Target Setting

A. Standards-Based Assessment (Week 6)

CONSTRUCTIVE ALIGNMENT
-Constructive alignment is a design for teaching in which what it is
intended students should learn and how they should express their learning is
clearly stated before teaching takes place.

There are two basic concepts behind constructive alignment:

❶ Learners construct meaning from what they do to learn.
-This concept derives from cognitive psychology and constructivist
theory, and recognizes the importance of linking new material to concepts
and experiences in the learner's memory, and extrapolation to possible future
scenarios via the abstraction of basic principles through reflection.
❷ The teacher makes a deliberate alignment between the planned learning
activities and the learning outcomes.
-This is a conscious effort to provide the learner with a clearly specified
goal, a well designed learning activity or activities that are appropriate for
the task, and well designed assessment criteria for giving feedback to the
learner.
CONTENT STANDARDS
-These are the specific learning objectives or knowledge and skills that
students are expected to achieve at each grade level. Content standards
provide a clear outline of what students should know and be able to do.

PERFORMANCE STANDARDS
-Performance standards define the levels of proficiency or mastery
expected from students in relation to the content standards. They help
determine how well a student has met the learning objectives. These
standards may be expressed in various ways, such as rubrics or descriptors
of student performance at different achievement levels.

ASSESSMENT TYPES
-Various types of assessments are used in K-12 education to measure
student learning. These can include formative assessments, standardized
tests, project-based assessments, and more. The choice of assessment type
should align with the content and performance standards and the educational
goals.

The importance of K-12 Assessment Guidelines

-It allows the teachers to track and measure learners' progress and to
adjust instruction accordingly.

B. Appropriate Targets (Week 7)

COMPETENCIES, Objectives, Outcomes

LEARNING COMPETENCIES
-A general statement that describes the use of desired knowledge,
skills, behaviors, and abilities. Competencies often define specific applied
skills and knowledge that enable people to successfully perform specific
functions in a work or educational setting.
EXAMPLE OF LEARNING COMPETENCIES
1. FUNCTIONAL COMPETENCIES
-Skills that are required to use on a daily or regular basis, such as
cognitive, methodological, technological and linguistic abilities.
2. INTERPERSONAL COMPETENCIES
-Oral, written and visual communication skills, as well as the ability to
work effectively with diverse teams.
3. CRITICAL THINKING COMPETENCIES
-The ability to reason effectively, use systems thinking and make
judgments and decisions toward solving complex problems.

LEARNING OBJECTIVES
-A statement that describes what a faculty member will cover in a
course and what a course will have provided students. They are generally
broader than student learning outcomes.

DIFFERENT TYPES OF LEARNING OBJECTIVES ARE:

1. STUDENT-CENTERED / LEARNER-CENTERED
-They describe what students will know or be able to do, not what the
teacher will teach or cover.
2. ACTIVE
-They describe what students will be able to do as a result of what
they’re learning.
3. OBSERVABLE
-They describe visible behavior, not inward states such as
“understanding” or “appreciation”.
4. FOCUS OBJECTIVES
-They describe the main goals of the instruction.
5. INSTRUCTIONAL-DESIGN OBJECTIVES
-They describe the specific steps or tasks that the instruction will
cover.
6. INSTRUCTIONAL-EVALUATION OBJECTIVES
-They describe the criteria and methods for assessing the learning
outcomes.
7. PERFORMANCE OBJECTIVES
-They describe the expected level of performance or mastery of the
learning outcomes.
8. LEARNING OBJECTIVES IN DIFFERENT DOMAINS
-They describe the learning outcomes in cognitive (knowledge),
psychomotor (skills), and affective (attitudes) domains.
LEARNING OUTCOMES
-A specific statement that outlines the overall purpose or goal from
participation in an educational activity. These statements often start by using
a stem phrase such as “students will be able to.” this is then followed by an
action verb that denotes the level of learning expected, such as understand,
analyze or evaluate. The final part is to write is the application of that verb in
context and describe the desired performance level.

Characteristics of Objectives (SMARTER)

•SMARTER objectives are defined as a set of objectives and goals that are put
in place by parameters, that bring structure and tractability together.
•SMARTER goal setting creates a verifiable trajectory towards a certain
objective with clear milestones and an estimated timeline to attain the goals.

