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STUDY GUIDE FOR MODULE NO. 2

TARGET SETTING
MODULE OVERVIEW

At the beginning of an academic year, it is usual for teachers to plan the delivery of the curriculum for
the forthcoming year. A scheme of work details what is going to be covered each week and how it is going to be
done to ensure the curriculum governed by the awarding bodies is covered. However, it is crucial that teachers
identify the learning objectives for each session to ensure that chunks of time are devoted to specific learning
goals and the sessions are not wasted ‘carrying on from the last session’ without anything specific being
achieved. It is therefore important that schemes of work identify the learning goals for each session and define
how they are going to be assessed.

For learners to understand the learning goals, it is important that teachers explain and check that they
comprehend what they have to do during the task, what they have to learn from doing it and why they have to
learn it.

MODULE LEARNING OBJECTIVE

At the end of this Module, you should be able to

1. formulate appropriate learning objectives and outcomes that are constructively aligned with national
standards.

STANDARDS-BASED ASSESSMENT

INTRODUCTION:

Assessment is a process that is used to keep track of learners’ progress in relation to learning
standards and in the development of 21st-century skills; to promote self-reflection and personal accountability
among students about their own learning; and to provide bases for the profiling of student performance on the
learning competencies and standards of the curriculum. Various kinds of assessments shall be used
appropriately for different learners who come from diverse contexts, such as cultural background and life
experiences.

 Standards-Based Education (SBE)

Standards-based education involves using pre-determined standards to plan the scope and sequence
of instruction, as well as what activities and materials will be used to achieve the goals of each
standard. Assessments are used in standards-based education to determine the ongoing progress of
students, which will drive instruction choices and to document that students have reached mastery of
the standards for each grade.

 Standards-Based Assessment (SBA)

In education, the term standards-based refers to systems of instruction, assessment, grading, and
academic reporting that are based on students demonstrating understanding or mastery of the
knowledge and skills they are expected to learn as they progress through their education. In schools
that use standards-based approaches to educating students, learning standards—i.e., concise, written
descriptions of what students are expected to know and be able to do at a specific stage of their
education—determine the goals of a lesson or course, and teachers then determine how and what to

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teach students so they achieve the learning expectations described in the standards.

Standards-based assessment is a method of evaluating student skill mastery. SBA is intended to help
students, families, and teachers understand accurately how students are doing as they work on
developing their skills. It is not an assignment-based or productivity-mindset way of understanding what
children can do.

 Constructive Alignment
Constructive alignment is an outcomes-based approach to teaching in which the learning outcomes that
students are intended to achieve are defined before teaching takes place. Teaching and assessment
methods are then designed to best achieve those outcomes and to assess the standard at which they
have been achieved (Biggs, 2014).

Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (BEP),
DepEd Order No. 8, s. 2015

In line with the implementation of the Enhanced Basic Education Act of 2013 (Republic Act No. 10533),
the Department of Education is adopting the enclosed Policy Guidelines on Classroom Assessment for the K to
12 Basic Education Program.

Below are some of the highlights on classroom assessment of the new policy guidelines for the K to 12
basic education program which was implemented in public elementary and secondary schools nationwide
starting school year (SY) 2015-2016.

A. Content Standards
Content Standards identify and set the essential knowledge and understanding that should be learned.
They cover a specified scope of sequential topics within each learning strand, domain, theme, or
component. Content standards answer the question, “What should the learners know?”.

B. Performance Standards
Performance Standards describe the abilities and skills that learners are expected to demonstrate in
relation to the content standards and integration of 21st-century skills. The integration of knowledge,
understanding, and skills is expressed through creation, innovation, and adding value to products/
performance during independent work or in collaboration with others. Performance standards answer
the following questions:
1. “What can learners do with what they know?”
2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different situations?”
4. “How do learners apply their learning or understanding in real-life contexts?”
5. “What tools and measures should learners use to demonstrate what they know?”

C. Types of Classroom Assessment

Classroom Assessment is an ongoing process of identifying, gathering, organizing, and interpreting
quantitative and qualitative information about what learners know and can do.

I. Formative assessment
Formative assessment may be seen as assessment for learning so teachers can make
adjustments in their instruction. It is also assessment as learning wherein students reflect on

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their own progress. According to the UNESCO Program on Teaching and Learning for a
Sustainable Future (UNESCO-TLSF), formative assessment refers to the ongoing forms of
assessment that are closely linked to the learning process. It is characteristically informal and
is intended to help students identify strengths and weaknesses in order to learn from the
assessment experience.

