Establishing Learning Targets

Prepared By:
CADACIO, JULEUS CESAR M.
BORJA, ANTENOR II
The starting point for effective assessment is clarifying the LEARNING
TARGETS
Its hard to hit the target if we can't see it
What is intended Learning?? (kung ano ung dapat matutunan) That's the
target....
Its hard to know where youre going if you dont have a map.
The point is that if we dont begin with clear statements of intended
learning, we wont end with sound assessments
LEARNING TARGETS Commonly thought of as:also called Goals, objective,
competency, standard or expectation.

I would like to channel to you the different between Goal

and Objectives
Educational Goals

These are very GENERAL statements of what students will know and be
able to do
Typically they are written to cover large blocks of instructional time,
such as a semester or a year.
They provide a starting point specific learning objectives
Goal verbs include: Understand, learn, know, increase (knowledge),
acquire
Goals guide objectives
statement of what is to be learned
Ex: Learning to think critically - citizen
Be good followers policies, and work
with peers
1) Students will learn to use mathematics to define and solve
problems
2) Students will develop number sense

Educational Learning/Instructional Objectives

These are more specific statements of what students will know and be
able to do

Typically they are written to cover a smaller block of instructional time,

such as an instructional unit.
They should be stated in terms of specific, observable, and measurable
student responses - always think about what specific things you want
students to learn, in relation to your goal.
Must be SMART (Nasa Visual aid)
Begin with action verbs (state, define, list, compute ,etc)
Criteria or Components of Objectives:Audience, Behavior,Condition and
Criteria or Degree (ABCD model) (NASA Visual Aid)

Goal 1: Students will learn to use mathematics to define and

solve problems
Objective 1: Students will learn to identify questions to be answered in
real-world situations
Objective 2: Students will learn to apply a variety of strategies to
investigate problems
Objective 3: Students will learn to identify relevant information in a
problem situation
Goal 2: Students will develop number sense
Objective 1: Students will learn to compute (add, subtract, multiply,
and divide) using whole numbers
Objective 2: Students will learn when estimation is a better approach
than computation
Objective 3: Students will learn the meaning of basic operations and
how to apply basic operations to situations involving whole
numbers
Learning Targets

This includes both of what students will know, understand, and be able
to do and the criteria that will be used to judge performance.
The criteria that are used to judge performance can be thought of as
the different dimensions of student performance that will be used to
judge whether or not youre your objectives have been met.
Learning targets emphasize the link between instruction and
assessment since writing these objectives, you should always be
thinking about assessment. How will you determine if students have
learned what you have taught? What observable behaviors (either
verbally or in writing) will demonstrate that students have met the
objectives? If you find these questions difficult to answer then you
probably have not written very good learning objectives.

In order to build clear learning targets we need to understand that

there are actually FIVE kinds of learning targets.
Types of Learning Targets
Knowledge and Simple Understanding: This includes mastery of facts
and information, typically through recall (i.e. dates, definitions, and

principles) as well as simple understanding (i.e. summarizing a

paragraph, explaining a chart, and giving examples).
Deep Understanding and Reasoning: This includes problem solving,
critical thinking, synthesis, comparing, higher order thinking skills, and
judgment.
Skills: This involves something that a student must demonstrate in a
way other than answering questions. These type of targets involve a
behavior in which the knowledge, understanding, and reasoning, are
used overtly.
Products: This includes a sample of student work (i.e. paper, report,
artwork, or other project) that demonstrates the ability knowledge,
understanding, reasoning, and skills.
Affective: This includes attitudes, values, interests, feelings, and
beliefs.

Sources of Learning Targets

Bloom's Taxonomy
National, State, and District Standards
Textbooks
BLOOMs TAXONOMY
The Cognitive Domain (Bloom, 1956)
Category

Example, Key Words (verbs), and

Technologies for Learning (activities)

Knowledge Remembering the Examples: Recite a policy. Quote prices from

information
memory to a customer. Know the safety rules.
Recall data
Define a term.
Key Words : arranges, defines, describes,
identifies, knows, labels, lists, matches, names,
outlines,
recalls,
recognizes,
reproduces,
selects, states
Technologies: bookmarking, flash cards,
Internet search, reading
Comprehension
Understanding the meaning,
translation, interpolation, and
interpretation of instructions and
problems. State a problem in
one's own words.

