The document discusses learning targets and their appropriate alignment with alternative assessment methods, noting that skills, products, and affective targets are best suited for performance-based, product-based, and self-report assessments respectively. It provides examples of learning targets across subjects and a matrix matching target types to alternative assessment strategies to help teachers design effective assessment plans.

1. Learning Targets for Performance
and Product-Oriented Assessment
By: Group 1

2. Learning
Objectives
I. Interpolate and generalize the different types of
learning targets that are best suited for alternative
assessment
II. Suggest learning targets for specific lessons
III. Build an assessment plan where appropriate
alternative assessment methods are matched with
specific learning targets

3. Overview
of the topic
To be able to successfully prepare an assessment
plan using alternative methods based on learning
targets, you need to read the following information
about learning targets for performance and product-
oriented assessment. You are expected to read this
before discussion, analysis, and evaluation when you
meet the teacher face-to-face in your classroom.

4. Activity:
Guess and act the gibberish
word
INSTRUCTIONS: group
yourselves into two and pick
one gibberish word , and guess
it to be guessed by your
teammates

5. What are the learning targets appropriate for alternative
assessment?
Educational objectives 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. The most popular taxonomy of educational
objectives is Bloom's Taxonomy of Educational Objectives. Bloom's Taxonomy consists of
three domains: cognitive, affective, and psychomotor. These three domains correspond to the
three types of goals that teachers want to assess: knowledge-based goals (cognitive), skills-
based goals (psychomotor), and affective goals (affective). Hence, there are three taxonomies
that can be used by teachers depending on the goals. Each taxonomy consists of different
levels of expertise with varying degree of complexity. The succeeding sections describe the
taxonomies for the psychomotor and affective domain.
Bloom's Taxonomy of Educational Objectives

6. Table 2.1. Taxonomy of Educational Objectives in the Affective
Bloom's Taxonomy of Educational Objectives in the Affective Domain describes five levels of
expertise: receiving, responding, valuing, organization, and characterization by a value or
value complex. Table 2.1 provides an elaboration of this taxonomy. This will be discussed
further in Lesson 4 on assessment of affective learning.
Level Description Illustrative Verbs Sample Objectives
Receiving Awareness or passive
attention to a
phenomenon or
stimulus
asks, chooses, holds,
identifies, listens
Listens attentively to
the instruction of the
teacher
Responding Active attention and
response to a
particular
phenomenon or
stimulus
answers, complies,
participates, practices,
writes
Participates actively in
the focus-group
discussion

7. Level Description Illustrative Verbs Sample Objectives
Valuing Attaching value or
worth to a
phenomenon or
object. Valuing
may range from
acceptance to
commitment
completes,
demonstrates,
differentiates,
explains, justifies
Demonstrates belief
in the value of the
election process
Organization Organizing values
into priorities by
comparing,
relating, and
synthesizing
specific values
adheres, defends,
integrates, organizes,
synthesizes
Defends the
importance of
graduate education in
the career of a
teacher
Internalizing
values/characterization
by a value or value
complex
Having a personal
value system that
is now a
characteristic of
the learner
acts, displays,
influences, solves,
verifies
Displays commitment
to helping
economically
disadvantaged
students

8. Table 2.2. Taxonomy of Educational Objectives in the Psychomotor
Domain
In terms of educational objectives in the psychomotor domain, Bloom and colleagues did not propose levels
unlike in the cognitive and affective domains. However, other scholars like Elizabeth Simpson (1972) built a
taxonomy for the psychomotor domain from the work of Bloom. In Simpson's Taxonomy Educational
Objectives in the Psychomotor Domain, seven levels of expertise are described: perception, set, guided
response, mechanism, complex overt response, adaptation. and Organizing. Table 2.2 provides an
elaboration of this taxonomy.
Level Description Illustrative Verbs Sample Objectives
Perception The ability to use
sensory cues to guide
motor activity
adjusts, describes,
detects, identifies,
selects
Detects non-verbal cues
from the participants
Set The mental, physical,
and emotional sets that
predispose a person’s
response to different
situations
begins, displays, knows,
recognizes, shows,
states
Shows motivation to
learn a new skill

9. Guided Response Demonstration of a
complex skill through
guided practice like
imitation and trial and
error
copies, performs,
follows, reacts,
responds
Performs the
mathematical operation
by following the steps
demonstrated by the
teacher
Mechanism Learned responses have
become habitual and
movement can be
performed with some
degree of confidence
and proficiency
assembles, dismantles,
fixes, manipulates, plays
Plays the guitar
Complex Overt
Response
Performance of motor
acts that involve
complex movement
patterns in a quick,
accurate, and highly
coordinated manner.
Characterized by
automatic performance
and performance
without hesitation
assembles, dismantles,
fixes, manipulates,
organizes
Demonstrates one’s
expertise in playing the
guitar

10. Adaptation Psychomotor skills are
well developed and the
person can modify
movement patterns to
fit special requirements
adapts, alters, modifies,
rearranges varies
Modifies the dance
steps to suit the abilities
of one's groupmates
Origination Creating new
movement designs
patterns to fit a
particular situation or
specific problem.
Learning outcomes
emphasize creativity
based upon highly
developed skills.
arranges, builds,
combines, creates,
Creates new steps for a
contemporary version of
a classic dance hit

11. Bloom's taxonomies of educational objectives for affective and
psychomotor domains are able to provide teachers with a
structured guide in formulating more specific learning targets in the
classroom. The taxonomies serve as guide for teachers in both
instruction and assessment of student learning in the classroom.
The challenge is for teachers to identify the levels of expertise that
they 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 require more sophisticated
assessment methods or strategies.