Formative assessment involves teachers using evidence about what learners know and can do
to inform and improve their teaching. Teachers observe and guide learners in their tasks
through interaction and dialogue, thus gaining deeper insights into the learners’ progress,
strengths, weaknesses, and needs. The results of formative assessments will help teachers
make good instructional decisions so that their lessons are better suited to the learners’
abilities. It is important for teachers to record formative assessment by documenting and
tracking learners’ progress using systematic ways that can easily provide insight into a
student’s learning. Such monitoring will allow teachers to understand their students and thus
teach them better. Formative assessment results, however, are not included in the computation
of summative assessment.

II. Summative Assessment

Summative assessment, on the other hand, may be seen as assessment of learning, which
occurs at the end of a particular unit. This form of assessment usually occurs toward the end of
a period of learning in order to describe the standard reached by the learner. Often, this takes
place in order for appropriate decisions about future learning or job suitability to be made.
Judgments derived from summative assessment are usually for the benefit of people other than
the learner (UNESCO-TLSF).

Summative assessment measures whether learners have met the content and performance
standards. Teachers must use methods to measure student learning that have been
deliberately designed to assess how well students have learned and are able to apply their
learning in different contexts.

Summative assessments are classified into three components, namely, Written Work (WW),
Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the bases for
grading. The nature of the learning area defines the way these three components are
assessed.

LEARNING ACTIVITY 1: ADVANCE ORGANIZERS

Review the related policies of Department of Education on classroom assessments and literature on
the revised Bloom’s taxonomy may be used as a springboard for discussion. Research other and emerging
taxonomies and create advance organizers like a path/flow diagram to connect the ideas of the concept.

APPROPRIATE TARGETS

INTRODUCTION:

There is considerable confusion about exactly what constitutes a learning outcome and how (or if) it is
distinguished from learning objectives or competencies. Even in the education literature, the usage of these
terms seems contradictory at times. Sometimes it is instructive to find definitions in the dictionary. According to
the American Heritage Dictionary, the learning terms are defined as follows: Competency: Competence. The
state or quality of being competent. Properly or well qualified, capable. Objective: Something worked toward or

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striven for, a goal. Outcome: A natural result, consequence.

 Competency: A general statement that describes the desired knowledge, skills, and behaviors of a

student graduating from a program (or completing a course). Competencies commonly define the
applied skills and knowledge that enable people to successfully perform in professional, educational,
and other life contexts.

 Objective: A very general statement about the larger goals of the course or program.

 Outcome: A very specific statement that describes exactly what a student will be able to do in some
measurable way. There may be more than one measurable outcome defined for a given competency.

Characteristics of Objectives (SMARTER)

 SMARTER Objectives
SMARTER objectives are defined as a set of objectives and goals that are put in place by parameters,
that bring structure and tractability together. SMARTER goal setting creates a verifiable trajectory
towards a certain objective with clear milestones and an estimated timeline to attain the goals.

S – Specific
Your goals need to be specific. They need to provide you with clarity and a concise aim as to
where you are going with your objective.

M – Measurable
Your goals need to be measurable. Giving yourself a metric to work alongside makes achieving
your goals easier. You can create a timeline and benchmark your progress along it to see if
you are meeting your goals in time or not.

A – Achievable
Your goals need to be achievable. We like to think that we can achieve big targets, but
sometimes this just isn’t the case. Make your goals big enough to push yourself when trying to
achieve them. But don’t make them unachievable.

R – Relevant
Your goals should be relevant. Every goal should have a reason behind it. Smaller goals
should link to the larger picture and most should align to team, departmental or organizational
objectives.

T – Timely
Make sure you set deadlines to your goals. It is harder to achieve timely goals without one. You
may want to extend this to have a timeline of deadlines. Breaking down your superordinate
goal into smaller ones so you can track your progress along the way.

E – Evaluate
Evaluating your goals will help you stay focused all the way along the process. It also means
evaluating your performance at the end of the process so that you can learn from your
mistakes and optimize your next goal setting process.

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R – Readjust
Re-adjusting doesn’t mean throw away the goals and get new ones, it’s a means to an end, a
way of getting around your problems.

