GROUP 2

LESSON 2:
ASSESSMENT PURPOSES, LEARNING TARGETS, AND
APPROPRIATE METHODS
Desired Significant Learning Outcomes
In this lesson, you are expected to:
explain the purpose of classroom assessment and
formulate learning targets that match appropriate
assessment methods.
 What is the purpose of classroom assessment?

Assessment works best when its

purpose is clear. Without a clear
purpose, it is difficult to design or plan
assessment effectively and efficiently.
In general, the purpose of classroom assessment
may be classified in terms of the following:

1. Assessment of Learning
This refers to the use of assessment
to determine learners' acquired
knowledge and skills from
instruction and whether they were
able to achieve the curriculum
outcomes. It is generally summative
in nature.
2. Assessment for Learning
This refers to the use of assessment to
identify the needs of learners in order
to modify instruction or learning
activities in the classroom. It is
formative in nature and it is meant to
identify gaps in the learning
experiences of learners so that they
can be assisted in achieving the
curriculum outcomes.
3. Assessment as Learning
This refers to the use of assessment
to help learners become self-
regulated. It is formative in nature
and meant to use assessment tasks,
results, and feedback to help
learners practice self-regulation and
make adjustments to achieve the
curriculum outcomes.
The Roles of Classroom
Assessment in the
Teaching-Learning
Process
Assessment is an integral part of the instructional
process where teachers design and conduct instruction
(teaching), so learners achieve the specific target
learning outcomes defined by the curriculum. While the
purpose of assessment may be classified as assessment
of learning, assessment for learning, and assessment as
learning, the specific purpose of an assessment
depends on the teacher's objective in collecting and
evaluating assessment data from learners.
 More specific objectives for assessing
student learning are congruent to the
following roles of classroom assessment in
the teaching-learning process: formative,
diagnostic, evaluative, facilitative, and
motivational
 Formative
Teachers conduct assessment because they want to
acquire information on the current status and level
of learners' knowledge and skills or competencies.
Teachers may need information (e.g., prior
knowledge, strengths) about the learners prior to
instruction, so they can design their instructional
plan to better suit the needs of the learners
 Diagnostic
Teachers can use assessment to identify specific learners'
weaknesses or difficulties that may affect their achievement
of the intended learning outcomes. Identifying these
weaknesses allows teachers to focus on specific learning
needs and provide opportunities for instructional
intervention or remediation inside or outside the classroom.
The diagnostic role of assessment may also lead to
differentiated instruction or even individualized learning
plans when deemed necessary.
 Evaluative
Teachers conduct assessment to measure learners'
performance or achievement for the purposes of making
judgment or grading in particular. Teachers need
information on whether the learners have met the
intended learning outcomes after the instruction is fully
implemented. The learners' placement or promotion to
the next educational level is informed by the assessment
results.
 Facilitative
Classroom assessment may affect student learning. On
the part of teachers, assessment for learning provides
information on students' learning and achievement that
teachers can use to improve instruction and the learning
experiences of learners. On the part of learners,
assessment as learning allows them to monitor, evaluate,
and improve their own learning strategies. In both cases,
student learning is facilitated.
 Motivational
Classroom assessment can serve as a mechanism for
learners to be motivated and engaged in learning and
achievement in the classroom. Grades, for instance, can
motivate and demotivate learners. Focusing on progress,
providing effective feedback, innovating assessment
tasks, and using scaffolding during assessment activities
provide opportunities for assessment to be motivating
rather than demotivating.
 What are Learning Targets?

Educational Goals, Standards, and Objectives

GOAL - General learner outcomes over time (e.g., senior

high school).

STANDARDS- Specific skills/knowledge at a grade level.

 4 TYPES OF OF EDUCATIONAL STANDARDS

1.Content
2.Performance
3.Developmental
4.Grade-level
 Bloom’s Taxonomy of Educational Objectives

Bloom’s Taxonomy consists of three

domains;

1.Cognitive – knowledge-based goals.

2.Affective – emotion/attitude goals.
3.Psychomotor – skills-based goals.
 THE REVISED BLOOM’S
TAXONOMY OF
EDUCATIONAL OBJECTIVES
 Anderson and Krathwohl proposed a revision of
the Bloom's Taxonomy in the cognitive domain by
introducing a two-dimensional model for writing
learning objectives (Anderson and Krathwohl,
2001).
 The first dimension, knowledge dimension, includes four
types: factual, conceptual, procedural, and metacognitive.
The second dimension, cognitive process dimension,
consists of six types: remember, understand, apply, analyze,
evaluate, and create. An educational or learning objective
formulated from this two-dimensional model contains a
noun (type of knowledge) and a verb (type of cognitive
process). The Revised Bloom's Taxonomy provides teachers
with a more structured and more precise approach in
designing and assessing learning objectives.
 LEARNING TARGET

"a statement of student performance for a relatively restricted type of

learning outcome that will be achieved in a single lesson or a few days" and
contains "both a description of what students should know, understand, and
be able to do at the end of instruction and something about the criteria for
judging the level of performance demonstrated" (McMillan 2014,p.43).
Compared with educational goals, standards, and objectives, learning
targets are the most specific and lead to more specific instructional and
assessment activities.
LEARNING TARGET

Learning targets should be congruent with the standards

prescribed by program or level and aligned with the instructional
or learning objectives of a subject or course.
Teachers must inform learners about the learning targets of
lessons prior to classroom instruction.
Learning targets should be meaningful for the learners, as clear
and as specific as possible.
LEARNING TARGET

Clear articulation of learning targets allows learners to know what

they are expected to learn during a lesson or set of lessons.
Learning targets inform learners what they should be able to do or
demonstrate as evidence of their learning.
Learning targets specify both the content and criteria of learning. *
Classroom instruction and assessment should be aligned with the
specified learning targets of a lesson.
 five criteria for selecting learning targets:

1. Establish the right number of learning targets (Are there too many or too few
targets?)
2. Establish comprehensive learning targets (Are all important types of learning
included?)
3. Establish learning targets that reflect school goals and 21st century skills (Do the
targets reflect school goals and 21st century knowledge, skills, and dispositions?)
4. Establish learning targets that are
challenging yet feasible (Will the
targets challenge students to do their
best work?)
5. Establish learning targets that are
consistent with current principles of
learning and motivation (Are the
targets consistent with research on
learning and motivation?).
 TYPES OF LEARNING TARGETS
TYPES OF LEARNING
DESCRIPTION SAMPLE
TARGET

Refers to factual, conceptual, and procedural

I can explain the role of conceptual
KNOWLEDGE TARGETS information that learners must learn in a subject or
content area
framework in a research.

Knowledge-based thought processes that learners

must learn. It involves application of knowledge in I can justify my research problems
REASONING TARGETS
problem-solving, decision-making, and other tasks with a theory.
that require mental skills.

Use of knowledge and/or reasoning to perform or I can facilitate a focus group discussion
SKILL TARGETS
demonstrate physical skills (FGD) with research participants.

Use of knowledge, reasoning, and skills in creating

PRODUCT TARGETS I can write a thesis proposal.
a concrete or tangible product
APPROPRIATE METHODS OF ASSESSMENT
APPROPRIATE METHODS OF ASSESSMENT