ASSESSMENT 2 MIDTERM PPT COMPILATION

Learning Targets for performance and product-oriented assessment

 Educational objectives vs learning targets
Educational objectives / behavioral objectives
specific statements of student performance at the end of an instructional unit that is typically stated
with the use of verbs. This is stated in a teachers’ point of view.
Learning target
statement on what students are supposed to learn and what they can do because of instruction which
are more specific leading to a more specific instructional and assessment activities. This is stated in
students’ point of view.
Educational Objectives
The most common educational objectives is the bloom’s taxonomy which is consist of three domains:
cognitive (knowledge-based), affective, and psychomotor (skill-based).
Taxonomy of educational objectives in the cognitive domain (a review)
 Knowing
Understanding
Applying
Analyzing
Evaluating
creating
Taxonomy of educational objectives in the affective domain (RRVOI)
Taxonomy of educational objectives in the Psychomotor domain (Elizabeth Simpson)
(PSGMCAO)

Learning Targets
Purpose: Effectively inform students of what they should be able to do or demonstrate as evidence of
their learning thus it states both content and criteria of learning.

The five learning targets

1. Knowledge Target
Refers to factual, conceptual, and procedural information that students must learn in a subject or
content area.
Example: I can discuss the research design that I used for my thesis.

2. Reasoning Target
Knowledge-based thought processes that students must learn. It involves application of knowledge in
problem-solving, decision-making, and other tasks that require mental skills.
Example: I can justify my choice of Analysis of Variance (ANOVA) as my statistical analysis for my
thesis research.

3. Skills Target
Use of knowledge and or reasoning to perform or demonstrate physical skills
Example: I can perform Analysis if Variance (ANOVA) on research data using the software SPSS.

4. Product Target
Use of knowledge, reasoning, and skills in creating a concrete or tangible product.
Example: I can write the results and discussion section of a thesis manuscript.

5. Affective Target
Refers to affective characteristics that students can develop and demonstrate because of instruction.
Example: I can appreciate the role of a thesis adviser in the completion of a thesis research.

Appropriate learning targets for alternative tasks

All five types of learning targets can be assessed using alternative methods but the only three are
best assessed using alternative methods.
Skills requires both knowledge and reasoning (performance-oriented or performance-based
assessment)
Product requires the development of a tangible and high-quality product or output using one’s skills
developed based on knowledge and reasoning (product-based assessment)
Affect / Disposition encompasses a broad range of noncognitive attributes beyond attitude that may
affect learning and performance, including motivation, interests, and other affective states (affective
assessment)

Why is identifying learning targets important?

When the learning target is identified, it will be easy to choose appropriate assessment method.
Matching learning targets with alternative assessment method

Alternative Ways in Assessing Learning

Performance Assessment
Definition: Assessment activity or set of activities that require students to generate products or
performances that provides evidence of the understanding and application of learning
Types:
Product-Based Assessment:
 Visual products (charts, graphs, illustrations, posters, video, art)
 Kinesthetic products (diorama, puzzles, sculpture, dance recital)
 Written products (journals, diaries, letters, poems, position/research papers)
  Verbal products (debates, audio tapes, scripts, lectures)
Performance-Based Assessment:
 Oral presentations/demonstrations (paper presentation, reporting, skills demo
 Dramatic/creative performances (role playing, prose or poetry interpretation, drama, dance)
 Public Speaking (mock trial, interview, panel discussion, story-telling, poem reading)
 Athletic skills demonstration/competition (playing sports)

Characteristics (What makes a good performance assessment?)

1. It is authentic, that is, it includes performance tasks that are meaningful and realistic.
2. It provides opportunities for students to show both what they know and how well they can do
what they know.
3. It allows students to be involved in the process of evaluating their own and their peer’s
performance and output.
4. It assesses more complex skills.
5. It explains the task, required elements, and scoring criteria to the students before the start of
the activity and the assessment.