Goal setting is an essential part of life. We all need goals in order to help illuminate the road  to our
hopes and our dreams. They help to invoke a more visceral, tangible, and actionable path to what we desire in
life. When we write out goals, they become more real. They help us to visually embrace what we want out of
life, enabling us to provide some measurable metrics to the progress that we make along the way.

Learning Domains and Taxonomies

There are three main domains of learning and all teachers should know about them and use them to
construct lessons. These domains of learning are the cognitive (thinking), the affective
(social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these has
a taxonomy associated with it. Taxonomy is simply a word for a classification. All of the taxonomies below are
arranged so that they proceed from the simplest to more complex levels.

A. The Cognitive Domain

Based on the 1956 work, The Handbook I-Cognitive Domain , behavioral objectives that dealt with
cognition could be divided into subsets. These subsets were arranged into a taxonomy and listed
according to the cognitive difficulty — simpler to more complex forms.  In 2000-01 revisions to the
cognitive taxonomy were spearheaded by one of Bloom’s former students, Lorin Anderson, and
Bloom’s original partner in defining and publishing the cognitive domain, David Krathwohl. 

Taxonomies of the Cognitive Domain

Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001

1. Knowledge: Remembering or retrieving 1. Remembering: Recognizing or recalling knowl

previously learned material. Examples of edge from memory. Remembering is when
verbs that relate to this function are: memory is used to produce or retrieve definitions,
facts, or lists, or to recite previously learned
information.
know define record
identify recall name
relate list memorize recognize
repeat acquire

 2. Comprehension: The ability to grasp or  2. Understanding:  Constructing meaning from

construct meaning from material. Examples different types of functions be they written or
of verbs that relate to this function are: graphic messages, or activities like interpreting,
exemplifying, classifying, summarizing, inferring,
comparing, or explaining.
restate identify illustrate
locate report discuss interpret
recognize describe draw

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explain discuss represent

express review infer differentiate
conclude

 3. Application: The ability to use learned  3. Applying:  Carrying out or using a procedure

material, or to implement material in new and through executing, or
concrete situations. Examples of verbs that implementing. Applying relates to or refers to
relate to this function are: situations where learned material is used through
products like models, presentations, interviews or
simulations.
apply relate organize practice
develop employ calculate
translate restructure show exhibit
use operate interpret dramatize
demonstrate
illustrate

 4. Analysis: The ability to break down or  4. Analyzing:  Breaking materials or concepts

distinguish the parts of material into its into parts, determining how the parts relate to
components so that its organizational one another or how they interrelate, or how the
structure may be better understood. parts relate to an overall structure or purpose.
Examples of verbs that relate to this function Mental actions included in this function
are: are differentiating, organizing, and attributing,  as
well as being able to distinguish between  the
components or parts. When one is analyzing,
analyze differentiate experiment he/she can illustrate this mental function by
compare contrast scrutinize creating spreadsheets, surveys, charts, or
probe inquire investigate discover diagrams, or graphic representations.
examine detect inspect
contrast survey dissect
categorize classify discriminate
deduce separate

 5. Synthesis: The ability to put parts together  5. Evaluating:  Making judgments based on

to form a coherent or unique new whole. In criteria and standards through checking and
the revised version of Bloom’s synthesis critiquing. Critiques, recommendations, and
becomes creating and becomes the last and reports are some of the products that can be
most complex cognitive function. Examples of created to demonstrate the processes of
verbs that relate to the synthesis function are: evaluation.  In the newer
taxonomy, evaluating comes before creating as it
is often a necessary part of the precursory
compose plan invent propose behavior before one creates something.
produce formulate develop
design collect set up arrange
assemble generalize construct
create document organize

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prepare combine originate

predict relate derive write
modify tell propose

 6. Evaluation: The ability to judge, check,  6. Creating: Putting elements together to form a

and even critique the value of material for a coherent or functional whole; reorganizing
given purpose. This function goes to #5 in the elements into a new pattern or structure through
revised version of Bloom’s. Examples of generating, planning, or
verbs that relate to evaluation are: producing. Creating requires users to put parts
together in a new way, or synthesize parts into
something new and different thus creating a new
judge assess argue decide validate form or product.  This process is the most difficult
compare choose rate consider mental function in the new taxonomy.
evaluate select appraise
conclude estimate value
measure criticize infer
deduce

