Name: Dadis, Mario Jr.

Course & Section: BSED-MATH 2A

Instructor: John Niño Pallan

LESSON 2: Assessment Purposes, Learning Targets, and Appropriate Methods

DEVELOP

Let us check the ideas you have acquired about the purposes of assessing student learning in the
classroom; identifying and formulating learning targets; and matching appropriate assessment methods
with identified learning targets.

1. What are the different purposes of assessing students' learning in the classroom?

 Assessment of Learning - It refers to the use of assessment to determine learner's acquired

knowledge and skills.

 Assessment for Learning - It refers to the use of assessment to identify the needs of learners.

 Assessment as Learning - It refers to the use of assessment to help the learner's become self-
regulated.

2.Why is classroom assessment important in the teaching-learning process?

 Classroom assessment is vital in the teaching-learning process as it allows teachers to assess

students’ understanding, address misconceptions, and adapt instruction. It empowers students
to take ownership of their learning through timely feedback, fostering a supportive and growth-
oriented environment.

3.What is the difference between instructional objectives and learning targets?

 Instructional objectives refer to the overall goals or outcomes that teachers aim to achieve
through their instruction. On the other hand, learning targets are specific, measurable
statements that break down the instructional objectives into smaller, manageable steps.
Learning targets provide clarity and guide students’ learning progress towards achieving the
instructional objectives.

4. Why is it important that learning targets and assessment tasks/activities are matched?

 Matching learning targets with assessment tasks/activities is important because it ensures

alignment between what students are expected to learn and how their learning is assessed.
When learning targets and assessment tasks are well-matched, it allows for accurate and
meaningful evaluation of student understanding, providing valuable feedback for both teachers
and students to inform instruction and learning progress.
To know if you have acquired the information you need to learn in this lesson, kindly complete Tables
2.6 and 2.7.

Table 2.6 General Purpose of Classroom Assessment

Assessment of Assessment for Assessment as

Learning Learning Learning

What? determine learner's to identify the needs of to help the learner's

acquired knowledge learners. become self-regulated.
and skills.

Why? It provides feedback, It helps inform It promotes

ensures accountability, instruction, guide metacognitive skills,
and allows for student progress, self-regulation, and a
comparison. promote self-reflection, deeper understanding
and foster a growth of the subject matter.
mindset.

When? It typically occurs at the It is used continuously It occurs throughout

end of a unit, course, throughout the the learning process as
or academic year for learning process to students continuously
grading and reporting monitor and adjust reflect on their learning
purposes. instruction based on and make adjustments
student needs and to improve their
understanding. understanding.

Table 2.7 Relation between Educational Goals, Standards, Objectives, and Learning Targets

Goals Standards Objectives Learning Targets

Description Description Specific Specific A

General statements about statements of statement of
statements about what learners learner student
desired learner should know and performance at performance for a
outcomes in a are capable of the end of an relatively
given year or doing at a instructional unit. restricted type of
during the particular grade learning outcome
duration of a level, subject, or that will be
 program . course, Specific achieved in a
statements of single lesson or a
learner few days
performance at
the end of an
instructional unit.

Sample By the end of the Students will In this lesson, Today, our
Statement school year, demonstrate students will be learning target is
students will mastery of Grade able to identify to correctly use
improve their 5 Mathematics the main idea and the Pythagorean
reading standards by supporting details theorem to solve
comprehension accurately in a non-fiction real-world
skills and be able performing text. problems
to analyze operations with involving right
complex texts fractions and triangles.
independently. decimals.

APPLY

Now, check the syllabus of this course and select any single lesson that interests you. If applicable,
select a lesson that should be completed in a day or week based on the schedule indicated in the
syllabus. Formulate specific learning targets for the lesson using Table 2.8. Add additional rows
whenever applicable (e.g., more than one type of learning targets is identified; more than one learning
target is identified). Use additional sheets of paper if necessary.

Using the sample as reference complete the learning targets task by supplying the required
information on the table provided.

Title of Lesson: Planning a Written Test

Table 2.8 Learning Targets Task

Instructional Lesson Content Type of Learning Sample Learning

Objectives/Learning Targets Targets
Outcome Related to
the Lesson Content

By the end of this Planning a Written Test I can…

lesson, students will be
A. Introduction to Test Knowledge understand the
able to design a written
Construction: principles of effective
test that assesses
Understand purpose test construction.
knowledge and
understanding of a
 given topic. and types of tests.

B. Creating Test Apply my

Questions: Learn to understanding to
write effective, aligned create clear, concise,
questions. Reasoning and effective test
questions.
C. Creating an Answer
Key: Develop a
detailed, accurate
Practice creating an
answer key.
accurate answer key
D. Review and Practice: for my test questions.
Create a test, followed
Skills
by review and
feedback. Produce a well-
structured written test
that aligns with the
Product learning objectives.

TRANSFER

Now 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 Table 2.9
for this task.

Table 2.9 Assessment Plan

Subject Mathematics

Specific Lesson Integers

Learning Outcome/s/ Instructional Objectives By the end of the lesson, students should be able
to add and subtract integers accurately and apply
the concept to real-life situations.

Learning Targets a. Knowledge Target: I can identify and define

integers.

b. Skill Target: I can add and subtract integers

using the correct rules.
 c. Application Target: I can solve real-life
problems involving integers.

Assessment Task/Activity Create a set of word problems that involve

adding and subtracting integers. Provide a variety
of scenarios, such as temperature changes,
money transactions, or elevation changes, for
students to practice applying the concept.

