Learning Targets For Performance and Product-Oriented Assesment

LEARNING TARGETS FOR
PERFORMANCE AND
PRODUCT-ORIENTED
ASSESMENT
“Desired significant learning outcomes”
• Formulate learning targets that can be assessed through

performance and product oriented assessment and
• Create an assessement plant using alternative methods and
assessment.
“Significant culminating performance task and
success indicators”
• At the end of the lesson, you should be able to demonstrate your knowledge
and skills in formulating specific learning targets that will be assessed at the
end of instruction through an assessment plan on student learning.
Performance Tasks Indicators of Success
Develop an assessment plan Given of specific type of

where appropriate learning target, one should
alternative assessment be able to describe its
methods are matched with meaning and use.
specific learning targets.
Prerequisite of this lesson
• ITis also important that YOU ARE ABLE TO REMEMBER YOUR KNOWLEDGE OF
ASSESSMENT PURPOSED LEARNING TARGETS AND APPROPRIATE ASSESSMENT
METHODS
• IF THOSE WERE NOT CLEAR TO YOU THEN THIS LESSON WILL NOT BE EASY FOR YOU,
TOO.
PREPARE
• TO BE ABLE TO SUCCESSFULLY PREPARE AND ASSESSMENT PLAN USING
ALTERNATIVE METHODS BASED ON LEARNING TARGETS, THE FOLLOWING
INFORMATION ABOUT LEARNING TARGETS FOR PERFORMANCE AND PRODUCT
ORIENTED ASSESSMENT.
“BLOOMS TOXONOMY OF EDUCATIONAL
OBJECTIVES”
• EDUCATIONAL OBJECTIVES- THEY ARE SPECIFIC STATEMENTS OF
STUDENT PERFORMANCE AT THE END OF AN INSTRUCTIONAL UNIT.
EDUCATIONAL OBJECTIVES ARE SOMETIMES REFERRED TO AS
BEHAVIORAL OBJECTIVES AND ARE TYPICALLY STATED WITH THE USE OF
VERBS. THE MOST POPULAR TAXONOMY OF EDUCATIONAL OBJECTIVES IS
BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES. BLOOMS
TOXONOMY CONSITS OF THREE DOMAINS WHICH IS COGNITIVE,
AFFECTIVE, AND PSYCHOMOTOR. THESE THREE DOMAINS CORRESPOND
TO THE THREE TYPES OF GOALS THAT TEACHERS WANT TO ASSESS
KNOWLEDGE BASE GOALS COGNITIVE SKILLS BASED GOALS
PSYCHOMOTOR, AND AFFECTIVE GOALS AFFECTIVE.
TABLE 2.1. TAXINOMY OF EDUCATIONAL
OBJECTIVES IN THE AFFECTIVE DOMAIN
LEVEL DESCRIPTION ILLUSTRATIV SAMPLE

E VERBS OBJECTIVES
AWARENESS OR ASKS, CHOOSEES LISTEN ATTENTIVELY

RECEIVING PASSIVE ATTENTION HOLDS IDENTIFIES TO THE INSTRUCTION
TO A PHENOMENON LISTENS OF THE TEACHER
OR STIMULUS
RESPONDING ACTIVE ATTENTION ANSWERS, PARTICIPATES ACTIVELY

AND RESPONSE TO A COMPLIES, IN THE FOCUS-GROUP
PARTICULAR PARTICIPATES, DISCUSSION
PHENOMENON OR PRACTICES, WRITES
STIMULUS
VALUING ATTACHING COMPLETES, DEMONSTRATES
VALUE OR WORTH DEMONSTRATES, BELIEF IN THE
TO A DIFFERENTIATES, VALUE OF THE
PHENOMENON EXPLAINS, ELECTION
OR OBJECT. JUSTIFIES PROCESS
VALUING MAY
RANGE FROM
ACCEPTANCE TO
COMMITMENT
ORGANIZATIONS ORGANIZING ADHERES, DEFENDS THE
VALUES INTO DEFENDS INPORTANCE OF
PRIORITES BY INTEGRATES, GRADUATE
COMPARING, ORGANIZES, EDUCATION IN THE
RELATING, SYNTHESIZES CAREER OF A
SYNTHESIZING TEACHER
SPECIFIC VALUES
INTERNALIZING HAVING A ACTS, DISPLAYS, DISPLAYS

