2. Lesson 1: Defining and Types of
Learning Targets
Learning Targets is defined as a statement of
student performance that includes both a
description of what students should know or be
able to do at the end of a unit of instruction and
the criteria for judging the level of performances
demonstrated.
It outlines the steps to be followed and the
material to be covered if the student is to achieve
competence in the more long-term goal. Terms
associated with learning targets are content
standards, benchmarks, learning outcomes and
expectation.
3. The word learning is used to convey that
targets’ emphasis on the importance of how
students will change. The learning targets are
composed of content and criteria. Content is
what students should know and be able to do. On
the other hand, criteria are dimensions of
student performance used for judging
attainment.
Learning Targets describes what students
will be able to do successfully and independently
at the end of a specific lesson as a result of a
classroom instruction. Below is an example of a
learning target:
4. Students will be able to explain the
contrasting point of a parliamentary and democratic
government by writing a term paper that indicates
the differences and similarities. The papers will be
graded holistically by looking for evidence of
reasons and knowledge of the forms of government.
The benefits of having a learning target
establish is that teachers are bale to know what to
assess to their students and students may see
clearer on things that should have done. Parents will
know what and how to assess their children since
learning targets are often given to them or posted
in websites- most commonly in grade school levels.
5. There are five types of learning targets:
Knowledge Learning Targets. Knowledge of the subject
matter is the foundation upon which other learning is
based. Teachers expect their students to master at
least some content. These are subject to facts and
concepts we want students to know.
Reasoning Learning Targets. Due to the advent of
technology, the accessibility to information has
resulted in an increased attention to thinking skills.
Such capabilities may be described by number of
different terms, including problem solving, critical
thinking, analysis, comparing, intellectual skills and
abilities. Students are able to use what they know and
reason it out to solve problems.
6. Skill Learning Targets. It is something that the student
demonstrates, something done. Skill learning targets
involve a behavior in which knowledge and reasoning to act
skillfully.
For example, in an Art class where teachers want their
students to draw an airplane. In cases like this, success
lies on doing the task well. The challenge for teachers to
assess lies on the clarity of terms or the usage of words,
or both.
Product Learning Targets. Use knowledge, reasoning and
skill to create a concrete product. Students are to be
able to construct charts and graphs from observation.
Products are samples of student work that demonstrates
the ability to use knowledge and reasoning in the creation
of a tangible product like a term paper, investigative
report, artwork or projects.
7. Affective Learning Targets. It is the
attitude about school and learning. Affective
learning includes emotions, feelings, and
beliefs that are different from the cognitive
learning, like knowledge, reasoning, and skills.
It can be described as being positive or
negative and most teachers hope that
students will develop positive attitudes
towards school subjects and learning,
themselves as learners, and other students
and schools.
8. Bibliography:
www.meade.k12.sd.us/.../11LT_4Types.doc
http://www.slideshare.net/chambless.laura/cur
riculum-and-instruction-session-3-learning-
targets1
Reganit, et. Al 2010 Assessment of Student
Learning 1, C&E publishing Inc.
9. LESSON 2: Definition and Role of
Instructional Objectives
Instructional objectives describe the skills;
knowledge, abilities or attitudes students should
possess or demonstrate after they complete the
training. The starting point for designing a course
of study should include these instructional
objectives; the objectives determine the intended
outcomes of the training. Good instructional
objectives describe an observable performance, one
that can be observed and measured by an
instructor or manager.
10. In a nutshell, instructional objectives:
1. Describe a skill that students are expected to
possess after instruction
2. Describe a measurable performance
3. Describe the performance conditions
Learning Objectives or Instructional Objectives
(also called Learning Objectives) are not just brief
descriptions of lesson content or descriptions of
student activities. Each question on a quiz should
link to a specific learning objective.
11. The Role of Objectives in Teaching and Testing
Objectives can be helpful in instructional
planning, during the teaching/learning process, and
when assessing student progress. Instructional
objectives are often either ignored (by both teachers
and students) or are, at best, occasionally referred to.
However, it can be argued that instructional
objectives should guide the teaching and learning
process from beginning to end.
Most lesson plan forms include a place for the
objectives of the lesson to be recorded. However, to
write an objective down and then to plan the lesson
around the topic of the lesson rather than around the
learning outcomes to be reached is missing the point.
12. There is good evidence in the human learning
literature that different kinds of outcomes are learned
differently. Robert Gagné was one of the first
researchers to articulate this; it follows from his
research that instructional planning must take into
account the kind of learning the students will be engaged
in as they seek to reach an objective. Effective teachers
learn to categorize their instructional objectives and then
develop the teaching and learning activities that will help
students do the kind of thinking required for that kind of
learning.
It's time to evaluate. How does an educator know
what to measure? Look at the objectives. How does a
teacher know what kind of information gathering tools to
use (test, rubric, and portfolio)? Study the objectives.
