2. Types of Learning Targets
• Marzano and Kendall (1996) identified five types of learning
Targets:
1. Knowledge and Simple Understanding. This includes mastery of
facts and information, typically through recall as well as simple
understanding.
2. Deep Understanding and Reasoning. This includes problem
solving, critical thinking, synthesis and comparing.
3. Skills. This involves something that a student must demonstrate in
a way other than answering questions.
4. Products. This includes a sample of student work that
demonstrate the ability, knowledge and .understanding reasoning
and skills
5. Affective. This includes attitudes values, interests, feelings and
beliefs.
3. Sources of Learning Targets
1. Bloom’s Taxonomy
2. National, Regional and
District Standards
3. Textbooks
Bloom’s Taxonomy
• Three Types of Learning
1. Cognitive- mental skills or
knowledge.
2. Affective- growth in
feelings or emotional
areas.
3. Psychomotor – manual or
physical skills.
4. Two major Classes of Cognitive
Domain
1. Knowledge.
a. Remembering previously learned material
b. Knowledge of ways and means of dealing
with specifics.
c. Knowledge of universals and abstraction in
a field.
5. 2. Intellectual Abilities and Skills
a. Comprehension- grasping the meaning of the
material.
Translation- converting form one form to another.
Interpretation- explaining or summarizing material.
Extrapolation- extending the meaning beyond the data.
b. Application- using information in concrete
situations.
•
•
•
•
Analysis- breaking down materials into parts
Analysis of Elements- identifying parts.
Analysis of Relationships- identifying relationship.
Analysis of Organizational principles- identifying the organization.
6. c. Synthesis – putting parts together into a
whole.
Production of a unique communication.
Production of a plan or proposed set operations.
Derivation of a set of abstract relations.
d. Evaluation- judging the value of a thing for a
given purpose using definite criteria.
Judging in terms of internal evidence.
Judging in terms of External criteria.
7. Stating General Learning Outcomes
Quellmalz (1987) presented list of learning
outcomes which defined in terms of specific
learning outcomes
1. Knows the meaning of common terms
2. Knows specific facts about test planning
3. Knows the basic procedures foe planning an
achievement test
4. Comprehends the relevant principles of testing
5. Applies the principles in test planning.
8. Specific types of Specific Performance
1. Knows the meaning of common terms.
a. Identifies the correct definition of terms.
b. Indentify the meaning of terms when used in context.
c. Distinguishing between terms on the basis of meaning.
d. Selects the most appropriate terms when describing
procedures.
2. Comprehend the relevant principles of testing.
a. Describes each principle in his or her own words.
b. Matches a specific example to each principle.
c.
Explain the relevance of each principle to the major steps I
test planning.
d. Predicts the most probable effect of violating each of the
principles.
e. Formulates a test plan that is in harmony with principles.
9. Cognitive Domain
1.
Knowledge. Recall data or information. Key Words: define, describe,
identify, know, label, match, name and outline.
2.
Comprehension. Understand the meaning, translation, and
interpretation of instruction and problems. Key Words: comprehend,
convert, defend, distinguish, and estimate.
3.
Application. Use a concept in a new situation or unprompted use of an
abstraction. Key Words: apply, change, compute, construct,
demonstrate, discover, manipulate , modify and operate.
4.
Analysis. Separates material or concepts into component parts so that
its organizational structure may be understood. Key Words: analyze,
breakdown, compare, diagram, deconstruct and select.
5.
Synthesis. Builds a structure or pattern from diverse elements. Key
Words: categorize, combine, compile, compose, create and devise.
6.
Evaluation. Make judgements about the value of ideas or materials. Key
Words: appraise, compare, conclude, contrast and critique.
10. Affective Domain
1.
Receiving Phenomena. Awareness, willingness to hear, selected
attention. Key Words: ask, choose, describe, follow, give, identify, locates
and name.
2. Responding to Phenomena. Active participation on the part of the
learners. Key Words: answer, assists, aid, comply, discuss, greet, help and
label.
3. Valuing. The worth or value a person attaches to a particular
object, phenomenon, or behavior. Key Words:
complete, demonstrate, differentiate and explain.
4. Organization. Organizes values into priorities by contrasting different
values, resolving conflicts between them, and creating unique value
system. Key Words: adhere, alter, arrange, combine, and compare.
5. Internalizing Values (characterization). Has a value system that controls
their behavior. Key Words: act, discriminate, display influence, listen and
modify.
11. Psychomotor Domain
1.
Perception. The ability to use sensory cues to guide motor activity. Key Words:
choose, describe, detect, differentiate, identify , and isolate.
2.
3.
Set. Readiness to act. Key Words: begin, display, explain, move and react.
Guided Response. The early stages in learning a complex skill that includes
imitation and trial and error. Key Words: copy, trace, follow, react, reproduce and
respond.
4.
Mechanism. This is the intermediate stage in learning to operate a forklift. Key
Words: assemble. Calibrate, construct, dismantle, fix and fasten.
5.
Complex Overt Response. The skilful performance of motor acts that involve
complex movement patterns. Key Words: assemble, build, calibrate, grind, heat,
manipulate and measure.
6.
Adaptation. Skills are well developed and the individual can modify movement
patterns to fit special requirements. Key Words: adapts, alters, changes,
rearranges, reorganize and revise.
7.
Origination. Creating new movement patterns to fit a particular situation of
specific problem. Key Words: arrange, build, combine, construct, create and
make.
12. Learning Targets for Performance
Assessment
There Are Three Types of standards:
1. Subject Area – focus on the content to be
taught and mastered.
2. Thinking and Responding- are often
embedded in content standards, but focus on
how student demonstrate their thinking
processes and learning strategies.
3. Lifelong Learning- focus on interpersonal and
intrapersonal skills.
13. Learning Targets for Reading
Use Skills and Strategies
1. Use increasing knowledge of letter cluster,
syllabification, affixes, roots, and compound words for
identifying and / on confirming words.
2. integrate strategies of meaning, structure, and
letter-sound relationships, almost automatically,
focusing on text detail when meaning is lost.
Understand What is Read
1. Show awareness of multiple meanings of words.
2. Make inferences from illustrative and textual details.
14. Read Fluently
1. Show awareness of characterization in oral reading and
responses.
Show Effort to Become a Life- Long reader
1. Meet new challenges with confidence, usually using a variety of
strategies
2. Make time to read for pleasure.
Spelling
1. Use more correctly spelled words than those approximated.
2. use graphs, blends, and endings
3. Use content vocabulary list to spell correctly
4. Show awareness of silent letters.
15. Learning Targets for Math
Content Strands:
Number Sense- explore and use numbers through varied and multiple experiences, including:
Number and Numeration
1. Use physical models to demonstrate the relationship between ones, tens and 100s, and identify
them appropriately as place values.
2. count forward and backward by tens and hundreds to 1000
3. Read and write numerals to 1000
4. Use models to represent halves, thirds, and fourths of objects and sets of objects.
Computation
1. Compute using addition and subtraction facts numbers 0 -10 and explore facts 0 -20.
2. Create and use strategies to solve basic addition and subtraction facts.
3. Describe and compare strategies to solve addition and subtraction computation problems.
4. Add and subtract two- digit numbers.
16. Estimation
1. Describe and justify reasonableness of an estimate to an
addition or subtraction problem.
2. Use comparative language to determine the
reasonableness of an answer.
Measurement
Attributes and Dimensions
1. Identify and use appropriate measurement tools
2. Estimate and measure length, weight, capacity, time, and
temperature using non- standard and standard units.
3. Measure to the nearest whole unit.
4. Make change from one dollar.
