Lesson 5 Clarity of Learning Targets

 

Unless the learning targets are clearly stated, precise, accurate and valid assessment can never be achieved. Remember that those learning targets includes not only knowledge but also skills, products and effects. It should be stated in behavioral terms by means of using appropriate verbs for us to be able to observe the achievement of the learning goals by our students.

Let’s revisit the three categories of learning targets you’ve learned from your course, Assessment of Learning 1.

 

Cognitive Targets


Cognitive learning targets are generally classified in different levels, the proposed hierarchy of educational objectives at the cognitive domain by Bloom (1954) identified six of which:

  1. Knowledge. This level refers to the ability of learners to remember and recall facts, ideas and information.
  2. Comprehension. It is commonly referred to us as “understanding”. This level pertains to awareness of the relationship among different concepts, facts and idea.
  3. Application. The transfer of learning from one particular field to another encompasses this cognitive level.
  4. Analysis. Learners ability to breakdown ideas and concepts and critical thinking falls under this level.
  5. Synthesis. Opposite of analysis, this on the other hand refers to the ability of putting on together different ideas or summarizing interrelated concepts.
  6. Evaluation. It is the highest level according to Bloom which refers to putting worth or value of a concept or idea.

 

Skills, Competencies and Abilities Target

Skills refer to the specific task or activity a student can proficiently do by himself. Skills meanwhile when clustered together form a particular competency. Dacum (2000), stated that related competencies characterized student’s ability.

As teacher it is very important for us to recognize the different abilities of our children so that we can perfectly design learning activities and assessment strategies that will match their innate abilities ending up optimization of their learning experiences.

 

Products, Outputs and Projects


These three in general are what we called tangible or concrete outcomes as evidence of learners’ ability. It is vital to clearly specify the level of expected workmanship of the project, output or any product so that learners will be informed of how they are going to do their outputs to achieve the evaluation result or grade they would like to.

If you would like to learn more on how, we teachers can utilize clarity of learning targets in classroom, you may read the blog on this link http://info.teachstone.com/blog/clarity-of-learning-objectives#:~:text=Basically%2C%20this%20indicator%20means%20that,focusing%20their%20attention%20during%20activities.

 

References:

  1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
  2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
  3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
  4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
  5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
  6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
  7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
  8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.

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