Table 1 – (Wilson, L.O. 2001) – Bloom vs. Anderson/Krathwohl revisions

Bloom’s critically examines his own work. After creating the cognitive taxonomy one of the weaknesses
noted by Bloom himself was that there was a fundamental difference between his “knowledge” category and the
other 5 levels of his model as those levels dealt with intellectual abilities and skills in relation to interactions
with types of knowledge. Bloom was very aware that there was an acute difference between knowledge and the
mental and intellectual operations performed on, or with, that knowledge. He identified specific types of
knowledge as:
 Terminology
 Specific facts
 Conventions
 Trends and sequences
 Classifications and categories
 Criteria
 Methodology
 Principles and generalizations
 Theories and structures

In the revised cognitive taxonomy, Anderson and Krathwohl identified 4 levels of knowledge. The first
three of these levels were identified in the original work, but rarely discussed or introduced when initially
discussing uses for the taxonomy.

Levels of Knowledge

 Factual Knowledge – The basic elements students must know to be acquainted with a
discipline or solve problems.
 Conceptual Knowledge – The interrelationships among the basic elements within a larger
structure that enable them to function together.
 Procedural Knowledge – How to do something, methods of inquiry, and criteria for using skills,
algorithms, techniques, and methods.

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 Metacognitive Knowledge – Knowledge of cognition in general, as well as awareness and

knowledge of one’s own cognition.

B. The Affective Domain

Like cognitive objectives, affective objectives can also be divided into a hierarchy (according to
Krathwohl). This area is concerned with feelings or emotions (and social/emotional learning and skills).
Again, the taxonomy is arranged from simpler feelings to those that are more complex. This domain
was first described in 1964 and as noted before is attributed to David Krathwohl as the primary author.

Level and Definition Illustrative Verbs

1. Receiving: refers to the student's willingness to asks, chooses, describes, follows, gives, holds,
attend to particular phenomena of stimuli identifies, locates, names, points to, selects, sits
(classroom activities, textbook, music, etc.). erect, replies, uses
Learning outcomes in this area range from the
simple awareness that a thing exists to selective
attention on the part of the learner. Receiving
represents the lowest level of learning outcomes in
the affective domain.
2. Responding: refers to active participation on the answers, assists, complies, conforms, discusses,
part of the student. At this level he or she not only greets, helps, labels, performs, practices, presents,
attends to a particular phenomenon but also reacts reads, recites, reports, selects, tells, writes
to it in some way. Learning outcomes in this area
may emphasize acquiescence in responding (reads
assigned material), willingness to respond
(voluntarily reads beyond assignment), or
satisfaction in responding (reads for pleasure or
enjoyment). The higher levels of this category
include those instructional objectives that are
commonly classified under “interest”; that is, those
that stress the seeking out and enjoyment of
particular activities.
3. Valuing: is concerned with the worth or value a completes, describes, differentiates, explains,
student attaches to a particular object, follows, forms, initiates, invites, joins, justifies,
phenomenon, or behavior. This ranges in degree proposes, reads, reports, selects, shares, studies,
from the simpler acceptance of a value (desires to work
improve group skills) to the more complex level of
commitment (assumes responsibility for the
effective functioning of the group). Valuing is based
on the internalization of a set of specified values,
but clues to these values are expressed in the
student's overt behavior. Learning outcomes in this
area are concerned with behavior that is consistent
and stable enough to make the value clearly
identifiable. Instructional objectives that are
commonly classified under “attitudes” and
“appreciation” would fall into this category.
4. Organization: is concerned with bringing together adheres, alters, arranges, combines, compares,
different values, resolving conflicts between them, completes, defends, explains, generalizes,

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and beginning the building of an internally identifies, integrates, modifies, orders, organizes,
consistent value system. Thus, the emphasis is on prepares, relates, synthesizes
comparing, relating, and synthesizing values.
Learning outcomes may be concerned with the
conceptualization of a value (recognizes the
responsibility of each individual for improving
human relations) or with the organization of a value
system (develops a vocational plan that satisfies his
or her need for both economic security and social
service). Instructional objectives relating to the
development of a philosophy of life would fall into
this category.
5. Characterization: by a value or value set. The acts, discriminates, displays, influences, listens,
individual has a value system that has controlled his modifies, performs, practices, proposes, qualifies,
or her behavior for a sufficiently long time for him or questions, revises, serves, solves, uses, verifies
her to develop a characteristic “life-style.” Thus the
behavior is pervasive, consistent, and predictable.
Learning outcomes at this level cover a broad range
of activities, but the major emphasis is on the fact
that the behavior is typical or characteristic of the
student. Instructional objectives that are concerned
with the student's general patterns of adjustment
(personal, social, emotional) would be appropriate
here.
Table 2 – Krathwohl, D.R., Bloom,B.S. and  Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain.  New York, NY. David
McKay Company, Inc.