12. Learning
Targets
As previously learned from Assessment in Learning 1, a 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 assessment 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.
Teachers formulate learning targets from broader standards and learning objectives.
The learning targets should be clear, specific, and meaningful to students. Thus,
learning targets are more effectively stated in students' point of view, typically using the
phrase "I can..." For example, "I can differentiate between traditional methods and
alternative methods of assessment”.
The purpose of learning targets is 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.
The most common typology of learning targets are knowledge, reasoning, skill, product
and affect (also known as disposition). Table 2.3 summarizes these types of learning
targets.

13. Table 2.3. Description and Sample Learning Targets
Types of Learning Targets Description Sample
Knowledge targets Refers to factual, conceptual,
and procedural information that
students must learn in a subject
or content area.
I can discuss the research
design that used for my thesis.
Reasoning targets Knowledge-based thought
processes that students must
learn. It involves application of
knowledge in problem- solving,
decision- making, and other
tasks that require mental skills.
I can justify my choice of
Analysis of Variance (ANOVA)
as my statistical analysis for my
thesis research.
Skills targets Use of knowledge and or
reasoning to perform or
demonstrate physical skills.
I can perform Analysis of
Variance (ANOVA) on research
data using the software SPSS.

14. Product targets Use of knowledge,
reasoning, and skills in
creating a concrete or
tangible product.
I can write the results and
discussion section of a
thesis manuscript.
Affective targets Refers to affective
characteristics that students
can develop and
demonstrate because of
instruction.
I can appreciate the role of a
thesis adviser in the
completion of a thesis
research.
What are the appropriate alternative methods of assessment for
learning targets?
While all five types of learning targets (knowledge, reasoning, skill,
product, and affect) can be assessed by the use of alternative
methods of assessment, three types of learning targets can be best
assessed using alternative assessments. These are skills, products,
and affect.

15. 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 demonstration of
behavioral physical task. To able to demonstrate skills or act skillfully,
students must be able to possess the knowledge and reasoning ability
related or relevant to the skills to be demonstrated.
On the other hand, Stiggins et al. (2006) described product learning targets
as 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.

16. Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as students'
attitudes about school and learning. In practice, we look at affect disposition to
encompass a broad range of noncognitive 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.
Table 2.4 provides further examples of learning targets for skills, products, and affect
across different subject areas:
Table 2.4. Sample Learning Targets Across Subject Areas

17. Table 2.4. Sample Learning Targets Across Subject Areas
Subject Area Typology of Learning
Targets
Learning Targets
English Skills Participate in conversation with
others.
Products Write an argumentative essay
where arguments are justified
by providing factual or empirical
data as support.
Affects Enjoy reciting a poem in front of
an audience.
Physical Education Skills Dribbles the ball to cross the
half-court.
Products Create a three-month personal
fitness plan.
Affects Show determination to
complete the physical task.

18. Mathematics Skills Measure angles using a
protractor.
Products Given the data, construct a
histogram with normal curve
using SPSS.
Affects Demonstrate interest in
attending mathematics class.
Science Skills Use laboratory equipment
properly.
Products Prepare a report about the field
observation.
Affects Consider the safety of others in
the conduct of an experiment.
Social Studies Skills Participate in civic discussions
on current social issues.
Products Create a timeline for the
2017Marawi Siege.
Affects Argue with others in a
constructive manner.

19. 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 a 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 performance- based assessment as
skills are best gauged through actual task performance.
In terms of products, a student's knowledge, reasoning, and skills are all required before one can
create a meaningful product or output. Obviously, product targets are best assessed through product
assessment. 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.
For affect or disposition, a student may already hold a particular affect or disposition in relation to 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 (checklists, Inventories,
questionnaires, scales) and other alternative strategies to assess affective outcomes.
Table 2.5 presents a simple matrix of the different types of learning targets best assessed through
alternative assessment methods.

20. Table 2.5. Matching Learning Targets with Alternative Assessment Methods
Learning Targets Performance-
Oriented
Product-
Oriented
Portfolio Self-Report
Scale
Skills    
Product    
Affect/Disposition    
Across the different nontraditional or alternative methods of assessment, teachers can expand the role of
assessor to other students (peer assessment) and the student themselves (self-assessment). This allows
assessment to become really authentic. There are also other methods or strategies for alternative
assessment, and it is up to the teachers to select the method of assessment and design appropriate tasks
and activities to measure the identified learning targets.

21. Thank You!

22. GROUP ACTIVITY:
Group yourselves into 4 groups
and build an assessment plan