13. Any test item, any rating scale or checklist, any
technique devised to collect information about student
progress must seek to measure the instructional objectives
as directly and as simply as possible. Instructional
objectives are an extremely valuable teaching tool that
guides both teachers and students through the teaching
and learning process.
Bibliography:
http://education.stateuniversity.com/pages/2098/I
nstructional-Objectives.html
www.eastfieldcollege.edu/Core/SLO-MVC.pdf
https://www.aalhe.org/sites/default/files/BrumfieldCarrig
an%20AALHE%20Instructional%20Objectives%20slides_
0.pdf
14. LESSON 3: Characteristics of well written and
useful instructional objectives
Characteristics of a Well-Written Objective
Instructional objectives (also known as behavioral
objectives or learning objectives) are basically statements
which clearly describe an anticipated learning outcome.
When objectives were first coming into their own in
education, they almost always began with the phrase:
"Upon completion of this lesson, the student should be
able to…." This phrase focused on the outcome of learning
rather than on the learning process. In fact, one of the
criteria for a well-written objective is that it describes
the outcome of learning, that is, what the learners can do
after learning has occurred that they might not have been
able to do before the teaching and learning process began.
15. Describe a learning outcome – it should not
describe a learning activity. Learning activities are
important in planning and guiding instruction but
they are not to be confused with instructional
objectives.
Be student oriented – it describes what the learner
will be expected to be able to do. It should not
describe a teacher activity. It may be helpful to
both the teacher and the student to know what the
teacher is going to do but teacher activities are also
not to be confused with instructional objectives.
16. Be observable (or describe an observable
product) – if an instructional objective is not
observable (or it does not describe an observable
product), it leads to unclear expectations and it will
be difficult to determine whether or not it had
been reached. The key to writing observable
objectives is to use verbs that are observable and
lead to a well-defined product if the action implied
by that verb.
17. Characteristics of a useful objective
Be sequentially appropriate – for an objective to
be sequentially appropriate it must occur in an
appropriate place in the instructional sequence. All
prerequisite objectives must already have been
attained. Nothing thwarts the learning experience
more than having learners trying to accomplish an
objective before they have learned the necessary
prerequisites. This is why continuous assessment
of student progress is so important.
18. Be attainable within a reasonable amount of time – a useful
objective is attainable within a reasonable time. If an
instructional objective takes students an inordinately long time
to accomplish, it is either sequentially inappropriate or it is too
broad, relying on the accomplishment of several outcomes or
skills rather than a single outcome or skill. An objective should
set expectations for a single learning outcome and not a cluster
of them.
Be developmentally appropriate – developmentally appropriate
objectives set expectations for students that are well within
their level of intellectual, social, language or moral development.
Bibliography:
COOPER, JAMES M., ed. 1999. Classroom Teaching Skills, 6th
edition.
http://education.stateuniversity.com/pages/2098/Instructional
-Objectives.html
19. LESSON 4: The Three Student Learning
Outcomes: Cognitive, Affective and Psychomotor
Assessment of Learning in the Cognitive Domain
Knowledge Level-behaviors related in recognizing and remembering facts,
concepts, and other important data of any subject or topic.
Comprehensive Level-behaviors associated with the clarification and
articulation of the main idea of what students are learning.
Application Level-behaviors that have something to do with problem-
solving and expression, requires students to apply what they have learned.
Analysis Level-requires students to think critically such as looking for
motives, assumptions, cause-effect relationship, differences and
similarities, hypothesis, and conclusions.
Synthesis Level-calls for creative thinking such as combining elements in
new ways, planning original experiments, creating original solutions to a
problem and building models.
Evaluation Level-necessitate judging or valuing the worth of a person,
object or idea or giving opinion on an issue.
20. Preparing for Assessment of Cognitive Learning
Prior to the construction of paper and pencil to be test
to be used in the measurement of cognitive learning,
teachers have to answer the following questions.
• What should be tested.
• How to gather information about what to test.
• How long the test should be.
• How best to prepare students for testing.
Assessing Cognitive Learning
Teachers use two (2) types of tests in assessing
student learning in the cognitive domains: objective test
and essay test (Reyes, 2000)
21. Objective Test
An objective test is a kind of test wherein
there is only one answer to each item. On the
other hand, an essay test is one wherein the test
taker has the freedom to respond to a question
based on how to feels it should be answered.
Types of Objective Test
There are two types of cognitive tests:
supply type and selection type (Carey, 1995). In
the supply type, the students construct their own
answer to each question. Conversely, the students
choose the right answer to each item in the
selection type.
22. Supply Types of Objective Tests
Completion Drawing Tests-an incomplete drawing is
presented with the has to complete
Completion Statement Type-an incomplete sentence is
presented and the student has to complete it by filing in
the blank.
Identification Type-a brief description is presented and
the student has to identify what it is.3
Correction Type-a sentence with underlined word or
phrase is presented, which the student has to replace to
make it right.
Simple Recall Type -a direct question is presented and
the student has to identify what it is.