C. The Psychomotor Domain

Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive
movements. Traditionally, these types of objectives are concerned with the physically encoding of
information, with movement and/or with activities where the gross and fine muscles are used for
expressing or interpreting information or concepts. This area also refers to natural, autonomic
responses or reflexes.

In the early seventies, Ravindra H. Dave (1970), Elizabeth J. Simpson (1972) and Anita S. Harrow
(1972) recommended categories for the Psychomotor Domain which included physical coordination,
movement and use of the motor skills body parts.

Level and Definition Outcome Verbs

1. Observing: active mental attention to a physical watch, detect, distinguish, differentiate, describe,
activity relate, select
2. Imitating: attempt to copy a physical behavior begin, explain, move, display, proceed, react, show,
state, volunteer
3. Practicing: performing a specific activity bend, calibrate, construct, differentiate, dismantle,
repeatedly display, fasten, fix, grasp, grind, handle, measure,
mix, operate, manipulate, mend
4. Adapting: fine tuning the skill and making minor organize, relax, shorten, sketch, write, re-arrange,
adjustments to attain perfection compose, create, design, originate
Table 3 – Simplified and Re-organized Categories or Levels of Learning in the

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Psychomotor Domain
Other Taxonomies

A. Structure of Observed Learning Outcomes (SOLO) Taxonomy

SOLO Taxonomy is a systematic way of describing how a learner’s understanding develops

from simple to complex when learning different subjects or tasks.

The SOLO Taxonomy was devised by Kevin Collis and John Biggs in 1982 as an alternative to
Bloom’s (Cognitive Domain) Taxonomy. Collis and Biggs looked at the structure of the
Observed Learning Outcomes produced by learners in terms of complexity. Their model
describes levels of increasing complexity in a learner’s understanding of subjects or
performance task.

Level and Definition Outcome Verbs

1. Prestructural: At this level, the learner is simply failed, unsuccessful, flunked
acquiring bits of unconnected information. It has no
organization and does not make sense to them. The
learner does not understood the information,
therefore cannot demonstrate understanding.
2. Unistructural: At this level, the learner has only a list, name, memorize, define, identify, do a simple
basic concept about the subject or task. They are procedure
able to make simple and obvious connections, but
the broader significance of the information is not
understood.
3. Multistructural: At this level, the learner can define, describe, classify, combine, do algorithms
understand several aspects of the subject or task,
but its relationship to each other and to the whole
remains separated. Ideas and concepts around a
topic are not connected. The learner can make a
number of connections, but the significance of the
whole is not understood.
4. Relational: At this level, the learner is able to analyze, explain, integrate, sequence, relate, apply,
understand the significance of the parts in relation compare, contrast
to the whole. Ideas and concepts are linked, and
they provide a coherent understanding of the whole.
5. Extended Abstract: At this level, the learner is reflect, evaluate, theorize, hypothesize, generalize,
able to make connections not only within the given predict, create, imagine
subject field, but also make connections beyond it.
They are able to generalize and transfer the
principles and concepts from one subject area into
a new and different domain.
Table 4 – Five Hierarchical Levels of Understanding of SOLO Taxonomy

B. Kendall’s and Marzano’s Taxonomy

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Instead of categorizing learning activities which Bloom and Anderson did, John S. Kendall and
Robert J. Marzano in 2007 reframed the three domains of knowledge by describing six levels of
processing knowledge.

Developed to respond to the shortcomings of the widely used Bloom’s Taxonomy and the
current environment of standards-based instruction, Kendal’s and Marzano’s model of thinking
skills incorporates a wider range of factors that affect how students think and provides a more
research-based theory to help teachers improve their students’ thinking.

