UNIT 2

TARGET
SETTING
Prepared by: Group 2 (BSE Math II-2)
 Contents of Unit 2:

01 Appropriate
03
Targets

Standard-based Unpacking
Assessment Learning
02 Competencies
 Word Scramble

SANTDRAD STANDARD
EUTCAINOD EDUCATION
AESMSNSTSE ASSESSMENT
CNOSRTUVETIC CONSTRUCTIVE
AILGNENMT ALIGNMENT
Constructive
Alignment
PRESENTER: ROCHELLE J. VERSELES
STANDARD
is a concise, clearly written
description of what a student should
know and be able to demonstrate at a
particular point in his or her
education.
 STANDARD-
BASED
EDUCATION
Standard-based Education involves using pre-determined
standards to plan the scope and sequence of instruction, as
well as what activities and materials will be used to
achieve the goals of each standard.
 STANDARD-
BASED
ASSESSMENT
 STANDARD-
BASED
ASSESSMENT
Standard-based assessment is an approach that compares
students’ performances to the standards, rather than
comparing them with other students (Strater 2006).
CONSTRUCTI
VE
ALIGNMENT
 CONSTRUCTIVE
ALIGNMENT
A constructive alignment is an outcomes-based approach to
teaching in which the learning outcomes that students are
intended to achieve are defined before teaching takes place.
Teaching and assessment methods are then designed to best
achieve those outcomes and to assess the standard at which they
have been achieved (Biggs, 2014).
 DepEd
Order no. 8,
s 2015
PRESENTER: AIRA MAE P. BALATBAT
Policy Guidelines on Classroom Assessment for
K-12 Basic Education, DepEd Order no. 8, s
2015.
BASIC EDUCATION PROGRAM
- It covers from Kinder to Grade 12.
- Provide sufficient time for mastery
Classroom Assessment Types of Classroom
Assessment
1. FORMATIVE ASSESSMENT
Joint process that involves –
both teacher and learners. may be seen as assessment
FOR learning.

ASSESSMENT
2. SUMMATIVE
Process of gathering evidences ASSESSMENT – may be seen
of students’ performance. as assessment OF learning.
What is being assessed
in the classroom?
1. CONTENT STANDARDS – this answers
“What should learner know and do?”

2. PERFORMANCE STANDARD – describe

the abilities and skills that learners are
expected to demonstrate in relation to the
content standard.
 Learners are assessed in the classroom
through various process. Some process
may be use for both formative and
summative assessment. Individual or
collaborative.
e
How ar
learners
Formative Assessment in Different
Parts of the Lesson
es se d ?
ass 1. Before the lesson
2. During the lesson
3. After the lesson
 Learners are assessed in the classroom
through various process. Some process
may be use for both formative and
summative assessment. Individual or
e collaborative.
How ar
learners
2. Summative Assessment
a. Written Works
es se d ?
ass b. Performance Task
c. Quarterly Examination
What is grading system? How
learner progress recorded and
computed?
 APPROPRIATE
TARGETS
PRESENTER: CHRISTINA PAULA ABALOS
 TYPES OF
APPROPRIA
TE TARGETS
Competency

A general statement that describes the desired

knowledge, skills, and behaviors of a student
graduating from a program (or completing a course).
Objective

A very general statement about the larger goals of

the course or program.
Outcome

A very specific statement that describes exactly

what a student will be able to do in some measurable
way.
Characteristics
of Objectives
PRESENTER: FREDERICK M. MANANGAN
SMARTER Objectives

SMARTER objectives are set of goals and objectives that

are formed by factors and merge structure and tractability.
A factual motion through an objective is produced by
SMARTER goal setting, along with a projected timeline
and clear milestones.
 Goals
It is im must be sp
portan ecific

SPECIFIC given .
it is u t
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e to
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cts to l that
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tive.
 If a go
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MEASURABL in
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 Set ob
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ACHIEVABLE objec
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 Your
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TIMELY Set go
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 Re-a
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 LEARNING
DOMAINS
AND
PRESENTER: RUBYLYN B. HERNANDEZ

TAXONOMIES
Three domains of Learning

Cognitive Affective Psychomotor

(knowledge) (attitudes) (skills)