S–SPECIFIC
•your goals need to be specific. Use clear, specific, and direct language to tell
the learner exactly what he or she should learn and what he or she should be
able to do after the instruction.
•it should be answered by the question “what do you want to the students to
learn?”
•it states exactly what will be accomplished.

M-MEASURABLE
•in writing a learning objective, verbs such asunderstand, know, learn,
appreciate, believe, be familiar with, comprehend, and so on, are not
observable or measurable and should be avoided. Instead, remember to use
active verbs such as describe, outline, assess, apply, name, complete, justify,
review, find, use, recommend, sequence, list, examine, inspect, report, write,
illustrate, plan, record, explain, classify, invent, draft, compare, solve, design,
recall, predict, investigate, construct, and organize at the start of your
learning objectives.
•the verbs that we are going to use should be behavioral in nature. It means
it can be seen or there is a specific task which would answer or show that the
objective was met.
•it should be answered by the question“how will you know if they have
achieved this?”

A-ACHIEVABLE
•given the education resources, period of time available, and students'
background, and readiness to learn; learning objectives must be achievable.
The learning objectives must refer to the cognitive skill levels of the students
or the course level.
•it should be answered by the question “is it realistic? Do they have the
knowledge or resources they need?” as a teacher, you should ask yourself
these questions:
1.Is the objective not too complex for the level of student’s cognitive
development?
2.Is the objective suited to their developmental task?

R-RELEVANT
•the objective should be something the learner sees the value in learning.
Don't teach material that's not important or won't be used.
•one very important aspect of setting up relevant objective is to know if you
have the right resources to achieve it.
•it should be answered by the question“does it build on what they already
know?

T-TIME-BOUND
•make sure you set deadlines to your goals. It is harder to achieve timely
goals without one. You may want to extend this to have a timeline of
deadlines. Breaking down your superordinate goal into smaller ones so you
can track your progress along the way.
•this criterion stresses the importance to specify an appropriate time frame
for your objective: when is it supposed to start and to end?
What are the steps and critical milestones to accomplish it?
What are the intermediate outcomes expected and by when?

E-EVALUATE
•evaluating your goals will help you stay focused all the way along the
process. It also means evaluating your performance at the end of the process
so that you can learn from your mistakes and optimize your next goal setting
process.

R-RE-ADJUST
•re-adjusting doesn’t mean throw away the goals and get new ones, it’s a
means to an end, a way of getting around your problems.

LEARNING DOMAINS AND TAXONOMIES (WEEK 8)

BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
 Bloom’s taxonomy was developed to provide a common language for
teachers to discuss and exchange learning and assessment methods.
Specific learning outcomes can be derived from the taxonomy, though it
is most commonly used to assess learning on a variety of cognitive levels.

 The goal of an educator using Bloom’s taxonomy is to encourage higher

order thinking skills in their students by building up from lower order
thinking skills.
THE KNWOLEDGE DIMENSION
USES OF THE REVISED TAXONOMY
 It provides educators with a common set of terms and levels about
learning outcomes that help in planning across subject matter and grade
levels.
 It helps in the drafting of learning standards across levels.
 It serves as a guide in evaluating the school’s curriculum objectives,
activities, and assessment.
 It guides the teacher in formulating learning outcomes that tap higher
order thinking skills.

SOLO TAXONOMY (Biggs and Collis 1982) (WEEK 9)

 Marzano Taxonomy (Marzano & Kendall, 2007)
 Taxonomy gives a framework for developing tasks more easily. Gives
complexity.
Level 6 – Self-System Thinking
Level 5 – Metacognition
Level 4 – Knowledge Utilization
Level 3 – Analysis
Level 2 – Comprehension
Level 1 – Retrieval
LEVEL 1 - RETRIEVAL
Executing--Almost a different category. Can vary in complexity K-12.
-Performing procedures
Recalling—Short answer type question. Information isn’t provided.
-Producing information on demand
Recognizing—Most basic level. Information is provided.
-Determining whether information is accurate, inaccurate or unknown