Short Explanation Type-similar to an essay but it
requires a short answer.
23. Selection types of Objective Test
Arrangement Type-terms or objects are to be arranged
by the students in a specified order.
Matching Type-a list of numbered items is related to
lettered choices.
Multiple Choice Type-this type contains a question
problem or unfinished sentence followed by several
responses.
Alternative Response Type -a test wherein there are only
two possible answers to the question.
The true or false format is a form of alternative response
type.
Key list Type-a test wherein the student to examine
paired concepts based on a specified set of criteria.
Interpretative Exercise-it is a form of multiple choice
type of test that assesses higher cognitive behavior.
24. Essay Test
This type of test presents a problem or question
and the student is to compose a response in paragraph
form, using his or her own words, and ideas. There are two
forms of the essay test: brief or restricted; and
extended.
Brief or Restricted Essay Test- form of the essay test
requires a limited amount of writing or requires that a
given problem should be solved in a few sentences.
Example: Why did early Filipino revolts fail? Cite and
explain 2 reasons.
Extended Essay Test-this form requires a student to
present his answer in several paragraphs or pages of
writing.
Example: Explain your position on the issue of charter
change in the Philippines.
25. Psychomotor Domain
Levels of Psychomotor Learning
Gronlund, 1970
Imitation – crude execution of task
Manipulation – independent execution of tasks. Precise but
not accurate.
Precision – Accuracy in performing skill. Coordination have
been mastered. Skill is performed without conscious effort
Simpson et al, 2001
Articulation – skill so well-developed, individual can modify
movement patterns fit for specific requirements
Naturalization – individual can experiment creating new
motor acts
26. Assessment: Psychomotor Domain
Why do we need to assess acquisition of skills?
Observation of Student Performance
Evaluation of Projects
Through Student Portfolios
Assessment: Observation of Student Performance
Holistic – Scoring and giving feedback based on pre-
established prototypes such as “excellent”, “average” or
“poor”
Atomistic/Analytic – Analysis of mastery based on the
fulfillment of tasks/subtasks
27. Assessment: Evaluation of Student Product/Project
Assessment of Student’s Mastery of a skill through
submission/construction of models, artwork, design, etc.
Assesses student’s improvements through time based on
their accomplishments
What does a portfolio contain?
Solved Math Problems
Projects and Puzzles Completed
Artworks and Crafts
Taped performance/recordings
Benefits of this Assessment
Proof/example of student’s performance to the parents
Student’s assessment as time progresses
Records the student’s performance for the next
year/course/teacher
Identify areas for improvement
Encourages good performance by setting examples
Basis for grading.
28. Guidelines for Student Portfolios: To Do List
Establish clear purpose. Set objectives and
guidelines for the task.
Set performance criteria. Teacher level.
Identify standards of performance.
Create appropriate setting. Type of portfolio
to be done. i.e. written, oral performance
Forming scoring criteria. Scrutiny of student’s
work based on set criteria of judging.
29. Tools for Measuring Acquisition of Skills: Psychomotor
Domain
Criteria for Tools: Unbiased, Reliable, Objective
Rating Scale – series of categories arranged in order of quality
Function: judges skills, products and procedures
Identify qualities and scales for each quality on performance
aspect
Arrange the scales from positive to negative and vice versa
Write directions for accomplishing the rating scale
Example:
Rating Scale
Rate the teacher on each skill area as specified below. Use the
following code: 5=always, 4=sometimes, 3=often, 2=seldom and
1=never.
5 4 3 2 1 Comes to school on time
5 4 3 2 1 Returns quizzes regularly
5 4 3 2 1 Answers students’ questions
30. Checklist – indicates presence or absence of specified
characteristics
Function: assess whether or not a task or characteristic is realized
Example:
Criterion based
Check the appropriate box.
During the experiment
Weighed big block
Weighed small rock
Yes or No
Check Yes or No when the specified criterion is met
Did the student: Yes No
Speak proper English ___ ___
Provide handouts ___ ___
Affective Domain- Concerns Emotional DevelopmentAttitudes,
Feelings, Emotions
31. Levels of Affective Learning
Receiving – willingness to hear
i.e. Listens to others with respect, listens for names of newly
introduced members.
Responding – Active participation. Voluntary reaction. Motivation
i.e. Participates in class discussion, asks questions to fully understand.
Valuing – giving importance and worth
i.e. sensitive towards certain issues such as cultural diversity and
society
Organization – creation of value system by organizing values into
priorities
i.e. accepts responsibility for one’s behavior. Prioritizes time to meet
specific ends
Internalizing Values (Characterization) – adjusted behavior based on
value system
i.e. shows self-reliance, cooperates in group activities, value people on
what they are not on how they look.
32. Bibliography:
(Olivia, 1998)
http://www.cognifit.com/science/cognitive-skills
http://serendip.brynmawr.edu/local/Diversdisco
v2/cogskills.html
http://www.howkidsdevelop.com/developSkills.ht
ml