Level of Difficulty Process Verbs/Phrases

1. Retrieval - At this level of Executing use, demonstrate, show, make, complete,
understanding, students are draft, perform procedures without significant
merely calling up facts, errors
sequences, or processes exactly Recalling exemplify, name, list, label, state, describe,
as they have been stored. who, what, where, when produce information
on demand
Recognizing recognize (from a list), select from (a list);
identify (from a list), determine if the following
statements are true, determine whether
provided information is accurate, inaccurate
or unknown
2. Comprehension - At a higher Symbolizing symbolize, depict, represent, illustrate, draw,
level, Comprehension requires show, use models, diagram chart depicts
identifying what is important critical aspects of knowledge in a pictorial of
to remember and placing that symbolic form
information into appropriate Integrating describe how or why, describe the key parts
categories. Therefore, the first of, describe the effects, describe the
skill of comprehension, relationship between, explain ways in which,
synthesis, requires the paraphrase, summarize, discern essential
identification of the most from nonessential elements
important components of the
concept and the deletion of any
that are insignificant
3. Analysis - By engaging in Specifying predict, judge, deduce, argue for cause or
these processes, learners can predictions
use what they are learning to Generalizing establish conclusions, elaborate about
create new insights and invent inferences, state a principle, generalization or
ways of using what they have rule, trace chronological development, infer
learned in new situations. new generalizations from known knowledge
Analyzing identify errors or problems, identify issues or
misunderstandings, assess, critique,
diagnose, evaluate, edit, revise, identify and
explain logical or factual errors in knowledge
Classifying Classify, organize, sort, identify a broader
category, identify different types, identify
super ordinate and subordinate categories of
information
Matching Categorize, compare & contrast, differentiate,
discriminate, distinguish, sort, create an
analogy or metaphor

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4. Knowledge Utilization - The Investigating investigate, research, take a position on,

final level of cognitive distinguish features, explain, think through
processes addresses the use of implications, report results, the student
knowledge. Marzano calls generates and tests hypotheses
these processes Knowledge Experimenting experiment, generate, test, theorize, predict,
Utilization, or Using the student designs new methods of
Knowledge. The processes of collecting data
using knowledge are especially Problem Solving solve, recognize obstacles, adapt, develop
important components of novel strategies to reach goals under difficult
thinking for project-based conditions
learning since they include Decision-Making decide, select among similar alternatives,
processes used by people when establish criteria, defend choices
they want to accomplish a
specific task.
5. Metacognition- This system Examining Motivation examine motivations to learn and improve
sets goals and makes decisions Specifying Goals set specific learning goals and develop a plan
about which information is for accomplishing the goals
necessary and which cognitive Process Monitoring self-monitor the process of achieving a goal
processes best suit the goal. It Monitoring Clarity determine how well they understand
then monitors the processes knowledge
and makes changes as Monitoring Accuracy determine accuracy of understanding and
necessary. defend judgments
6. Self-System Thinking - This Examining Importance analyze importance of knowledge to self
system is comprised of the Examining Efficacy examine own beliefs to improve integration of
attitudes, beliefs and feelings knowledge
that determine an individual’s Examining Emotions identify emotional responses associated with
motivation to complete a task. knowledge
The factors that contribute to
motivation are: importance,
efficacy, and emotions.
Table 5 – The New Taxonomy (Kendall and Marzano, 2007)

LEARNING ACTIVITY 2: INVESTIGATING LEARNING DOMAINS

Collaborative Learning Activity: Exchange ideas with your group mates using the indicated topic or
subject matter, write the learning outcomes for the 3 domains arranged from the simplest to the most complex
level or category. (Individual)

UNPACKING LEARNING COMPETENCIES

INTRODUCTION:

Teachers who do the work to unpack standards are the ones who understand them. It is through
collaborative conversations that we come to collective clarity on what we want our students to know and be able
to do. When teachers unpack standards in isolation, they are likely to interpret the intent and rigor differently
resulting in an educational lottery for students rather than a guaranteed and viable curriculum. Understanding all
of the standards helps teachers wisely choose the essential or power standards. These are the standards
guaranteed to all students at grade level. Identification of the depth of knowledge required of the standards
leads to more thoughtful lesson design.

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Study Guide in PROF ED 107: ASSESSMENT IN LEARNING 1 Module No. 2

 Unpacking
Unpacking is the process of deconstructing student learning outcomes into component parts or
competencies to identify key life-long transferable learning skills and the types of learning experiences,
activities, tasks, and assessments that align with those outcomes.

