This lesson focuses on understanding the purposes of classroom assessment, formulating specific learning targets, and matching assessment methods to those targets. It outlines different types of classroom assessments and their roles in enhancing teaching and learning, while also discussing Bloom's taxonomy and its relevance in setting educational goals and objectives. Lastly, it highlights the importance of clear and achievable learning targets to guide the assessment process.

1. ASSESSMENT PURPOSE,
LEARNING TARGETS,
AND APPROPRIATE
METHODS
Lesson 2

2. Objectives:
At the end of this lesson, you are
expected to;
● Identify and describe the different purpose of
classroom assessment,
● Formulate learning targets for specific lessons,
and
● Match appropriate assessment method with
specific learning targets.

3. Introduction
Assessment are not merely evaluations;
they serve a purpose, have specific
targets, and require appropriate methods
for effective implementation. Teachers
should understand their roles and know
how to formulate the best learning
objectives for their students.

4. Purpose of
Classroom
Assessment
01

5. Refers to the use of assessment to determine the learner’s acquired
knowledge and skills from instruction and whether they were able
to achieve the curriculum outcome.
Assessment Of Learning
Refers to the use of assessment to identify the needs of learners in
order to modify instruction or learning activities in the classroom.
Assessment For Learning
03
01
What is the Purpose of Classroom Assessment?
02
Assessment For Learning
Refers to the use of assessment to help learners became self-
regulated.

6. Roles of Classroom
Assessment in the
Teaching-Learning
Process
02

7. Roles of Classroom Assessment in the Teaching-Learning
Process
● Teachers assess students to understand their
knowledge and skills, which helps in designing
and adjusting instruction to better meet their
needs and support their learning.
● Assessment identifies learners’ weaknesses,
allowing teachers to address specific needs with
targeted instruction. This can lead to
differentiated instruction or individualized
learning plans if necessary.
● Assessments measure learners’ performance for
grading and to determine if they have met learning
outcomes, which also informs decisions about their
promotion to the next educational level.
Formative
Diagnostic
Evaluative

8. Roles of Classroom Assessment in the Teaching-Learning
Process
● Classroom assessment aids student learning
by helping teachers refine instruction and
allowing students to self-monitoring and
improve their learning strategies.
● Assessment can boost student motivation and
engagement by emphasizing progress, giving
constructive feedback, using creative tasks, and
providing support. The impact of grades on
motivation depends on how they are utilized.
Facilitative
Motivational

9. What are Learning Targets?
03
Educational Goals, Standards and Objectives

10. Educational Goals, Standards and
Objectives
Goals.
Are general statements about desired learner outcomes in a giver
year or during the duration of a program. (e.g., senior high school)
Defines what students should know and be able to do at specific
grade levels, subjects, or courses. McMillan(2014) identifies four
types: (1) content, (2) performance, (3) developmental, (4) grade-
level.
Educational Objectives
01
02
03
Standards.
Are specific statements describing what learners should achieve by
the end of an instructional unit, often using action verbs.

11. Bloom’s Taxonomy of
Learning Objectives
04

12. Bloom’s Taxonomy of Learning Objectives
Bloom’s Taxonomy is a framework for categorizing
educational goals and objectives. Developed by
Benjamin Bloom and his colleagues in 1956, it
classifies cognitive skills into a hierarchy of levels ,
ranging from simple to complex. This taxonomy
helps educators design curriculum and
assessments by providing a structured approach to
developing higher-order thinking skills.

13. Bloom’s Taxonomy
of Learning
Objectives

15. Bloom’s Taxonomy of Learning Objectives
Bloom's taxonomies of educational objectives provide
teachers with a structured guide in formulating more
specific learning targets as they provide an exhaustive
list of learning objectives. The taxonomies do not only
serve as a guide for teachers but also as a guide for the
assessment of the student learning in the classroom.
This well then inform the assessment method required
to properly asses student learning.