Examples: Rewrites the principles of test

writing.
Explain in one's own words the steps for
performing a
complex task. Translates an
equation into a computer spreadsheet.
Key
Words
:
comprehends,
converts,
diagrams, defends, distinguishes, estimates,
explains, extends, generalizes, gives an
example,
infers,
interprets,
paraphrases,
predicts, rewrites, summarizes, translates
Technologies:
create
an
analogy,
participating in cooperative learning , taking

notes, story telling

Application

Using
the
information.
Use a concept in a new situation
or unprompted use of an
abstraction. Applies what was
learned in the classroom into
novel situations in the work
place.

Examples: Use a manual to calculate an

employee's vacation time. Apply laws of
statistics to evaluate the reliability of a written
test.
Key Words : applies, changes, computes,
constructs,
demonstrates,
discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses
Technologies: collaborative learning , create a
process, material good, etc.), blog, practice

Analysis Breaking down into

parts.
Separates material or concepts
into component parts so that its
organizational structure may be
understood.
Distinguishes
between facts and
inferences.

Examples: Troubleshoot a piece of equipment

by using
Logical deduction. Recognize logical fallacies in
reasoning.
Gathers
information
from
a
department and selects the required tasks for
training.
Key Words : analyzes, breaks down,
compares,
contrasts,
diagrams,
deconstructs,
differentiates,
discriminates,
distinguishes,
identifies,
illustrates, infers, outlines, relates, selects,
separates
Technologies:
fishbowls,
debating,
questioning what happened, run a test

Synthesis Producing a new Examples: Write a company operations or

whole
process
manual. Design a machine to perform a
specific task.
Revises and process to improve the outcome.
Key Words : categorizes, combines, compiles,
composes,
creates,
designs,
explains,
generates,
modifies,
organizes,
plans,
rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes
Technologies: essay, networking
Evaluation Judging the value Examples: Select the most effective solution.
of ideas or materials
Hire the most qualified candidate.
Explain and justify a new budget.
Key Words : appraises, compares, concludes,
contrasts,
criticizes, critiques, defends,
describes, discriminates, evaluates, explains,
interprets,
justifies,
relates, summarizes,

supports
Technologies: survey, blogging

Revised Cognitive Domain

Category

Example, Key Words (verbs)

Remembering:
Recall
or Examples : Recite a policy. Quote prices from
retrieve
previous
learned memory to a customer. Knows the safety rules.
information.
Key Words : defines, describes, identifies,
knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states.
Understanding:
Comprehending the meaning,
translation, interpolation, and
interpretation of instructions and
problems. State a problem in
one's own words.

Examples : Rewrites the principles of test

writing.
Explain in one's own words the steps for
performing a complex task.
Translates an equation into a computer
spreadsheet.
Key Words : comprehends, converts, defends,
distinguishes, estimates, explains, extends,
generalizes,
gives
an
example,
infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates.

Applying: Use a concept in a

new situation or unprompted
use of an abstraction. Applies
what was learned in the
classroom into novel situations
in the work place.

Examples: Use a manual to calculate an

employee's vacation time.
Apply laws of statistics to evaluate the
reliability of a written test.
Key Words : applies, changes, computes,
constructs,
demonstrates,
discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses.

Analyzing : Separates material

or concepts into component
parts so that its organizational
structure may be understood.
Distinguishes between facts and
inferences

Examples: Troubleshoot a piece of equipment

by using logical deduction. Recognize logical
fallacies in reasoning.
Gathers information from a department and
selects the required tasks for training.
Key Words : analyzes, breaks down,
compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates,
selects, separates.

Evaluating : Make judgments

Examples : Select the most effective solution.

about the value of ideas or Hire the most qualified candidate.

materials.
Explain and justify a new budget.
KeyWords : appraises, compares, concludes,
contrasts,
criticizes,
critiques,
defends,
describes, discriminates, evaluates, explains,
interprets,
justifies,
relates, summarizes,
supports.
Creating : Builds a structure or
pattern from diverse elements.
Put parts together to form a
whole,
with
emphasis
on
creating a new meaning or
structure

Examples : Write a company operations or

process manual. Design a machine to perform
a specific task.
Integrates training from several sources to
solve a problem.
Revises and process to improve the outcome.
Key Words : categorizes, combines, compiles,
composes, creates, devises, designs, explains,
generates,
modifies,
organizes,
plans,
rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.

