LESSON 1: 4.

How do learners apply their learning

Standards-Based Assessment or understanding in real life context
5. What tools and measures should
Constructive Alignment learners use to demonstrate what
- assessment shall be used primarily they know
as quality assurance tool to track
student progress Assessment Types
- Asssessment should be holistic 1. Formative assessment
- Acknowledge unity of instruction -assessment for learning
- can be also Assessment as learning
Assessment - characterize as informal and intended to
- part of day to day lessons and help students indenify strenght and
extends the day to day activities weaknesses
Appropriate assessment - may be given at any time during teaching
- is provided to ensure learners - a way to check the effectiveness of the
success in moving from guided to instruction
independent display of knowledge -invloves teachwr using evidence
- teacher observe and guide learners
K-12 ASSESSMENT GUIDELINES -result of formative assessment help
Content Standard teacher make good instructional decisions
- identify and set the essesntial - however, result are not included in
knowledge and understanding computation of summative assessment
- Cover specific scope of sequential - must provide students with immediate
topics feedsback
- It answers “What should the learners
know” 2. Summative assessment
Performance Standard -Assessment of learning
- describe the abilities and skills that -occurs at the end of unit
learners are expected to - take place for appropriate decision for
demonstrate future
- Integration of knowledge, - judgement derived from this assessment
understanding and skills is usually benefit people other than the
expressed through creation amd learners
innovation - measures wether learners have met the
content and performance standards
Performance standards answers the -teacher must use this method to measures
following questions: studnets learning
1. What learners do with what they - result are recorded and use to report on
know the students achievement
2. How wll must learners do their work - reported to gurdians principal,school and
3. How well do learners use their parents
learning or understanding in different
situations
LESSON 2: Approriate Targets Is it conrete, detailed, focused and defined
● COMPETENCY - general statement
that describes the desired 2. Measurable
knowledge skills and behavior of a -instructional objective is measurable if it
student can be observed or one that generates data
- Defined as applied skills and points
knowledge that enable people to -pertains to ensuring that the achievement
successfully perform in professional, of the objective can actually be measured
educational and other life contexts by an assessment stra such as
- ters is commonly used in relation to OBSERVATION, TEST ITEMS OR
professional fields PROBLEM SOLVING
- How can we can be certain they
know it. 3. Attainable
-enure that objectives are action oriented
● OBJECTIVE - learners cannot feel defeated by the
-general statement about larger goals of the intended outcomes.
course or program -instructional objectives should not ask
-describe what learner should be able to learners to prove themselves
achieve at the end of period -give ample time to prove new skills
-should be specific, measurable statements
and written behavioral terms 4. Realistic
- what e wnat students to know -objective should be reasonable
-learnes do not care about learning things
● OUTCOME they cannot use right away
-specific statements thy describe exactly -information in the course should be
students will be able to do in some relevant to their personal lives or day work
measurable way
- true learning outcome is written so it can 5. Time-bound
be measured and assessed -learning objective should have time limit,
-focuses on what student can or should be time framed must be pacified.
able to do at end -learners need a deadline.
- term used most commonly in the context -learning objectives that is not time framed
of a program or course instruction gives learners false impression

CHARACTERISTIC OF OBJECTIVE 6. Evaluated

(SMARTER) -by evaluating your objective every day youll
1. Specific much more likely to achieve them.
-Instructional objective should precisely - make sure that you set up a system for
describe the attitudes, skills and knowledge evaluating your objective
that the learners is expected to demonstrate
-it answers the questions:
Is there a description of precise behavior
and the situation it will performed?
 7. Readjusted approaches, method and techniques to
-instructional objective needs constantly ensure it reaches targets.
evaluate its progress and readjust its
- you have to try different approaches until ● changing the names in the six
you find yourelf getting closer and closer to categories from noun to verb forms
objectives ● Rearranging the as shown in the
chart below
LEARNING DOMAINS AND TAXONOMIES ● Creating a process and level of
Benjamin Bloom and committee of knowledge
colleagues
-identified 3 domains of educational
activities
● Cognitive (mental skills
● Affective (growth in the feeling ot
emotion)
● Psychomotor (manual or physical
skills)
-Translated to simplier terms
(Knowledge,Skills, Attitudes) KSA
-thought of as “the goal of the learning
process” after learning episodes, learnwr
should have acquired a new skill,
knowledge and attitude

A. Cognitive Domain
-involves knowledge and the development
of intellectual skills
- includes recall or recognition of scientific
facts, procedural pattern and concepts

Six major categories of cognitive

process(simplest to complex)
1. Knowledge
2. Compression
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Lorin Anderson (former student of bloom)

And David Krathwohl
-reviseted the cognitive domain in the mid
nine thirties and made some chnages (3
most prominent)
 reduced into 4 categories or levels.

C. Affective Domain
B. Psychomotor Domain (Krathwohl, Bloom, Masia, 1973)
E. Simpson, Dave and A.S. Harrow - includes dealing things emotionally,
- in early years of 70‘s, such as feelings, values, appreciation,
- recommended categories for the enthusiasms, motivations, and attitudes.
Psychomotor Domain ( Five major categories simplest behavior to
- included physical movement, coordination, the most complex)
and use of the motor-skill areas

Psychomotor skills
- rage from manual tasks, such as digging a
ditch or washing a car, to more complex
tasks

Simpson
- contributed 7 categories
Dave
- gave 5 categories
Harrow
- had 6 categories.
Their contributions were re-organized and
 ● Extended abstract
- The previous integrated whole may be
conceptualized at a higher level of
abstraction and generalized to a new topic
or area—the learner is now able to create
new ideas based on her mastery of the
subject.

