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146 Lesson 1.2 Learning Objectives and Their Corresponding Assessment Methods

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5 views

146 Lesson 1.2 Learning Objectives and Their Corresponding Assessment Methods

Pred.rte

Uploaded by

jessa mae maguin
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson 1.

Learning Objectives
and their
Corresponding
Assessment Methods
Learning Outcomes

ILO1: Formulate ILO2: Align appropriate


appropriate learning assessment methods for
objectives. specific learning
objectives and targets.
Outcomes/
Assessment
Objectives
Educational Goals

Outco Educational
Standards

mes Educational
Objectives
Educatio These are general statements
nal Goals about desired learner
outcomes in a given year or
during the duration of a
program (SHS) (Balagtas et al.,
2020).
Educatio These are specific statements
nal about what learners should
Standard know and are capable of doing

s at a particular grade
level/subject/ course (Balagtas
et al., 2020).
Content standards

Performance
Types of standards
Educatio
Developmental
nal standards
Standar
McMillan (2014) cited in
Balagtas et al. (2020)

Grade-level
ds standards
Content
Standards
desired outcomes in a
content area
Performance
Standards
tell what students do to
demonstrate competence
Developmental
Standards
sequence of growth and
change over time
Grade-level
Standards
outcomes for a specific
grade
Educatio These are specific statements
nal of learner performance at the
Objective end of an instructional unit.

s These are sometimes referred


to as behavioral objectives
(Balagtas et al., 2020).
Cognitive

Domain Affective

s of
Educati Psychomotor

onal
Revised Bloom's Taxonomy (Cognitive Domain)
Anderson & Krathwohl (2001) cited in Balagtas et al. (2020)

Level Description Verbs Sample Objective

Recalling facts and Recite the periodic


1. Remembering List, Define, Recall
basic concepts table.

Grasping the
Explain, Describe the water
2. Understanding meaning of
Summarize cycle.
information

Solve a
Using information Apply, Solve,
3. Applying mathematical
in new situations Demonstrate
problem.
Revised Bloom's Taxonomy (Cognitive Domain)
Anderson & Krathwohl (2001) cited in Balagtas et al. (2020)

Level Description Verbs Sample Objective

Breaking down
information to Analyze, Compare, Analyze the causes
4. Analyzing
understand its Contrast of an event.
components

Judging the value Assess the


5. Evaluating of information or Evaluate, Critique effectiveness of a
ideas theory.

Generating new
Create, Design, Design a new
6. Creating ideas or producing
Invent product.
original work
Revised Bloom's Taxonomy (Knowledge Dimension)
Balagtas et al. (2020)

Knowledge Description Sample Question

• tells the processes, steps, techniques,


How do we
methodologies, or specific skills needed in
develop items for
Procedural performing a specific task that one should
an achievement
know and be able to do in a discipline
test?
• answers the question "how"

• requires reflective knowledge and strategies


on how to solve problems or perform a
cognitive task by understanding of oneself Why is
and context engineering the
Metacognitive
• usually answers the question "why" but may most suitable
also answer "how" and "what" questions course for you?
embedded in a situation that one
experiences in real life
Formula
Appropriate
ting
Learning
Objectives
Learn
ing
Targe
statements of student

Learnin performance for a relatively


restricted type of learning
g outcome that will be achieved

Targets
McMillan (2014) cited
in Balagtas et al.
(2020)
in a single lesson or a few days
contain both a description of
what students should know,
Learnin understand, and be able to do
g at the end of instruction and
something about the criteria
Targets
McMillan (2014) cited
in Balagtas et al.
(2020)
for judging the level of
performance demonstrated
Types of Learning Targets
Balagtas et al. (2020)

Type of Description
Learning Target

• factual, conceptual and procedural information that learners


Knowledge Targets
must learn in a subject

• knowledge-based thought processes that learners must


learn
Reasoning Targets
• application of knowledge in problem-solving, decision-
making and other tasks that require mental skills

• use of knowledge and/or reasoning to perform or


Skills Targets
demonstrate physical skills

• use of knowledge, reasoning, and skills in creating a


Product Targets
concrete or tangible product
Aligning
Assessment
Methods
and
Learning
Aligning Learning Targets with Traditional Types of Assessment
Balagtas et al. (2020)

Selected Response Constructed Response


Learning
Targets Multiple True or Matching Short Problem-
Essay
Choice False Type Answer Solving

Knowledge ✔✔✔ ✔✔✔ ✔✔✔ ✔✔✔ ✔✔✔ ✔✔✔

Reasoning ✔✔ ✔ ✔ ✔ ✔✔✔ ✔✔✔

Skills ✔ ✔ ✔ ✔ ✔✔ ✔✔

Product ✔ ✔ ✔ ✔ ✔ ✔

More check marks mean better matches.


Aligning Learning Targets with Traditional Types of Assessment

Selected Response Constructed Response


Learning Learning
Objectives Targets Multiple True or Matching Short Problem-
Type
Essay
Choice False Answer Solving

The learner
should be able
to differentiate
biotic from
Knowledge ✔✔✔ ✔✔✔ ✔✔✔ ✔✔✔ ✔✔✔ ✔✔✔
abiotic
components of
an ecosystem.
(S7LT-IIg-8)
Aligning Learning Targets with Traditional Types of Assessment

Selected Response Constructed Response


Learning Learning
Objectives Targets Multiple True or Matching Short Problem-
Type
Essay
Choice False Answer Solving

The learner
should be able to
evaluate
narratives based
on how the Reasoning ✔✔ ✔ ✔ ✔ ✔✔✔ ✔✔✔
author developed
the setting.
(EN6RC-Ig-
2.24.1)
Aligning Learning Targets with Traditional Types of Assessment

Selected Response Constructed Response


Learning Learning
Objectives Targets Multiple True or Matching Short Problem-
Type
Essay
Choice False Answer Solving

The learner
should be able to
perform
dialogues, Skills ✔ ✔ ✔ ✔ ✔✔ ✔✔
drama, mock
interview, TV talk
show etc..
Aligning Learning Targets with Traditional Types of Assessment

Selected Response Constructed Response


Learning Learning
Objectives Targets Multiple True or Matching Short Problem-
Type
Essay
Choice False Answer Solving

The learner
creates human
Product ✔ ✔ ✔ ✔ ✔ ✔
figures out of
clay.
Referen
ces
Balagtas, M.U., et al. (2020). Assessment in learning 1. Rex Book
Store.
Navarro, R.L., et al. (2020). Assessment in learning 1. Lorimar
Publishing, Inc.

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