Overview of learning target types detailed in Chapter 3

1. Knowledge: Recall of factual information, procedural
knowledge, and conceptual understandings
Reasoning (Mental): “Specify thought processes students are
to learn to apply effectively” across situations [p. 49]
Skill (Physical): An outwardly visible demonstration or
performance is the main intended learning (usually
excludes handwriting and typing)
Product: Creation of an object, product, or artifact is the
focus
Disposition: Development of attitudes, motivations, and
interests

2.  To classify standard statements that require multiple types
of prerequisite learning . . . focus on the highest or most
complex type of cognition required
 Example: "Report results of simple scientific investigations
using graphs and tables" might best be classified as a
Product standard, although it requires underlying factual
knowledge and mental reasoning. Pages 64 – 66 illustrate
this idea
 What’s Next? Making a sound classification of each
standard will assist with choosing method(s) for
assessment
Chappuis, J., & Stiggins, R. (2017). An introduction to student-involved
assessment for learning (7th ed.). Boston: Pearson.

3. Learning Standard
Time
Sequence
(1 – 5)
Emphasis
Rating
Goal Type
Assessment
Method(s)
a)
b)
c)
d)
e)
Classifying Types of Learning Targets