OTHER TAXONOMIES
A.Structure of Observed Learning Outcome
- (SOLO) TAXONOMY
- one model that might prove more useful
- describes levels of increasing complexity
in learner's understanding
- aids both trainers and learner

The model consists of five levels in the

order of understanding:
● Pre-structural
- learner doesn't understood the lesson
- learner is unsure about the lesson

● Uni-structural
SOLO not only shows the instructors how
- learner's response only focuses on one
the learners are progressing, but also
relevant aspect
the learners themselves. It does this by
- learner has only a basic concept about the
putting the processes in squares.
subject.
You start in the center square
(Uni-structural) and work outwards
● Multi-structural
(Multi-structural, Relational, and finally
- learner's response focuses on several
Extended Abstract).
relevant aspects but they are treated
independently
B. MARZANO TAXONOMY
- Assessment of this level is primarily
Robert Marzano
Quantitative.
- educational researcher
- proposed what he calls A New
● Relational
Taxonomy of Educational Objectives
- different aspects integrated into coherent
● whole— learner mastered the
Marzano‘s New Taxonomy
complexity of the subject by being
- is made up of three systems and the
able to join all the parts together.
Knowledge Domain which are significant for
- level is what is normally meant by
thinking and learning.
an adequate understanding of a
subject.
 The rows on the left side of Table 6 depict
The three systems are : the three systems of thought
● Self-System and, in the case of the cognitive system,
-decides whether to continue the current four subcomponents of that system. The
behavior or engage in the new activity; columns depicted on the right-hand side
● Metacognitive System depict three different types or domains
-sets goals and keeps track of how well they of knowledge: information, mental
are being achieved procedures, and psychomotor procedures.
● Cognitive System In effect, Marzano‘s Taxonomy is a
- processes all the necessary information two-dimensional model with six categories
and Knowledge Domain provides the of mental processes represented by one
content. dimension and three domains of
knowledge represented by the other
dimension.

KNOWLEDGE DOMAIN
a. Information
- is the what‖ of knowledge. It consists of
organizing ideas, such
as principles, generalizations, and details,
such as vocabulary terms and facts.
b. Mental Procedures
- can range from complex processes, such
as writing a term paper to simpler tasks
such as reading a map, computing long
division, and single covering capitalization.
c. Physical Procedures
- The degree to which physical procedures
figure into learning varies greatly by subject
area.

Lesson 3.
Unpacking Learning Competencies

Unpacking
-refers to the process of deconstructing
student learning outcomes
- importance of unpacking is to get a clear
idea of what are the big ideas and essential
Steps in unpacking learning competencies: KNOWLEDGE
1. Identify the concepts, knowledge and - identifies the facts, people, dates,
skills vocabulary, information and definitions.
- One must define /understand what
learners are expected to know, understand, UNDERSTANDING
and be able to do. - refers to principles, generalization,
theories and big ideas of the discipline.
Nouns
- guide us on the content standards DOING
(concepts that we are about to teach) - pertains to what the learners can do to
Verbs demonstrate his or her understanding.
- guide us on the performance standards
(skills we need to develop among learners). PERFORMANCE
- product or output can be categorized
2. Identify the content complexity under doing.
-Identify the level in the Revised Bloom‘s
Taxonomy (Anderson) to define
expectations and deeper understanding.

3. Create student-friendly learning

competencies
-Identify the pre-requisite skills that learners
need to know, understand and
be able to do.

4. Identify the evidence of learning

- Identify the evidence of learning through
formative assessment tasks. ABCD of Learning Objectives
- learners will show what they understand Learning objectives
and what they are able to do to show - are known to be made up of a number of
mastery of the competencies. components.
Ensure also the alignment between
competencies and formative assessment The major components are
tasks. (A) audience
- helps in making the objectives
The KUD Framework Measurable.
- method used to align the level of - Who is doing the learning?
competency to the Revised Bloom‘s - stated once for the entire course
Taxonomy
(B) behaviour
K- knowledge - identify observable behavior or the
U- understanding performance expected of the audience to do
D- doing - Behaviors are observable actions
Verbs such as „know‟ and „understand‟ LEARNING OBJECTIVE
should be avoided as they may not Guidelines
be measurable 1. Describe specific activities a student will
do to show that he or she has learned
(C) condition 2. Include 2-10 learning objectives for each
- behavioral objective must describe the Learning Competency (main idea or
conditions skill)
- include what the learner allowed to use 3. Audience + Behavior + Condition +
Degree = Learning Objective (ABCD)
(D) degree
- It is not always necessary or Elements of a well-written Learning
practical to include the degree in an Objective (ABCD)
objective 1. Audience – Who is doing the learning?
- more information included in an objective 2. Behavior - Indicates the task, product or
the better process you will observe or measure(action)
- include criterion such as speed, accuracy, 3. Condition - Indicates the resources
and quality available, where performed and/or what
information is given to learner.
Writing Objectives From Competencies 4. Degree - Indicates the measure of
success or expectations for satisfactory
LEARNING COMPETENCIES performance (criteria).
Guidelines: Degree/criteria may include accuracy,
1. Outline the major skills or big-picture speed, frequency, percentage or number to
ideas you are teaching students be achieved, degree of excellence,
2. Tell what you want learners to be able to qualities/elements of performance, or may
do by the end of your course reference
3. Most classes will have 3 to 6 main published standards
ideas/skills per credit hour

Elements of a well-written Learning

Competency (big-picture idea/skill):
1. Begin with an action verb (one verb)
2. Clear and concise (short)
3. Includes a student behavior you can
observe and measure
4. Avoid the words “Know”, “learn” and
“understand”