Unpacking Learning Competencies using 5 Ps

The ultimate purpose of any school leader, at any level, is to ensure that learners receive teaching of
the highest quality. The planning is linear and often the starter is set in stone by the time the main activities are
planned. This can be avoided if the whole lesson is considered before a lesson plan is ever constructed.

A couple of years ago, Mark Whalley introduced an approach called the 5Ps. This suggested that
before formally building a lesson plan, teachers ought to consider 5 key areas all of which contribute to a
successful lesson. The 5Ps stand for

1. Purpose
2. Preparation
3. Pitch
4. Pace
5. Progress

The first two areas, purpose and preparation, are the scene setting, contextual elements, whilst the
other three provide the meat of the lesson. This approach also provides a powerful framework
for lessons and feedback. When teachers started a lesson, they tend to focus on one of pitch, pace or progress.
It means that the observation can be focused whilst covering enough to be useful. In addition, the feedback is
couched in these terms and so observer and observed share a common vocabulary. It came as no surprise that
all teaching was seen to be at least good because the 5Ps cover all the bases of good lessons.

ABCD of the Statement Objectives

Learning objectives can be identified as the goals that should be achieved by a student at the end of a
lesson. The objectives of a lesson describe the base knowledge and skills we want our students to learn from
our lesson. Simply put it’s what the student can do after they unit has been introduced. Your choice of materials,
topics and logical structured presentation of a lesson has a direct influence on the objectives or goals you want
your students to achieve.

Having specific goals help the logical flow of a lesson. It’s vital that a lesson is tailored to achieve
detailed lesson objectives. In order for the lesson to have a positive and constructive outcome. Basically, to
make sure that students achieve the aim of the lesson.

This process can be simplified by following a basic formula: The ABCD approach. By using this
formula, you will be able to create clear and effective objectives. It consists of four key elements:

A. Audience: Determine who will achieve the objective.

B. Behavior: Use action verbs (Bloom’s taxonomy) to write observable and measurable behavior that
shows mastery of the objective.

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Study Guide in PROF ED 107: ASSESSMENT IN LEARNING 1 Module No. 2

C. Condition: If any, state the condition under which behavior is to be performed. 

D. Degree: If possible, state the criterion for acceptable performance, speed, accuracy, quality, etc. 

Many instructors, teachers and facilitators don’t value the importance of writing learning objectives. It’s
vital to any class and should be given some thought. Learning goals, aims and objectives should be very clear
before doing any kind of lesson plan. A teacher should know what they are working towards in order for
students to reach their full potential and achieve the aim of the class. Writing a decent and thorough learning
objective shows competency and skill of the instructor.

Using the ABCD method (Audience, Behavior, Condition and Degree) will help you clarify your learning
objectives and ultimately help you and your students achieve a better outcome.

Writing Objectives from Competencies

There are various ways of writing objectives. Besides referring to themes, you might also classify
according to educational domains. The three groups of domains identified by educational psychologist,
Benjamin Bloom are commonly used to group objectives and learning outcomes.

Within each Domain there are several levels you may wish to specify in your objectives writing. This will
depend upon the extent of detail that is required in the curriculum and what you know about the learning style
and readiness of the students.

In order for objectives to provide a useful basis for creating test questions, they must contain verbs that
describe observable, measurable, achievable actions and specific levels of thinking, because these are things
that can be tested.

Guidelines:
1. Describe specific activities a student will do to show that he or she has learned
2. Include 2-10 learning objectives for each Learning Competency (main idea or skill)
3. Audience + Behavior + Condition + Degree = Learning Objective (ABCD)

In order for objectives to provide a useful basis for creating test questions, they must contain verbs that
describe observable, measurable, achievable actions and specific levels of thinking, because these are things
that can be tested. Objectives articulate the knowledge and skills you want students to acquire by the end of the
course.

LEARNING ACTIVITY 3: SMARTER OUTCOMES/OBJECTIVES

As a pre-service teacher, you will choose a topic on your area of specialization from the curriculum guide
and unpack related competencies, formulate learning objectives based on the unpacked competency and write
the objectives using the ABCD format.

REFLECTION QUESTIONS

Answer the following questions:

1. Why do you need learn and understand concepts of learning domains and taxonomies?
2. Reflect on and discuss the applications and implications of appropriate learning objectives and
outcomes that are constructively aligned with national standards.