16. Revised Bloom's
Taxonomy of
Educational Objectives
05

17. Rived Bloom’s Taxonomy of Learning
Objectives
Anderson and Krothwohl proposes a
revision of the Bloom's taxonomy in
the cognitive domain by introducing a
two-dimensional model for writing
learning objectives and it published in
the year of 2001.

18. The Revised Bloom’s Taxonomy of Educational Objectives
a) Knowledge dimension
 Factual tells the facts or bits of
information one needs to know in a
discipline. (Who, where, what, when)
 Conceptual tells the concepts,
generalizations, principles, theories, and
models that one needs to know in a
discipline. (What)
1. First dimension

19. The Revised Bloom’s Taxonomy of Educational Objectives
 Procedural tells the processes, steps, techniques,
methodologies, or specific skills needed in
performing a specific task that one needs to know
and be able to do in a discipline. (How)
 Metacognitive it makes one understand the value
of learning on one's life. It requires reflective
knowledge and strategies on how to solve
problems or perform a cognitive task through
understanding of oneself and context. (How /why)
1. First dimension

20. a) Cognitive process dimension
• Remember recognizing and recalling facts. (Identify,
list, name, underline, recall, retrieve, locate)
• Understand understanding what the information
means. (Describe, determine, interpret, translate,
paraphrase, explain)
• Apply applying the facts, rules, concepts and ideas in
another context. (Apply, employ, practice, relate, use,
implement, carry-out, solve)
1. Second dimension
The Revised Bloom’s Taxonomy of Educational
Objectives

21. • Analyze breaking down information into parts. (Analyze,
calculate, examine, test, compare, differentiate,
organize, classify)
• Evaluate judging the value of information or data.
(Assess, measure, estimate, evaluate, critique, judge)
• Create combining parts to make a whole. (Compose,
produce, develop, formulate, devise, prepare, design,
construct, propose, re-organize)
1. Second dimension
The Revised Bloom’s Taxonomy of Educational
Objectives

22. Learning Targets
06

23. Learning Targets
Learning targets are clear, specific statements
that outline what students should know and be
able to do after a lesson. They are more detailed
than educational goals and help guide teaching
and assessment. Learning targets should align
with standards, be communicated to students,
and often use "I can" statements to clarify
expectations.

24. McMillan (2014) five criteria for selecting effective
learning targets:
1. Determine the right number of targets.
2. Ensure targets cover all essential types of learning.
3. Align targets with school goals and 21st-century
skills.
4. Make targets challenging yet achievable.
5. Ensure targets are feasible and encourage students
to do their best work.
Learning Targets

25. Types of Learning Targets
Type of
Learning
Targets
Description Sample
Knowledge
targets
Refers to factual, conceptual, and
procedural information that learners must
learn in a subject or content area.
I can explain the role of
conceptual framework
in a research.
Reasoning targets Knowledge-based thought processes that
learners must learn. It involves application
of knowledge in problem solving, decision-
making, and other tasks that require mental
skills.
I can justify my ·
research problems with
a theory.
Skills targets Use of knowledge and/or reasoning to
perform or demonstrate physical skills.
I can facilitate a focus
group discussion (FGD)
with research
participants.

26. Appropriate
Methos of
Assessment
07

27. Learning
Targets
Selected Response Constructed Response
Multiple
Choice
True or
False
Matching
Type
Short
Answer
Problem
Solving
Essay
Knowledg
e
✓✓✓ ✓✓✓ ✓✓✓ ✓✓✓ ✓✓✓ ✓✓
✓
Reasonin
g
✓✓ ✓ ✓ ✓ ✓✓✓ ✓✓
✓
Skills ✓ ✓ ✓ ✓ ✓✓ ✓✓
Product ✓ ✓ ✓ ✓ ✓ ✓
Learning
Targets
Project based Portfolio Recitation Observation
Knowledge ✓ ✓✓✓ ✓✓✓ ✓✓
Reasoning ✓✓ ✓✓ ✓✓✓ ✓✓
Skills ✓✓ ✓✓✓ ✓ ✓✓
Product ✓✓✓ ✓✓✓ ✓ ✓

28. THANK
YOU