The Affective Domain (Bloom, 1964)

*Emotions, feelings & values
Category

Example, Key Words (verbs)

Examples: Listen to others with respect. Listen for

Receiving - Willing to listen and remember the name of newly introduced
or see, Awareness.
people.
Key Words : asks, chooses, describes, follows,
gives, holds, identifies, locates, names, points to,
selects, sits, erects, replies, uses.
Responding
Active
participation. Attends and
reacts
to
a
particular
phenomenon.
Learning
outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(Motivation).

Examples: Participates in class discussions. Gives

a presentation.
Questions new ideals, concepts, models, etc. in
order to fully understand them. Know the safety
rules and practices them.
Key Words : answers, assists, aids, complies,
conforms,
discusses,
greets,
helps,
labels,
performs, practices, presents, reads, recites,
reports, selects, tells, writes.

Valuing - Internalize the

worthiness

Examples: Demonstrates belief in the democratic

process. Is sensitive towards individual and cultural
differences (value diversity).
Shows the ability to solve
problems.
Proposes a plan to social improvement and follows
through with commitment. Informs management on

matters that one feels strongly about.

Key
Words
:
completes,
demonstrates,
differentiates, explains, follows, forms, initiates,
invites, joins, justifies, proposes, reads, reports,
selects, shares, studies, works.
Organization - Ability to
see the value
The emphasis is on
comparing, relating, and
synthesizing values.

Examples: Recognizes the need for balance

between freedom and responsible behavior.
Accepts responsibility for one's behavior, interests,
and beliefs.
Key Words : adheres, alters, arranges, combines,
compares,
completes,
defends,
explains,
formulates, generalizes, identifies, integrates,
modifies, orders, organizes, prepares, relates,
synthesizes.

Characterization
by
a
value - Behavior consistent
with
a
value
system.
Internalizing
values.
Instructional
objectives are concerned
with the student's general
patterns
of
adjustment
(personal, social, emotional).

Examples:
Shows self-reliance when working
independently. Cooperates in group activities
(displays teamwork).
Uses an objective approach in problem solving.
Displays a professional commitment to ethical
practice on a daily basis.
Key Words : acts, discriminates, displays,
influences, listens, modifies, performs, practices,
proposes, qualifies, questions, revises, serves,
solves, verifies.

The Psychomotor Domain (Dave 1975)

Category
Example, Key Words (verbs)
Imitation Observing and
patterning behavior after
someone else. Performance
may be of low quality.

Examples : Copying a work of art. Performing a

skill while observing a demonstrator.
Key Words : copy, follow, mimic, repeat, replicate,
reproduce, trace, starts, volunteers

Manipulation Being able

to perform certain actions
by memory or following
instructions

Examples : Being able to perform a skill on one's

own after taking lessons or reading about it.
Follows instructions to build a model.
Key Words : act, execute, perform, uses,
produces, progresses

Precision

Refining,
becoming
more
exact.
Performing a skill within a
high degree of precision

Examples : Working and reworking something, so

it will be just right.
Perform a skill or task without assistance.
Demonstrate a task to a beginner.
Key Words : calibrate, demonstrate, master,
perfectionism

Articulation

Examples : Combining a series of skills to produce

Coordinating and adapting a

series of actions to achieve
harmony
and
internal
consistency.

a video that involves music, drama, color, sound,

etc. Combining a series of skills or activities to
meet a novel requirement.
Key Words : adapt, alters, excels; modifies,
rearranges
customize,
revises,
surpasses,
transcend

Naturalization

Mastering a high level

performance until it become
second-nature or natural,
without
needing
to
think much about it.

Examples : Operates a computer quickly and

accurately. Displays competence while playing the
piano.
Michael Jordan playing basketball or Nancy Lopez
hitting a golf ball.
Key
Words
:
design,
naturally,
perfectly,develop,originates,creates,combines,cons
tructs

OUTCOMES-BASED EDUCATION
It is process that involve restructuring of curriculum, assessment and
reporting practices in education to reflect achievement of high order
learning and mastery rather than the accumulation of course credits
In the process of designing programme curriculum the outcomes of the
learning is emphasized and predetermined.
Assessing student growth and competency in relation to them
outcomes
Clearly focusing and organizing everything in and educational system
around that what is essential for all students to be able to do
successfully at end of the learning outcomes.
APPROCHES ON OBE
A direct assessment of educational outcomes with the students of the
individual programs that lead to those outcomes (makes sure that
outcomes are delivered.)
An audit of quality systems of an institutions to determine whether
these are sufficiently effective to ensure that all program are well
designed and deliver appropriate outcomes ( to deliver effective
programs).
HOW

DO YO TEACH in an OBE Framework

Transformative learning
Learner centered
Understanding by design