This document discusses clarity of learning targets and objectives. It defines learning targets as statements of what students should know and be able to do at the end of instruction. Learning objectives are more specific statements of expected student performance. Objectives should include three elements: a performance (what students will do), a criterion (standard for acceptable performance), and a condition (circumstances of performance). The document also discusses different types of learning targets and appropriate assessment methods, such as pencil-paper tests for knowledge and skills assessments for performance targets. Sources of learning targets mentioned include Bloom's taxonomy, professional preparation, textbooks, and existing objective lists.
This document discusses clarity of learning targets and objectives. It defines learning targets as statements of what students should know and be able to do at the end of instruction. Learning objectives are more specific statements of expected student performance. Objectives should include three elements: a performance (what students will do), a criterion (standard for acceptable performance), and a condition (circumstances of performance). The document also discusses different types of learning targets and appropriate assessment methods, such as pencil-paper tests for knowledge and skills assessments for performance targets. Sources of learning targets mentioned include Bloom's taxonomy, professional preparation, textbooks, and existing objective lists.
This document discusses clarity of learning targets and objectives. It defines learning targets as statements of what students should know and be able to do at the end of instruction. Learning objectives are more specific statements of expected student performance. Objectives should include three elements: a performance (what students will do), a criterion (standard for acceptable performance), and a condition (circumstances of performance). The document also discusses different types of learning targets and appropriate assessment methods, such as pencil-paper tests for knowledge and skills assessments for performance targets. Sources of learning targets mentioned include Bloom's taxonomy, professional preparation, textbooks, and existing objective lists.
This document discusses clarity of learning targets and objectives. It defines learning targets as statements of what students should know and be able to do at the end of instruction. Learning objectives are more specific statements of expected student performance. Objectives should include three elements: a performance (what students will do), a criterion (standard for acceptable performance), and a condition (circumstances of performance). The document also discusses different types of learning targets and appropriate assessment methods, such as pencil-paper tests for knowledge and skills assessments for performance targets. Sources of learning targets mentioned include Bloom's taxonomy, professional preparation, textbooks, and existing objective lists.
doing when demonstrating mastery of an objective. ✓Performance Poor Examples: • Be able to understand mathematics. • Develop an appreciation of music. • Be able to know the concept of diffusion. • Be able to familiarize indefinite pronouns. ✓Performance
Good Examples: • Be able to dance tinikling. • Be able to interview licensed teachers. • Be able to paint a picture of a mountain. • Be able to write an application letter. 2. Criterion
a description of the criteria for
acceptance of a performance as sufficient, indicating mastery of the objective. emphasizes time limits, accuracy, and quality. 3. Condition
a description of the circumstances
under which the performance will be carried out. includes a description of what will be available to learners when they perform the desired behavior. Condition Examples:
• Using a metric ruler...
• Given a set of whole numbers... • Without the aid of class notes... • Using only a screwdriver... • Given a list of chemical elements... ✓Here are some examples of objectives with conditions:
1. Given a product and a prospective customer, be able
to describe the key features of the product. (The performance is to occur in the presence of a product and a customer - these are the conditions that will influence the nature of the performance.)
2. Given a bicycle and a flat street, be able to ride the
bike to the end and back. (The conditions that will influence the performance are the bike and the flat street.) Learning outcomes are statements of performance:
Create Evaluate Analyze Apply Understand Remember LEARNING TARGETS AND ASSESSMENT
1. Knowledge and Simple Understanding
2. Deep understanding and Reasoning 3. Skills 4. Products 5. Affect 1. KNOWLEDGE AND SIMPLE UNDERSTANDING • Mastery pertains of substantive subject matter and procedures.
• Bloom’s taxonomy lower thinking skills of
REMEMBERING, UNDERSTANDING & APPLYING ✓Pencil-Paper Test ✓Oral questioning ✓Essay ✓Selected-response and constructed-response items are best in assessing low-level learning targets in terms of coverage and efficiency. 2. DEEP UNDERSTANDING AND REASONING
• Thinking skills of ANALYZING, EVALUATING,
and SYNTHESIZING. ✓ Sampling Data Collection Method Descriptive Statistics Reasoning is the mental manipulation and use of knowledge in critical & creative ways Demonstrate thinking skills. 3. SKILLS • To assess SKILLS, performance superior assessment method. • Used in real-life “AUNTHENTIC ASSESSMENT” • Performance assessment are suited for applications with less-structured problem identification; collection, organization, Integration and evaluation of information.
Examples: ✓ Physical Education Games and Activities ✓ Academic Performance 4. PRODUCT
• A product is substantial and tangible output
that showcases a student understanding and skills. • Method can assess the attributes of the product using an analytic RUBRIC. ✓Musical Composition ✓Stories & Poems ✓Drawings ✓Multimedia 5. AFFECT • Affects pertains to attitude, interest and values student manifest. • The best method for this learning target is “Self- assessment” • Students’ responses to self report affective using rating scales. • Two Affective variables: Academic efficacy & Eagerness to learn.
Integrity and Personal Discipline
. Sources of Learning Targets and Standard
1. Bloom’s Taxonomy of Objectives
2. Professional Preparation 3. Textbooks 4. Existing Lists of Objectives 1. Bloom's Taxonomy of Objectives
✓Consists of 3 domains: 1. Cognitive (Thinking) 2. Affective (Emotion or feelings) 3. Psychomotor (Physical or kinesthetic) 2. Professional Preparation
- As you master each discipline you will
be able to identify what is most important for learning
The more you understand, the better
the assessments. 3. Textbooks
Most textbooks are accompanied by
an instructor’s guide or a teacher’s edition
Textbook objectives are neither the
only nor the best source for your learning targets 4. Existing List of Objectives
A number of sources can be used to
locate these lists
Yearbooks and handbooks in different
disciplines sometimes contain objectives Thank you🙂