Psycho -
motor
Cognitive domain: Knowledge = Think

Affective Cognitive Affective Domain: Attitude = Feel

Psychomotor Domain: Skills = Do

a. Cognitive
Domain
● Based on the 1956 work, The Handbook
I-Cognitive Domain, behavioral objectives
that dealt with cognition could be divided
into subsets. These subsets were
arranged into a taxonomy and listed
according to the cognitive difficulty —
simpler to more complex forms.  In 2000-
01 revisions to the cognitive taxonomy
were spearheaded by one of Bloom’s
former students, Lorin Anderson, and
Bloom’s original partner in defining and
publishing the cognitive domain, David
Krathwohl. 
 Taxonomies
of the
Cognitive Domain
 
Taxonomies of the Cognitive Domain
 
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s
Taxonomy 2001

1. Knowledge 1. Remembering
2. Comprehension 2. Understanding
3. Application 3. Applying
4. Analysis 4. Analyzing
5. Synthesis 5. Evaluating
6. Evaluation 6. Creating
BLOOM’s SPECIFIC TYPES OF
KNOWLEDGE Anderson And
 Terminology Krathwohl 4 Levels Of
 Specific facts Knowledge
 Conventions
 Trends and sequences
 Classifications and
1) Factual Knowledge
categories
 Criteria 2) Conceptual
 Methodology Knowledge
 Principles and 3) Procedural Knowledge
generalizations 4) Metacognitive
 Theories and structures
Knowledge
b. The Affective
Domain
 Affective objectives can be categorized in a
hierarchy just like cognitive ones
(according to Krathwohl). Feelings or
emotions, as well as social and
emotional learning and skills, are
f f ect i v e
A discussed in this domain. Again, the
Domain taxonomy is organized from less
complex to more complex emotions.
David Krathwohl is credited as the
primary author of the 1964 description of
this domain.
1. Receiving
- asks, chooses, describes, follows, gives, holds, identifies,
locates, names, points to, selects, sits erect, replies, uses
2. Responding
- answers, assists, complies, conforms, discusses, greets,
helps, labels, performs, practices, presents, reads, recites,
reports, selects, tells, writes
3. Valuing
- completes, describes, differentiates, explains, follows,
forms, initiates, invites, joins, justifies, proposes, reads,
reports, selects, shares, studies, work
4. Organization
- adheres, alters, arranges, combines, compares, completes,
defends, explains, generalizes, identifies, integrates,
modifies, orders, organizes, prepares, relates, synthesizes
5. Characterization
- acts, discriminates, displays, influences, listens, modifies,
performs, practices, proposes, qualifies, questions, revises,
serves, solves, uses, verifies
 Fully integrated it by participating in
this new event regularly and
consistently.
Assimilate, internalize, and prioritize its
importance with other events.
Accept of recognize the value of the event by
participating more.

Participate in the event.

Be aware or willing to learn or listen about an event.

Reference: Adopted from "Affective Domain." (n.d.). https://weber.instructure.com/courses/351142/pages/affective- domain?module_item_id=2641977

c. Psychomotor
Domain
 h om ot or This domain is characterized by progressive
Psyc levels of behaviors from observation to
domain mastery of a physical skill.
 In the early seventies, Ravindra H. Dave
(1970), Elizabeth J. Simpson (1972) and
Anita S. Harrow (1972) recommended
categories for the Psychomotor Domain
which included physical coordination,
movement and use of the motor skills body
parts.

Level and definition Outcome verbs

Observing watch, detect, distinguish, differentiate,

describe, relate, select
Imitating begin, explain, move, display, proceed, react,
show, state, volunteer
Practicing bend, calibrate, construct, differentiate,
dismantle, display, fasten, fix, grasp, grind,
handle, measure, mix, operate, manipulate,
mend
Adapting organize, relax, shorten, sketch, write, re-
arrange, compose, create, design, originate
Other Taxonomies (SOLO
Taxonomy and SOLO
Kendall & Marzano`s
Taxonomy)
PRESENTER: JACKIE P. FERNANDEZ
A. Structure of Observed Learning The five Levels of SOLO
Outcomes (SOLO) Taxonomy
Taxonomy

● SOLO Taxonomy is a systematic

way of describing how  Pre-structural
learners’ understanding  Unistructural
develops from simple to  Multi structural
 Relational
complex when learning
 Extended abstract
different subjects or tasks.  
 Pre-structural Unistructural

At this level, the learner is simply

acquiring bits of unconnected At this level, the learner has
information. It has no only a basic concept about the
organization and does not make subject or task. They are able
sense to them. The learner does to make simple and obvious
not understand the information, connections, but the broader
therefore, cannot demonstrate significance of the information
understanding. is not understood.
 Multi structural Relational

