, and Appropriate

Methods
OVERVIEW
Assessment serves as the mechanism by which teachers are able to determine whether
instruction worked in facilitating the learning of students. Hence, it is very important that
assessment is aligned with instruction and the identified learning outcomes for learners.
Knowing what will be taught ( curriculum content, competency, and performance standards)
and how will it will be taught (instruction) are as important as knowing what we want from the
very start (curriculum outcome) in determining the specific purpose and strategy for assessment.
Learning Targets

explain the purpose of classroom assessment and

formulate learning targets that match appropriate assessment methods.

Activity
Discuss the purposes of assessment in the following situations.
1. Mr. Sienes uses evidence of student learning to judge student achievement against goals and
standards. He does this at the end of a unit or period. Which purpose does this assessment serve ?

2. During his first meeting, Mr. Miranda gave a readiness test to determine the prerequisite skills
and degree of mastery his students possess in relation to the course objectives or learning
outcomes. He intends to use the results to determine where he will begin in his lesson plan and
decide on the best learning mode. For which purpose does this assessment he employ?

Analysis
1. What are the different purposes of assessing students' learning in the classroom?
2. Why is classroom assessment important in the teaching-learning process?
3. Should the assessment method and tools parallel to the learning outcomes or targets?Why?

EXPANDING YOUR KNOWLEDGE

To know more about our lessons for this

lesson let us begin our discussion. Read
and understand very well each topic to gain
more meaningful and fruitful learnings.
 A. PURPOSES OF ASSESSMENT
I. ASSESSMENT FOR LEARNING (AFL)

Pertains to placement, diagnostic and formative assessment tasks which are used to determine
learning needs, monitor the academic progress of students during a unit or block of instruction,
and guide instruction (ex. Pre-tests, written assignments, quizzes, concept maps, focused questions).

II. ASSESSMENT OF LEARNING (AOL)

Pertains to summative and done at the end of a unit, task, process, or period. Its purpose is to
provide evidence of a student’s level of achievement in relation to curricular outcomes. It is used
for grading, evaluation, and reporting purposes.

III. ASSESSMENT AS LEARNING (AAL)

Employs tasks or activities that provide students with an opportunity to monitor and further their
own learning, to think about their personal learning habits and how they can adjust their learning
strategies to achieve their goals.

B. IDENTIFYING LEARNING OUTCOMES/OBJECTIVES

A learning outcome pertains to a particular level of knowledge, skills, and values that a student
has acquired at the end of a unit or period of study as a result of his/her engagement in a set of
appropriate and meaningful learning experiences.

Taxonomy of Learning Domains

Learning outcomes are statements of performance expectations: cognitive, affective, and psychomotor.
These three broad learning domains are characterized by a change in a learner’s behavior.

I. Cognitive (Knowledge-based)

The cognitive domain involves the development of knowledge and intellectual skills. It answers the
question, “What do I want learners to know?” The first three are lower-order, while the next three
levels promote higher-order thinking.

Table: Cognitive Levels and Processes (Anderson, et. al., 2001)

Process and Action Verbs Describing

Levels Sample Objectives
Learning Outcomes

Enumerate the six levels

Rememberin Processes: Recognizing, Recalling
of expertise in the
g Verbs: Define, Describe, Identify,
Revised Bloom's
Retrieving relevant Label, List, Match, Name, Outline,
taxonomy of objectives
knowledge from long- Reproduce, Select, State
in the cognitive domain
 Processes: Interpreting,
Understanding
Exemplifying, Classifying, Explain each of the six
Constructing meaning
Summarizing, Inferring, Comparing, levels of expertise in
from instructional
Explaining the Bloom's taxonomy
messages, including
Verbs: Convert, Describe, of objectives in the
oral, written, and
Distinguish, Estimate, Extend, cognitive domain
graphic communication
Generalize, give examples,
Paraphrase, Rewrite, Summarize

Applying Demonstrate how to

Processes: Executing, Implementing
Carrying out or using use Bloom's
Verbs: Apply, Change, Classify
a procedure in a taxonomy in
(examples of a concept), Compute,
given formulating learning
Demonstrate, Discover, Modify,
situation objectives
Operate, Predict, Prepare, Relate,
Show, Solve, Use

Analyzing
Breaking material into Compare and
its constituent parts and Processes: Differentiating, contrasts the six levels
determine how the parts Organizing, Attributing of expertise in Bloom's
relate to one another and Verbs: Analyze, Arrange, Associate, Taxonomy of
to an overall structure Compare, Contrast, Infer, Organize, objectives in the
or purpose Solve, Support (a thesis) cognitive domain

Evaluating Processes: Executing, Monitoring,

Evaluate the
Making judgments based Generating
congruence between
on criteria and Verbs: Appraise, Compare, Conclude,
learning targets and
standards. Contrast, Criticize, Evaluate, Judge,
assessment methods
Justify, Support (a judgment), Verify