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Study Guide in PROF ED 107: ASSESSMENT IN LEARNING 1 Module No. 2

SUMMARY

Here are some pointers to remember:

 Standards-based education involves using pre-determined standards to plan the scope and sequence
of instruction, as well as what activities and materials will be used to achieve the goals of each
standard.
 Standards-based refers to systems of instruction, assessment, grading, and academic reporting that
are based on students demonstrating understanding or mastery of the knowledge and skills they are
expected to learn as they progress through their education.
 Constructive alignment is an outcomes-based approach to teaching in which the learning outcomes that
students are intended to achieve are defined before teaching takes place.
 Content standards, performance standards and types of assessment (formative and summative) are
the highlights on classroom assessment of the new policy guidelines for the K to 12 basic education
program which was implemented in public elementary and secondary schools nationwide starting
school year (SY) 2015-2016.
 Competency is the desired knowledge, skills and abilities a participant to successfully perform specific
tasks.
 Objective is a very specific statement that describes exactly what a participant will be able to do after
completing the course or program.
 Outcome is a very specific statement that describes exactly what a student will be able to do in some
measurable way.
 SMARTER (Smart, Measurable, Achievable, Relevant, Timely, Evaluate, Readjust) objectives are
defined as a set of objectives and goals that are put in place by parameters, that bring structure and
tractability together.
 There are three main domains of learning and all teachers should know about them and use them to
construct lessons. These domains of learning are the cognitive (thinking), the affective
(social/emotional/feeling), and the psychomotor (physical/kinesthetic) domain, and each one of these
has a taxonomy associated with it, together with SOLO and Kendall’s and Marzano’s taxonomy.
 Unpacking is the process of deconstructing student learning outcomes into component parts or
competencies to identify key life-long transferable learning skills and the types of learning experiences,
activities, tasks, and assessments that align with those outcomes.
 Learning objectives can be written using the ABCD (audience, behavior, condition, and degree)
method. Using the ABCD method will help you clarify your learning objectives and ultimately help you
and your students achieve a better outcome.
 In order for objectives to provide a useful basis for creating test questions, they must contain verbs that
describe observable, measurable, achievable actions and specific levels of thinking, because these are
things that can be tested.

REFERENCES

 Navarro, R.L. & Santos, R.G. (2012) Authentic Assessment of Student Learning Outcomes
(Assessment 1), 2e. Lorimar Publishing, Inc., Quezon City, Philippines.
 Jones, C. A. (2005). Assessment for Learning, London: Learning and Skills Development Agency.
Retrieved from https://dera.ioe.ac.uk/7800/1/AssessmentforLearning.pdf
 Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012. Classroom Assessment for Student Learning:
Doing It Right—Using It Well, 2nd ed. Upper Saddle River, NJ: Pearson Education, p. 11.
 McTighe, J. & Ferrera S. (1998) Assessing Learning in the Classroom. Retrieved from

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Study Guide in PROF ED 107: ASSESSMENT IN LEARNING 1 Module No. 2

 Krathwohl, D.R., Bloom,B.S. and  Masia, B. B. (1964).Taxonomy of educational objectives, Book II.
Affective domain. New York, NY. David McKay Company, Inc.
 Kurt, S. "Using Bloom’s Taxonomy to Write Effective Learning Objectives: The ABCD Approach,"
in Educational Technology, April 24, 2019. Retrieved from https://educationaltechnology.net/using-
blooms-taxonomy-to-write-effective-learning-objectives-the-abcd-approach/
 https://files.eric.ed.gov/fulltext/ED429989.pdf
 https://online.uwsuper.edu/articles/pros-cons-standards-based-education.aspx
 https://www.teacherph.com/classroom-assessment/
 http://lccc.wy.edu/Documents/Academics/Online/learningObjectivesCompetenciesOutcomes.pdf
 https://serc.carleton.edu/integrate/programs/workforceprep/competencies_and_LO.html
 https://www.peoplegoal.com/blog/smarter-goals-setting
 https://thesecondprinciple.com/instructional-design/threedomainsoflearning/#:~:text=These
%20domains%20of%20learning%20are,a%20word%20for%20a%20classification
 https://rattusscholasticus.wordpress.com/2017/08/21/the-five-ps-of-learning-development/
 https://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/GoalsAndObjectives/
DevelopingLearningOutcomes.pdf

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