The document discusses learning targets for performance and product-oriented assessment, emphasizing the importance of educational objectives defined by Bloom's Taxonomy, which includes cognitive, affective, and psychomotor domains. It highlights the need for specific statements of student performance and the use of verbs in these objectives. Additionally, it addresses how educators can design activities that integrate knowledge acquisition with skill and attitude development for a holistic learning experience.

1. LEARNING TARGETS FOR
PERFORMANCE AND
PRODUCT-ORIENTED
ASSESSMENT

2. WHAT ARE THE LEARNING
TARGETS APPROPRIATE
FOR ALTERNATIVE
ASSESSMENT?

3. BLOOM’S
TAXONOMY OF
EDUCATIONAL
OBJECTIVES

4. EDUCATIONAL OBJECTIVES
• Are specific statements of student
performance at the end of an
instructional unit.
• Sometimes referred as behavioral
objectives and typically stated with the
use of verbs.

5. BLOOM’S TAXONOMY OF
EDUCATIONAL OBJECTIVES
Consists of three domains:
COGNITIVE
AFFECTIVE AND
PSYCHOMOTOR

6. COGNITIVE (KNOWLEDGE-
BASED GOALS)
AFFECTIVE (AFFECTIVE
GOALS ) AND
PSYCHOMOTOR (SKILL-BASED
GOALS)

7. How can educators effectively design
instructional activities that foster both
knowledge acquisition (cognitive
domain) and the developmental of
skills and attitudes (psychomotor and
affective domain), ensuring a well-
rounded learning experience for
students?