Why use this assessment task/activity? This assessment task/activity allows students to
demonstrate their understanding of adding and
subtracting integers in real-life contexts. It
assesses their ability to apply the concept to
different situations, which enhances their
problem-solving skills.

How does this assessment task/activity help you This assessment task/activity helps identify any
improve your instruction? misconceptions or areas of difficulty that
students may have when applying the concept of
integers to real-life problems. It guides
instructional planning by highlighting specific
areas that need reinforcement or additional
practice.

How does this assessment task/activity help your This assessment task/activity provides an
learners achieve the intended learning opportunity for students to practice and apply
outcomes? their knowledge of adding and subtracting
integers in real-life scenarios. By solving these
word problems, students develop a deeper
understanding of the concept and improve their
ability to apply it effectively.

EVALUATE
Part 1. Evaluate the learning targets and assessment tasks and activities that you have developed in
your assessment plan by using the following checklist.

Yes No Item Criteria

✓ 1. I was able to formulate specific learning targets.

✓ 2. The learning targets I made contain

information on what the students must know and what

they need to do to demonstrate what they know.

✓ 3. The learning targets I made are congruent with at least one

learning outcomes or instructional objectives in the subject.

✓ 4. I was able to identify an assessment task/s or activity/ies

that match/es the learning targets.

✓ 5. I was able to complete the task in the table by applying

what I have learned about learning targets and appropriate
assessment methods.

Part 2. For each item, circle the option that corresponds to what you think is the

best answer.

1. What is this purpose of assessment that aims to identify students' needs to inform instruction?

A. Assessment as Learning

B. Assessment for Learning

C. Assessment of Learning

D. Assessment with Learning

2.Use the Internet in performing search for related research literature.The aforementioned learning
objective is an example of which type of cognitive learning outcome in the Revised Bloom's Taxonomy?

A. Applying

B. Understanding

C. Knowledge

D. Creating
3. Explain the difference between learning targets and instructional objectives. The aforementioned
learning target is an example of which type of learning target?

A. Knowledge

B. Product

C. Reasoning

D. Skills

4. Which of the following types of paper-and-pencil test is best matched with reasoning type of learning
targets?

A. Essay

B. Matching-Type

C. Multiple-Choice

D. Short-Answer

5. If you are a values education teacher who intends to design an assessment task to determine your
learners' motivation in practicing pro-environmental behaviors, which of the following assessment
strategies would best addresses your purpose?

A. Learners developing and producing a video of their pro-environmental advocacy.

B. Learners answering an essay question on "Why Pro-environmental Behavior Matters?"

C. Learners writing individual blogs on their pro-environmental activities and why they do it.

D. Learners conducting action research on students’ motivation in pro- environmental behaviors.

REFLECT

1. Examine the learning target/s you have developed. Are you satisfied with it/them?

After reviewing the learning targets I have developed, I must admit that I am not entirely satisfied with
them. I believe there is room for improvement in terms of their specificity and alignment with the
intended learning outcomes. I will strive to revise and enhance the targets to better guide student
learning and achievement.

2.Is there something you want to change or improve in the learning target/s? Why?

Yes, there are aspects of the learning targets that I would like to change or improve. I believe that by
making them more specific and measurable, they will provide clearer guidance for both students and
myself as the teacher. Additionally, refining the learning targets will help ensure that they align more
closely with the intended learning outcomes and promote a deeper understanding of the concept of
integers.

3.What type of learning targets did you use in your learning targets? Why?

I used a combination of knowledge, skill, and application targets in the learning targets. This allows me
to assess students’ understanding of principles, their proficiency in performing operations, and their
ability to apply the concept to real-life problems. It provides a comprehensive evaluation of their
learning.

4.What was your basis in selecting the assessment method to measure the learning targets? Why?

I selected the assessment method based on the need to effectively measure the identified learning
targets. I considered the nature of the targets, which required demonstrating knowledge, applying skills,
and solving real-life problems. The chosen method of creating word problems aligns with these
requirements and allows students to showcase their understanding and application of integers.

5.How did the task in Table 9 help you understand assessment of learning?

The task in Table 9 helped me understand assessment of learning by providing a practical example of
how to formulate learning targets, design assessment tasks, and align them with the intended learning
outcomes. It demonstrated the importance of specificity, clarity, and alignment in creating effective
assessments that measure student achievement accurately.

SUSTAIN

Evaluate the extent of your knowledge and understanding about the purpose of assessment,
learning targets, and appropriate assessment method's.

Indicators Great Extent Moderate Not at All

Extent

1. I can enumerate the different purposes of ✓

assessment.

2. I can explain the role of assessment in the ✓

teaching and learning process.

3. I can explain the purpose of conducting classroom ✓

assessment. I can differentiate between goals,
standards, objectives, and learning targets.

4. I can differentiate between goals, standards, ✓

objectives, and learning targets.
5.I can explain the different levels of expertise in ✓
Bloom's Taxonomy of Educational Objectives in the
Cognitive Domain.

6. I can explain the difference between Bloom's ✓

Taxonomy and the Revised Bloom's Taxonomy.

7. I can compare and contrast instructional ✓

objectives and learning targets.

8. I can formulate specific learning targets given a ✓

specific lesson.

9.I can match assessment methods appropriate to ✓

specific learning targets.

10. I can select or design an assessment task or ✓

activity to measure a specific learning target.