Guidelines: (Questions to address when designing performance assessment)

 What are the outcomes to be assessed?
 What are the capabilities/skills implicit/explicit in the expected outcomes (problem-solving, critical
thinking, decision-making, communication)?
 What are the appropriate performance assessment tasks or tools to measure the outcomes and
skills?
 Are the specific performance task aligned with the outcomes and skills interesting, engaging,
challenging, and measurable?
 Are the performance tasks authentic and representative of real-world scenarios?
 What criteria should be included to rate students’ performance level?
 What are the specific performance indicators for each criterion?
How to conduct performance-based assessment?
 Define the purpose of performance or product-based assessment.
 Choose the activity/output that you will assess.
 Define the criteria (content, process, quality, and impact).
 Create the performance rubric (holistic, analytic, general, task-specific).
 Assess students’s performance or output.
 Alternative Ways in Assessment
Think about your answer to the following questions:
- How do you feel doing mathematics?
- What do you like in mathematics?
Affective Assessment is the measure of:
1. Feelings
2. Attitudes
3. Motivation
4. Interest
Motivation and desire represent the very foundation of learning. (Stiggins, 2005)
Affective variables are often more important than cognitive variables. (Phopam, 2011)
Taxonomy of the Affective Domain by Krathwohl et al. (1964)
1. To receive
2. To respond
3. To value
4. To organize
5. To characterize
The affective variables in learning: deals with what students think and feel about a lesson
1. Attitudes
2. Values and Beliefs
3. Interest
4. Motivation
5. Self-Confidence
Topic Idea and Details:
1. Mercury- It is the closest planet to the Sun and the smallest one
2. Jupiter- Jupiter is a gas giant and the biggest planet in the Solar System
3. Mars- Despite being red, Mars is cold. It's full of iron oxide dust.
Attitude
 Referring to a person’s reaction whether negative or positive, favorable or unfavorable toward
an object, activity, person, or environment.
 Attitude towards learning, subject, teachers, classmates, homework, projects, wearing of
uniform, attending flag ceremonies, etc.
Values and Beliefs
 Values are characteristics or traits that a person holds in high importance which guides a
person’s future actions and decisions.
 Beliefs are convictions or opinion we hold true even without evidence.
  Can be formed through positive learning experiences that will correlate with learner’s
performance.
Interest
 Psychological state that draws a person’s attention to an object, idea, or event.
 Can be personal or situational but it drives students to show interest in a topic or subject.
Motivation
 Inner drive, impulse, emotion, or desire that moves one to a particular action.
 Leads to increased effort and energy to pursue a goal.
 Can be intrinsic (curiosity, appreciation, valuing for learning) or extrinsic (praise, grades,
certificates)
 Integral parts are need for exploration, manipulation, activity, stimulation, knowledge,
enhancement.
Self-Confidence
 Refers to how a person feels about his/her abilities to accomplish a task or reach a goal.
 It is a person’s perception of him/herself and his/her capabilities.
 Associated with academic success.
What assessment tools are used to measure affective learning?
1. Self-Report Questionnaire
Self-report or self-inventory is a type of assessment where a respondent is asked to answer a
question about himself/herself, his/her behavior, emotions, feelings or views. It is easy to
administer but can be limited by honesty
Examples:
Likert-Scale- Respondents can choose levels of agreement
Semantic Differential- Ratings of concepts with contrasting adjectives.
Checklist- Used to identify the presence or absence of a feeling, attitude, or behavior.
2. Interview
An oral assessment of learning that is conducted through spoken words and casual conversation
and responses can be probed in a moment of sharing. It can be structured or unstructured. The
downside is that it is hard to quantify.
3. Student Journal
Can be used in assessing and monitoring student thinking and attitudes through think aloud
writing. It does not only measure their affective component but also the content.
4. Observation
Involves looking out for the presence or absence of behaviors of learners in a natural setting. It
can contain clues that are both obtrusive and unobtrusive. It can be structured or unstructured.
“Life is the most difficult exam. Many people fail because they try to copy others, not realizing that
everyone has a different question paper.” -Jeremy McGilvrey