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Lesson 2

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Sarayin J Agang
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9 views

Lesson 2

Uploaded by

Sarayin J Agang
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson 2: Learning

Targets for Performance


and Product-Oriented
Assessment
Desired Learning Outcomes
In this lesson, you are expected to:

●formulate learning targets tat can be assessed through performance and


product-oriented asssessments, and
●create an assessment plan using alternative methods of assessment.
Performance Tasks

At the of Lesson 2, you should be able to:

●Describe the different types of learning targets that are best suited for
alternative assessment
●Formulate learning targets for specific lessons.
●Develop an assessment plan where appropriate alternative assessment
methods are matched with specific learning targets.
Performance Tasks
At the end of the Lesson 2, you should be able to:

● Describe the different types of learning targets that are best suited for alternative
assessment
● Formulate learning targets for specific lessons
● Develop an assessment plan where appropriate alternative assessment methods are
matched with specific learning targets.
What are the learning targets appropriate for alterntive
assessment?
● Blooms Taxonomy of Education Objectives

-Educational objections are specific statements of student performance at the end of an


instructional unit.

-Educational objectives are sometimes referred to as behavioral objectives and are


typically stated with the use of verbs.
What are the learning targets appropriate for alternative
assessment?

• Blooms Taxonomy of Education Objectives

Cognitive Affective Psychomotor


(Knowledge) (Attitudes) (Skills)
Blooms taxonomy of Educational Objectives

• Bloom's taxonomies of educational objectives for affective and


psychomotor domains are able to able to provide teachers with a
structured guide in formulating more specific learning targets in the
classroom.

• The taxomies serve as guide for teachers in both instruction and


assessment of the student learning in the classroom.
Bloom's taxonomy of Educational Objectives

• The challenge is for teachers to identify the levels of the levels of expertise
that they expect the expect the students to achieve and demonstrate.

• This will then lead to the identification of the assessment methods required
to properly assess student learning.

• Higher level of expertise in a given domain requires are assumed to


requires are assumed to require more sophisticated assessment
methodss or startegies.
What are Learning Targets?

• Learning target is a statement on what students are supposed to learn


and what they can do because of instruction.

• Learning targets are more specific compared with educational goals,


standards, and objectives and lend themselves to more specific
instructional and asssessment activities.

• Learning targets should be congruent with the standards prescribed by a


program or level and aligned with the instructional or learning objectives
of a subject or course.
What are Learning Targets?

• Teachers formulate learning targets from broader standards and learning


objective.

• The learning targets should be clear, specific, and meaningful to students.

• Thus, learning targets are more effectively stated in students' view,


typically using the phrase "I can differentiate between traditional methods
and aternative methods of assessment."
Purpose of Learning Targets?

• To effectively inform students of what they should be able to do or


demonstrate as evidence of their learning.

• Therefore, learning targets should specify both the content and criteria of
learning.

• With specific learning targets formulated, appropriate classroom


instruction and assessment can be designed.
What are the appropriate alternative methods of assessment
for learning targets?

• All five types of learning targets (knowledge, reasoning, skill, product, and
affect) can be assessed by the use of alternative methods of assessment;

• However, three types of learning targets can be best assessed using


alternative assesments. These are skills, products, and affect.
Skills Type of Learning Targets

• Stiggins et. al. (2006) defined skills type of learning targets as one's use of
knowledge and reasoning to act skillfully.

• In other words, skills refer to learning targets that require the development
and demonstrate and demonstrate of behavioral or physical task.

• To able to demonstrate skills or act skillfully, students must be able to


possess the knowlege and reasoning ability related or relevant to the skills
to be demonstrated.
Product Learning Targets

• Describe the use of knowledge, reasoning, and skills to create a concrete


product.

• Thus, products refer to learning targets that require the development of a


tangible and high-quality product or output.

• Students are expected to create products that have certain core attributes
that will serve as basis for evaluating its quality.
Affect of Disposition Learning Targets

• Defined as students' attitudes about school and learning.

• In practice, we look at affect/disposition to encompass a broad range of


non-cognitive attributes beyond attitude that may affect learning and
performance, including motivation, interest, and other affective states.

• The development of affect/disposition simultaneously occurs as a student


learns concepts and skills in the classroom.
What are the appropriate alternative methods of assessment
for learning targets?

• Once the learning targets are identified, appropriate alternative methods of


assessment can be selected to measure student learning.

• In terms of skills, having the required skills to apply one's knowledge and
reasoning skills through the performance of a behavioral or physical task is
step higher than simply knowing or being able to reason based on
knowledge.

• Hence, skills targets are best assessed among students through


performance-oriented or based assessment as skills are best gauged
through actual task performance.
What are the appropriate alternative methods of assessment
for learning targets?

• For products, a student's knowledge, reasoning, and skills are required


before one can create a meaningful product or output.

• Product targets are best assessed through product assessement .

• Given the need to also give value to the process of creating a product,
performance assessment is also typically used vis-a-vis product
assessment.
What are the appropriate alternative methods of assessment
for learning targets?

• For affect or disposition, a student may already hold a particular lesson or


learning target and such affect may change or not depending on the
learning and instructional and assessment experiences of the student.

• Affect or disposition is best assessed through affective assessment or the


use of self-report measures (checklist , inventories, questionnaires,
scales)and other alternative strategies to asess affective outcomes.
Members: Ronel P. Lacaba Jr.
Lea C. Etoc
Cristine Joy Dolorosa
Clark Jay Camacho
Aira Gabutan
Regine Banguih
Evangeline Alipan
Mechelle Nozal
Jezel Rudas
Farhana Said

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