Update about comprehension checker no.

1
 Find words related to the lesson as many as you can. Identify what is being
described or missing in the statement. Your options are the words you have
found in the puzzle. Write your answers in CAPITAL LETTERS.
• HORIZONTAL
1.PERFORMANCE
_________ assessment requires students to perform a task or develop a product.
2.AFFECTIVE
_________ assessment looks into how students feel while they are learning.
3.PORTFOLIO
_________ assessment pertains to the collection of students’ multiple indicators of growth and
development.
EMERGENT
4. _________ assessment emphasizes both intended and unintended effects of learning outcomes.
DEVELOPMENTAL
5. _________ assessment focuses on the extent of how the student developed or improved after
instruction.
VERTICAL
1. AUTHENTIC
_________ assessment allows learners to perform or create
products that are relevant to their lives.
2. Assessment is both ______ and product-oriented.
PROCESS
3. Assessment should focuse on higher-order __________
COGNITIVE
outcomes. NONCOGNITIVE
4. Assessment can include measure of ______________ learning
outcomes. COMPREHENSIVE
5. Assessment must be ____________ and holistic.
 Chapter 2
Learning Targets for Performance and
Product-Oriented Assessment
Learning Outcomes

In this lesson, you are expected to:

1. Identify the level of taxonomy of
educational objectives both for affective and
psychomotor domains;
2. Formulate learning targets based on the
given lesson and learning outcome.
Let’s play.......
 GAME MECHANICS

You have 1 minute to guess the word. Type your

answer in the chat box. The first one to get the correct
answer will be the one who will get the point.
E T E
O B J E C T I V E
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

Educational Objectives
specific statements of student performance at the
end of an instructional unit
behavioral objectives; stated with the use of verbs
Bloom’s Taxonomy 3 domains:
• cognitive(knowledge-based)
• psychomotor (skill-based)
• affective (emotion-based)
A A R
C H A R A C T E R
 Bloom’s Taxonomy of Educational Objectives in
Affective Domain (ReReVOC)
LEVEL DESCRIPTION VERBS Sample Objective
Receiving Awareness/ Asks, Chooses, Holds, Listens, Listens attentively to
Passive attention to stimulus Identifies the instruction of the
teacher
Responding Active attention & response to a Answers, Complies, Participates actively in
stimulus Participates, practices, writes the discussion
Valuing Attaching value to a Completes, Demonstrates, Demonstrates belief in
phenomenon (acceptance to Differentiates, Explains, the value of the election
commitment) justifies process
Organization Organizing values into priorities Adheres, Defends, Integrates, Defends the importance
(compare, relate, and Organizes, synthesizes of education for a
synthesize) successful future
Internalizing Having a personal value system Acts, Displays, Influences, Displays commitment to
Values/ that is now a characteristic of Solves, Verifies help economically
Characterization the learner disadvantaged students
E C E N
P E R C E P T I O N
 Elizabeth Simpson’s Taxonomy of Educational Objectives in
Psychomotor Domain

LEVEL DESCRIPTION VERBS Sample Objective

Perception Ability to use sensory cues to Adjusts, Describes, Detects, Detects non-verbal cues from
guide motor activity Selects, Identifies the participants
Set Mental, physical & emotional Begins, Displays, Knows, Shows motivation to learn a
sets that predispose a person’s Recognizes, Shows, States new skill
response to different situations
Guided Demonstrates a complex skill Copies, Performs, Follows, Performs mathematical
Response though imitation and trial and Reacts, Responds operation by following the
error steps shown by the teacher
Mechanis Learned responses became Assembles, Dismantles, Plays the guitar with some
m habitual; performs with some Fixes, Manipulates, Plays degree of confidence and
degree of confidence & proficiency
proficiency
E E
C R E A T E
 Elizabeth Simpson’s Taxonomy of Educational Objectives in
Psychomotor Domain (PSGMCAO)
LEVEL DESCRIPTION VERBS Sample Objective
Complex Performs complex movement Same with Mechanisms but Demonstrates one’s
Overt patterns in a quick, accurate & highly performed in a more accurate, expertise in playing
Response coordinated manner (automatically more coordinated, & quicker the guitar beyond
performs without hesitation) way the normal
standard.

Adaptation Psychomotor skills are well- Adapts, Alters, Modifies, Modifies dance
developed; can modify movement Rearranges, Varies steps to suit the
patterns to fit special requirements abilities of one’s
groupmates
Origination Creating new movement to fit a Arranges, Builds, Combines, Create new steps for
particular situation or specific Creates, Designs a contemporary
problem version of a classic
dance hit
E O I G
R E A S O N I N G
 LEARNING TARGET

is a statement on what students are suppose to learn and what they can do because
of instruction
more specific compared with educational goals
leads to more specific instructional & assessment activities
Aligned with the learning objectives of a subject or course
clear, specific, and meaningful to students
stated in students point of view, uses “I can…”
The purpose is to inform students of what they should be able to do as evidence of
their learning
Typology of learning targets: knowledge, reasoning, skills, product and affect
I S
S K I L L S
 Typology of Learning Targets
TYPES DESCRIPTION Sample
Knowledge Refers to factual, conceptual, procedural information that I can discuss the research
students must learn design that I used for my
thesis.
Reasoning Involves application of knowledge in problem-solving, I can justify my choice of
decision-making, and other tasks that require mental skills ANOVA as my statistical
analysis for my thesis.
Skills Use of knowledge or reasoning to perform or demonstrate I can perform ANOVA on
physical skills research data using SPSS.
Product Use of knowledge, reasoning and skills in creating a I can write the results and
concrete or tangible product discussion section of a
thesis manuscript.
Affect Refers to affective characteristics that students develop I can appreciate the role of
and demonstrates because of instruction a thesis adviser in the
completion of a thesis.
 TYPOLOGY OF LEARNING TARGETS
TYPES DESCRIPTION Sample
Knowledge Refers to factual, conceptual, procedural information that I can discuss the research
students must learn design that I used for my
thesis.
Reasoning Involves application of knowledge in problem-solving, I can justify my choice of
decision-making, and other tasks that require mental skills ANOVA as my statistical
analysis for my thesis.
Skills Use of knowledge or reasoning to perform or demonstrate I can perform ANOVA on
physical skills research data using SPSS.
Product Use of knowledge, reasoning and skills in creating a I can write the results and
concrete or tangible product discussion section of a
thesis manuscript.
Affect Refers to affective characteristics that students develop I can appreciate the role of
and demonstrates because of instruction a thesis adviser in the
completion of a thesis.
 SAMPLE LEARNING TARGETS
ENGLISH
Skills: I can participate in conversation with others.
Product: I can write an argumentative essay about.
Affect: I enjoy reciting a poem in front of an audience.
P.E.
Skills: I can dribble the ball across the half-court.
Product: I can create a three-month personal fitness
plan.
Affect: I am determined to complete the physical
task.
 SAMPLE LEARNING TARGETS
MATHEMATICS
Skills: I can measure angles using protractor.
Product: I can construct a histogram about…
Affect: I can shown an interest in attending math class.
SCIENCE
Skills: I can use laboratory equipment properly.
Product: I can prepare a report about field observation.
Affect: I can consider the safety of others during the
experiment.
SOCIAL STUDIES
Skills: I can participate in civic discussions about….
Product: I can create a timeline about Phil colonization.
Affect: I can argue in a constructive manner.
 Matching Learning Targets with Alternative
Assessment Methods

Learning Performance- Product- Portfolio Self-

Targets Oriented Oriented Report
Scale
Skills    
Product    
Affect/    
Disposition

*More smileys mean better matches.

That’s all for today! 