LEVEL 2 - COMPREHENSION
Symbolizing—Non-linguistic
-Construct symbolic representations of information
Integrating--Summarizing
-Identify basic structure of information—most important points.
LEVEL 3 - ANALYSIS
Specifying—making predictions
-Identify logical consequences of information
Generalizing
-Construct new principles or generalizations based on information
Analyzing Errors—i.e. editing
-Identify errors
Classifying
-Identify categories to which information belongs
Matching
-Identify important similarities and differences
LEVEL 4 - KNOWLEDGE UTILIZATION
Investigating
-Testing an hypothesis using the assertions and opinions of others
Experimenting
-Testing an hypothesis using data collected by the student
Problem Solving
-Using information to accomplish a goal for which obstacles
or limiting conditions exist
Decision Making
-Using information to make a decision

LEVEL 5 - METACOGNITION
 These are not assessed in the typical classroom
Monitoring Accuracy
-The student is able to determine their own level of accuracy
Monitoring Clarity
-The student is able to determine how clear their understanding is
Process Monitoring
 -The student is able to monitor their own progress toward a specific
goal
Specifying Goals
-The student is able to specify learning goals and develop a plan to
achieve them

LEVEL 6 - SELF-SYSTEM THINKING

 These are not assessed in the typical classroom
Examining motivation
-The students identifies his or her own level of motivation towards
learning
Examining Emotional Response
-The student identifies his or her own emotional response to the
learning
Examining Efficacy
-The student identifies beliefs about his or her ability to improve
competence or understanding
Examining Importance
-The student identifies how important the learning is and the reasons
behind this belief

UNPACKING LEARNING COMPETENCIES (Week 10)

“UNPACKING”
-is a technique teachers can use to make sense of standards, and then
create learning targets to make them actionable. This process is also called
“deconstructing” or “unwrapping” standards.

LEARNING COMPETENCY
-A set of knowledge, skills and attitudes required to successfully
perform a particular task.
-Stated in specific terms.
-Stated which defines essential knowledge, skills, and values that
student are expected to know and be able to demonstrate as indicators of
understanding the content.

UNPACKING STANDARDS
-Standards needs to be analyzed because they maybe too ambiguous,
too broad or too narrow and/ or reflect different kinds of goals
simultaneously.
1. KNOWLEDGE
2. SKILL
3. CORE MESSAGE
4. VALUE
5. REFER TO TASK ANALYSIS OF THE CONTENT STANDARDS
6. ACTIVITY
5Ps
Purpose
Preparation
Pitch
Pace
Progress

1. PURPOSE
-if a lesson is to be taught there must be a good reason for teaching it.
What are you teaching? Why are you teaching this? Where does if fit into the
curriculum/ Schemes of Learning? How will if benefit the pupils?
2. PREPARATION
-are you ready to deliver the lesson
Do you have the right resources? Is the classroom fit for purpose? Do you
need any special arrangements for the lesson?
3. PITCH
-the pitch of the lesson must ensure that all pupils can access the
materials.
Describe the type and range of differentiation required. Identify the range of
“Levelness” and what this looks like. Identify how extensions might be made
if necessary (higher or lower)
4. PACE
-the pace must maintain interest and ensure learning.
What are the activities for the lesson going to be? How frequently will the
activities change? How will the pupils know the time frame for each activity?
5. PROGRESS
-You and children must know that progress has been made.
How will you know that progress has been made? When will pupils refer to
and reflect on the Learning Objectives? How do you know progress has been
made?

COMPETENCY
-It is an observable ability of Health Care professionals (or other
learner), integrating multiple components such as Knowledge, Skill, Values,
and Attitudes.
-defines the applied skills and knowledge that enables people to
successfully perform their work.
EXAMPLE: The IMG should be able to demonstrate knowledge of normal
human structure, function and development from molecular, clinical,
behavioral, and social prospective.

COMPETENCY - the thing(s) they need to do

COMPETENT - can do all of the things
COMPETENCE - does all of the things consistently, adapting to contextual and
situational needs

OBJECTIVES
-Learning Objective is a brief, concise statement that describe exactly
what a participant will be able to do after completing the Session/
Programme/ Course
-Are specific to a course of interaction
-Describe what the learner should be able to do at the end of the
learning period
-Are measurable statements and written in behavioral form
-In short - Objective says what we want the learner to know/
Competency says how we can be certain they know it.