At this level, the learner can

understand several aspects of the At this level, the learner can
subject or task, but its relationship understand the significance of
to each other and to the whole the parts in relation to the
remains separated. Ideas and whole. Ideas and concepts are
concepts around a the topic is not linked, and they provide a
connected. The learner can make coherent understanding of the
a number of connections, but the whole.
significance of the whole is not
understood.
 B. Kendall`s and
Extended abstract
Marzano`s Taxonomy
At this level, the learner can
Instead of categorizing
make connections not only
learning activities which
within the given subject field,
Bloom, and Anderson did,
but also make connections
John S. Kendall and Robert
beyond it. They can
J. Marzano 2007 reframed
generalize and transfer the
the three domains of
principles and concepts from
knowledge by describing six
one subject area into a new
levels of processing
and different domain.
knowledge.
 The Six Levels of
Difficulty Retrieval
Retrieval
Process:
 Retrieval  Executing
 Comprehension  Recalling
 Analysis  Recognizing
 Knowledge Utilization
 Metacognition Comprehension
 Self-System Thinking
Process:
 Symbolizing
 Integrating
 Analysis
Knowledge Utilization
Process:
 Specifying  
 Generalizing Process:
 Analyzing  Investigating
 Classifying  Experimenting
 Matching  Problem Solving
   Decision-Making
Metacognition Self – thinking skill
Process:
 Examining Motivation Process:
 Specifying Goals  Examining Importance
 Process Monitoring  Examining Efficacy
 Monitoring Clarity  Examining emotions
 Monitoring Accuracy
 Unpacking Learning
Competences using 5Ps
PRESENTER: JOSEPHINE B. LAMBOT
What is Unpacking?

Unpacking is the process of deconstructing student learning

outcomes into component parts or competencies to identify key
life-long transferable learning skills and the types of learning
experiences, activities, tasks, and assessments that align with
those outcomes.

66
 Unpacking Learning
Competencies using 5 Ps

 The ultimate purpose of any school leader, at any level, is to ensure

that learners receive teaching of the highest quality. The planning is
linear and often the starter is set in stone by the time the main
activities are planned.
Mark Whalley introduced an approach called
the 5Ps. This suggested that before formally
building a lesson plan, teachers ought to
consider 5 key areas all of which contribute to
a successful lesson. The 5Ps stand for:
 1. Purpose

 What are you teaching? Why are you

teaching this?
 Where does it fit into the
2. Preparation
curriculum/Schemes of
 Do you have the right resources?
Learning?
 Is the classroom fit for purpose?
 3. Pitch

 Describe the type and range of

differentiation required.
 Identify the range of ‘Levelness’ and 4. Pace
what this looks like.  What are the activities for the lesson
going to be?
 How frequently will the activities
change?
5. Progress

 How will you know that progress has been

made?
 When will pupils refer to and reflect on the
Learning Objectives?
 ABCD of the
Statement Objectives
PRESENTER: RONIE M. VERCELES
ABCD of the LEARNING OBJECTIVES
● Audience
● Behavior
● Condition
● Degree
Writing objectives from
competencies
PRESENTER: ROLANDO G. GALSIM JR.
Introduction.
There are various ways of writing
objectives. Besides referring to themes, you
might also classify according to educational
domains. The three groups of domains
identified by educational psychologist,
Benjamin Bloom are commonly used to group
objectives and learning outcomes.
Definition and purpose.

 Objectives are specific results that the teacher aims to achieve within a
timeframe and with available resources.
 Well stated Objectives help teachers clarify what they want their students
to learn.
 Using objectives. Teachers can evaluate whether their students have
learned and whether their own teaching has worked.
 In order for objectives to provide a useful basis for creating test questions,
they must contain verbs that describe observable, measurable, achievable
actions and specific levels of thinking, because these are things that can be
tested
Guidelines:
● Describe specific activities a student will do to show that he or she has
learned
● Include 2-10 learning objectives for each Learning Competency (main idea
or skill)
● Audience + Behavior + Condition + Degree = Learning Objective (ABCD)
Four major steps in writing objectives from competencies

 Decide on the learning outcomes.

 Breakdown the general outcome into more specific objectives.
 Figure out how you will assess the outcomes. What evidence? Will
you accept that student have achieved an understanding?
 Plan lessons and activities that will help students achieve Those
outcomes.
Difference of goal, standards and objectives.

●Goal- can be general or specific

●Standards- include general outcome statements
●Objectives – are specific action

Short term or long term

● Objectives are short term because they describe the learning outcome
expected in days, weeks, or months.
● Goals and Standards describe learning outcomes expected to occur at the
end of a longer period.
THANK
YOU!