CLARITY OF LEARNING TARGET

• Assessment can be made precise, accurate, and dependable only if

what are to be achieved are clearly stated and feasible.
 COGNITIVE TARGETS
(Benjamin Bloom’s hierarchy of educational objectives)

• Knowledge
– The acquisition of facts, concepts and theories.

Example: Write down the definition of the following words

• Comprehension
– Refers to the same concept as understanding involves
cognition or awareness of interrelationship.

Example: Comprehension reading.

• Application
– Transfer of knowledge from one field to another, from
one concept to another in the same discipline.

Example: Solving of mathematical problems

• Analysis
– Breaking down concept or idea into it components and
explaining the concepts as composition of these concepts.

Example: Determine if a patient has a cold or flu.

• Synthesis
– Opposite analysis, entails putting together the
components in order to summarize the concept.

Example: Write a new recipe of a chicken dish.

• Evaluation
– Valuing and judgment or putting the “worth” of a
concept or principle.

Example: Reporting
CLARITY OF LEARNING TARGETS
 CLARITY OF LEARNING TARGETS

A. COGNITIVE TARGETS
B. SKILLS, COMPETENCIES AND ABILITIES TARGETS
C. PRODUCTS, OUTPUTS AND PROJECTS TARGETS
 SKILLS, COMPETENCIES AND ABILITIES
TARGETS
SKILLS
-refer to specific activities or tasks that a student
can proficiently do.
Example:
skills in coloring, language skills
 SKILLS, COMPETENCIES AND ABILITIES
TARGETS
COMPETENCIES
-are skills in cluster. Related competencies
characterize a student’s ability.
Example:
Birthday card making
SKILLS, COMPETENCIES AND ABILITIES
TARGETS
ABILITIES
-are talents or skills to do something.
 Categories of Ability

A. Cognitive
B. Psychomotor
C. Affective
 Cognitive

Refers to things like memory, the ability to learn

new information, speech, and understanding of
written material.
 Psychomotor

The relationship between cognitive functions and

physical movement. It is demonstrated by physical
skills such as movement, coordination,
manipulation, dexterity, grace, strength and
speed.
 Affective

Concerned with emotional aspect of a human

being.
 PRODUCTS, OUTPUTS and PROJECTS
TARGETS
These are tangible and concrete evidence of a student’s
ability.
Level of workmanship of a project must be clearly specified
as:
Expert
Skilled
Novice
 Expert

A person who has a comprehensive and

authoritative knowledge or skill in a particular area;
specialist.
 Skilled

A person who has the knowledge and ability to

perform a certain activity or task well; possess
expertise over something.
 Novice

A person who is new or inexperienced in a field or

situation; neophyte.
 APPROPRIATENESS OF
ASSESSMENT METHODS
• Assessment methods are strategies,
techniques, tools and instrument for
collecting information to determine
the extent to which the student
demonstrate the desired learning
outcomes.
• Learning targets are very essential to
assessment.
• If learning targets are clearly stated,
assessment can be precise and accurate.
LEARNING TARGET APPROPRIATE ASSESSMENT
METHODS
LEARNING TARGET APPROPRIATE ASSESSMENT
METHODS

Cognitive Target - Written response instrument

- Oral questioning
LEARNING TARGET APPROPRIATE ASSESSMENT
METHODS

Cognitive Target - Written response instrument

- Oral questioning
Skills, competencies and - Performance tests
abilities target
- Observation and self-report
LEARNING TARGET APPROPRIATE ASSESSMENT
METHODS

Cognitive Target - Written response instrument

- Oral questioning
Skills, competencies and - Performance tests
abilities target
- Observation and self-report
Output, product and - Product rating scale
project target
 •WRITTEN
•RESPONSE INSTRUMENT
• Written assessments are activities in
which the student selects or
composes a response to a prompt.
• In most cases, the prompt consists
of printed materials. However, it
may also be an object, an event or
an experience.
 Written Response Instrument includes ;

• 1. Objective Test
• 2. Essays
• 3. Checklist
 1. OBJECTIVE TEST

• Are appropriate for assessing the various

levels of hierarchy of educational
objectives

• Examples are;
1.1 Multiple Choice
1.2 True or False
1.3 Matching Type
 2. ESSAYS

• - Are lengthy response that can be

scored in terms of content and/or
conventions.
• - Essays when properly planned,
can test the student grasp of the
higher level cognitive skills
particularly in the areas of
application analysis, synthesis and
judgement.
• - However, when essay question is
not sufficiently PRECISE and when
the parameters are not properly
DEFINED, there is a tendency for
the students to write irrelevant and
unnecessary things
• POOR:
• Write an essay about the first EDSA
revolution.
• BETTER:
• Write an essay about the first EDSA
revolution giving focus on the main
characters of the revolution and their
respective roles.
 3. CHECKLISTS

• - This question lists items and

directs the learner to check those
that apply to the situation
 ADVANTAGES

• - Easier to score
• - Can be answered quickly
• - Covers a broader range of curriculum
in a shorter time
 DISADVANTAGES

• - Constraints students to single appropriate

answer
• - Encourages students to learn by
recognition
• - Subject to guessing correct answer
 ADVANTAGES

• - Allows student to demonstrate complex, in

depth understanding
• - Less likelihood of guessing correct answer
• - Motivates students to learn in a way that stresses
the organization of information, principles, and
application
 DISADVANTAGES

• - More time consuming to score

• - More time consuming to answer
 PRODUCT RATING SCALE
• A teacher is often tasks to rate end products like the
following:
• Book reports
• Maps, charts, / diagrams
• Assignments / Notebooks
• Essays, and other creative endeavors
WHAT IS A PRODUCT RATING
SCALE?
• Allow teachers to indicate the degree or
frequency of the attitude, skills, and
products displayed by the learner.
SAMPLE ESSAY RATING SCALE
 PERFORMANCE TESTS

• It is used to determine whether or not an

individual behaves in a certain (usually
desired) way when asked to complete a
particular task. Also known as alternative or
authentic assessment
 Checklist is the most frequently used
measurement instrument. It consists of a list of
behaviors that makes up a certain type of
performance.
 ORAL QUESTIONING

• Oral questioning is simply an oral exam.

• It’s most useful as an assessment method when questions
are open-ended, the assessment needs to address the
student’s unique ministry situation, and there is no value
in getting the student to write it all down.
TYPES OF ORAL QUESTIONING
• Basic Oral Questioning - Can be conducted in a group setting in which questions are
asked of an entire classroom or staff.
• Oral Examinations - An oral examination is similar in process to basic oral
questioning but is typically administered in a one-on-one setting in which the
respondent is required to answer each question.
• Oral Boards - An oral board usually consists of three to five administrators delivering
questions to an individual to gauge her knowledge of equipments, systems, operational
procedures and theoretical concepts related to the topic at hand.
 Observation and Self Report

• Are useful supplementary assessment

methods when used in conjunction with oral
questioning and performance tests.