Creating
Putting elements Processes: Planning, Producing
Compose learning
together to form a Verbs: Classify (infer the
coherent or functional

II. Psychomotor (Skills-based)

The psychomotor domain focuses on physical and mechanical skills involving coordination of the brain
and muscular activity.
 Table: Taxonomy of Psychomotor Domain (Simpson, Dave and Harrow)

Action Verbs Describing Learning Sample Learning

Levels
Outcomes Competencies

Observing
Active mental attending Describe, Detect, Relate music to a
of a physical event Distinguish, particular dance step.
Differentiate, Describe, Relate,
Select
Imitating
Attempted copying of Demonstrate a simple
a dance step.
Begin, Display, Explain, Move,
physical behavior
Proceed, React, Show, State,
Volunteer

Display several
Practicing
Bend, Calibrate, Construct, dance steps in
Trying a specific
Differentiate, Dismantle, Fasten, sequence.
physical activity over
Fix. Grasp, Grind, Handle,
and over
Measure, Mix, Organize, Operate,
Manipulate, Mend
Adapting
Perform a dance
Fine tuning. Making
minor adjustments in the

III. Affective (Values, Attitudes, and Interests)

The affective domain emphasizes emotional knowledge. It tackles the question, “What actions do I want
learners to think or care about?”

Table: Taxonomy of Affective Domain (Krathwohl, et. al., 1964)

Action Verbs Describing Learning Sample Learning

Levels
Outcomes Competencies

Receiving
Ask, Choose, Describe, Follow,
Being aware of or Listen attentively
Give, Hold, Identify, Locate, Name,
attending to something to volleyball
Point to, Select, Sits erect, Reply,
in the environment introduction.
Use

Responding
Showing some new Answer, Assist, Comply, Conform,
behaviors as a result Discuss, Greet, Help, Label, Assist voluntarily in
of experience. Perform, Practice, Present, Read,
 Valuing
Complete, Describe, Differentiate,
Showing some
Explain, Follow, Form, Initiate, Demonstrate a
definite involvement
Invite, Join, Justify, Propose, simple dance step.
or commitment
Read, Report, Select, Share,
Study, Work

Organizing
Integrating a new
Adhere, Alter, Arrange, Combine,
value into one’s Arrange his/her own
Compare, Complete, Defend,
general set of volleyball practice.
Explain, Generalize, Identify,
values, giving it some
Integrate, Modify, Order,
ranking among
Organize, Prepare, Relate,
one’s general
Synthesize
priorities

Join intramurals to
Internalizing Values
Act, Discriminate, Display, play volleyball twice
Characterization by a
Influence, Listen, Modify, Perform,
value or value complex

C. Learning targets
A learning target is " a statement of a student performance for a relatively restricted type of learning
outcome that will be achieved in a single lesson or a few days" and contains " both a description
of what students should know, understand, and be able to do at the end of instruction and
something about the criteria for judging the level of performance demonstrated'(McMillan 2014, p.
43).
Types of Learning Targets

Type of Learning Description Sample

Outcomes

Refers to factual, conceptual, and I can explain the role of

procedural information that leraners must conceptual framework in
Knowledge targets learn in a subject or content area a research

Knowledge-based thought processes

that learners must learn. It involves
I can justify my research
the application of knowledge in
Reasoning targets problems with a theory
problem- solving, decision-making,
and other tasks that require mental
skills
I can facilitate a focus
group discussion (FGD)
Use of knowledge and/or reasoning to
Skills targets with research
perform or demonstrate physical skills
participants.

Use of knowledge, reasoning, and skills I can write a thesis

D. Appropriate Methods of Assessment

Once the learning targets are identified, appropriate assessment methods can be selected to measure student
learning.

Table: Matching Learning Targets with Paper-and-Pencil Types of Assessment

Selected Constructed

Learning Probl
Targets Multip True Matc Shor
e Ess
le or hi t
m-

Knowledg

Reasonin

g Skills

Table: Matching Learning Targets with Other Types of Assessment

Observati
Learning Project- Portfoli Recitati
o
Targets

Knowledg

Reasonin

g Skills
Note: More checks mean better matches
APPLICATION
TASK 1: To know if you have acquired the information you need to learn in this lesson, kindly complete the
General Purpose of Classroom Assessment

Assessment Assessment Assessment

of for as

Wha
t?

Why
?

TASK 2: Select a specific lesson for a subject area and grade level that you think you should be
able to teach and handle when you are already a teacher in a school. Using the DepEd Curriculum
Guide for the subject, create an assessment plan for student learning by formulating learning
targets and proposing specific assessment tasks or activities to measure the identified learning
targets. Use the table below.
Assessment Plan

Subje

ct

Grade

Specific Lesson

Learning
Outcome/s/Instructional
Objectives

Learning Targets