VALUES / PERSONAL VALUE INFLUENCES, COMMITMENT TO
CHARACTERIZATIO SYSTEM THAT IS SOLVES, VERIFIES HELPING
N BY A VALUE OR NOW A ECONOMICALLY
VALUE COMPLEX CHARACTERISTICS DISADVANTAGED
OF THE LEARNER STUDENTS
TABLE 2.2. TAXONOMY OF EDUCATIONAL OBJECTIVES IN THE PSYCHOMOTOR DOMAIN
LEVEL DESCRIPTION ILLUSATIVE SAMPLE

VERBS OBJECTIVE
PERCEPTION THE ABILITY TO USE ADJUSTS, DETECTS NON-

SENSORY CUES TO DESCRIBES, VERBAL CUES
GUIDE MOTOR DETECTS, FROM THE
ACTIVITY IDENTIFIES, PARTICIPANTS
SELECTS
SET THE MENTAL, BEGINS, DISPLAYS, SHOW

PHYSICAL AND KNOWS, MOTIVATION TO
EMOTIONAL SETS RECOGNIZES, LEARN A NEW
THAT PREDISPOSE A SHOWS, STATES SKILL
PERSONS RESPONSE
TO DIFFERENT
SITUITIONS
GUIDED DEMOSTRATION COPIES, PERFORMS THE
RESPONSE OF A COMPLEX PERFORMS, MATHIMATICAL
SKILL THROUGH FOLLOWS, OPIRATION BY
GUIDED PRACTICE REACTS, THE FOLLOWING
LIKE IMITATON RESPONCES STEPS
AND TRAIL AND DEMONSTRATED
ERROR BY TEACHER
MECHANISM LEARNED ASSEMBLES, PLAYS THE GUITAR

RESPONSES HAVE DISMANTLES,
BECOME FIXES,
HABITUAL AND MANIPULATES,
MOVEMENTS CAN PLAYS
BE PERFOMED
WITH SOME
DEGREE OF
CONFEDENCE AND
PROFICIENCY
COMPLEX OVERT PERFORMANCE ASSSEMBLES, DEMONSTRATES
RESPONSE OF MOTOR ACTS DISMANTLES, ONE’S EXPERTIES
THAT INVOLVE FIXES, AND PLAYING THE
COMPLEX MANIPULATES, GUITAR
MOVEMENTS ORGANIZES
PATERNS IN A SIMILAR WITH
QUICK, ACCURATE MECHANISM BUT
AND HIGHLY PERFORMED IN A
COORDINATED MORE ACCURATE,
MANNER. MORE
CHARACTERIZED COORDINATED.
BY THE AND QUICKER
AUTOMATIC WAY
PERFORMANCE
AND
PERFORMANCE
WITHOUT
HECITATION
ADOPTION PSYCHOMOTOR ADOPTS, ALTERS, MODIFIES THE
SKILLS ARE WELL MODIFIES, DANCE STEPS TO
DEVELOPED AND REARRANGES, SUIT THE ABILITIES
THE PERSON CAN VARIES OF ONES
MODIFY GROUPMATES
MOVEMENT
PATTERNS TO FIT
SPECIAL
REQUIREMENTS
ORIGINATION CREATING NEW ARRANGES, CREATS NEW
MOVEMENT BUILDS, STEPS FOR A
PATTERS TO FIT A COMBINES, CLASSIC DANCE
PARTICULAR CREATES, DESIGNS HIT
SITUATION OR
SPECIFICT
PROBLEM
LEARNING
OUTCOMES
EMPHASIZE
CREATIVITY BASED
UPON HIGHLY
DEVELOPED
SKILLS.

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LEARNING TARGETS FOR

• Formulate learning targets that can be assessed through

Develop an assessment plan Given of specific type of

LEVEL DESCRIPTION ILLUSTRATIV SAMPLE

AWARENESS OR ASKS, CHOOSEES LISTEN ATTENTIVELY

RESPONDING ACTIVE ATTENTION ANSWERS, PARTICIPATES ACTIVELY

INTERNALIZING HAVING A ACTS, DISPLAYS, DISPLAYS

LEVEL DESCRIPTION ILLUSATIVE SAMPLE

PERCEPTION THE ABILITY TO USE ADJUSTS, DETECTS NON-

SET THE MENTAL, BEGINS, DISPLAYS, SHOW

MECHANISM LEARNED ASSEMBLES, PLAYS THE GUITAR

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