Name: Adizas, Regine T.

Course & Section: BSED-MATH 2A

Instructor: John Niño Pallan

LESSON 2: Assessment Purposes, Learning Targets, and Appropriate Methods

DEVELOP

Let us check the ideas you have acquired about the purposes of assessing student learning in the
classroom; identifying and formulating learning targets; and matching appropriate assessment
methods with identified learning targets.

1. What are the different purposes of assessing students' learning in the classroom?

 Assessment of Learning - It refers to the use of assessment to determine learner's acquired

knowledge and skills.
 Assessment for Learning - It refers to the use of assessment to identify the needs of learners.
 Assessment as Learning - It refers to the use of assessment to help the learner's become self-
regulated.

2.Why is classroom assessment important in the teaching-learning process?

Classroom assessment is crucial in the teaching-learning process as it measures students’

understanding, provides feedback on their progress, and guides teachers’ instructional methods. It helps
in identifying strengths and weaknesses, fostering students’ learning skills, and enhancing their
academic performance. It also ensures that the teaching methods align with the students’ learning
needs.

3.What is the difference between instructional objectives and learning targets?

Instructional objectives and learning targets are both crucial to the learning process, but they differ
in perspective and focus. Instructional objectives are created by educators or instructional designers and
define what they aim to teach. On the other hand, learning targets are student-centered and define
what learners should be able to do after a lesson. They are tailored to learners’ needs and language.

4. Why is it important that learning targets and assessment tasks/activities are matched?

Matching learning targets with assessment tasks/activities is essential because it ensures that what
is taught is what is assessed. This alignment provides a clear learning path, helps students understand
what they are expected to learn, and allows for effective measurement of their understanding and
progress. It also promotes fairness and accuracy in the evaluation process.
 To know if you have acquired the information you need to learn in this lesson, kindly complete
Tables 2.6 and 2.7.

Table 2.6 General Purpose of Classroom Assessment

Assessment of Learning Assessment for Learning Assessment as Learning

What? Evaluation of students’ It involves collecting data It Involves students taking

knowledge, skills, and on students’ progress, an active role in assessing
understanding at the end understanding, and their own learning, setting
of a unit or course. learning needs throughout goals, and reflecting on
the learning process their strengths and areas
for improvement.

Why? It measures Helps teachers understand It promotes metacognitive

achievement, provides students’ strengths and skills, self-regulation, and
accountability, offers weaknesses, provide timely a deeper understanding of
feedback for feedback, and adapt the learning process. It
improvement, and instruction to meet empowers students to
evaluates instructional individual learning needs. take ownership of their
programs. learning journey.

When? It is conducted at the end It Is conducted throughout It occurs throughout the

of a unit, semester, or the learning process to learning process, allowing
academic year to assess provide continuous students to continuously
overall understanding feedback and support monitor their progress,
and progress. students’ growth and adjust their strategies,
improvement. and enhance their
learning experience.

Table 2.7 Relation between Educational Goals, Standards, Objectives, and Learning Targets

Goals Standards Objectives Learning Targets

Description General statements Specific Specific A statement of

about desired learner statements about statements of student
outcomes in a given what learners learner performance for a
year or during the should know and performance at relatively restricted
duration of a are capable of the end of an type of learning
program doing at a instructional unit. outcome that will
particular grade be achieved in a
level, subject, or single lesson or a
course, few days.

Sample To foster a love for By the end of third Students will be Students will be
reading and develop grade, students able to identify able to identify
 Statement strong literacy skills should be able to main ideas and main ideas and key
among elementary read and key details in a details in a text,
school students. comprehend text, make make inferences,
grade-level texts inferences, and and summarize the
independently. summarize the information.
information.

APPLY

Now, check the syllabus of this course and select any single lesson that interests you. If
applicable, select a lesson that should be completed in a day or week based on the schedule indicated
in the syllabus. Formulate specific learning targets for the lesson using Table 2.8. Add additional rows
whenever applicable (e.g., more than one type of learning targets is identified; more than one
learning target is identified). Use additional sheets of paper if necessary.

Using the sample as reference complete the learning targets task by supplying the required
information on the table provided.

Title of Lesson: Different Classification of Assessment

Table 2.8 Learning Targets Task

Instructional Lesson Content Type of Sample Learning Targets

Objectives/Learning Learning
Outcome Related to Targets
the Lesson Content

At the end of the Different Classification I can…

lesson, the students of Assessment
should be able to
A.Definition and
demonstrate an Knowledge demonstrate knowledge of the
significance of
understanding of the different classifications of
assessment in
different classifications assessment by accurately
education
of assessment by identifying and defining
providing examples and B.Different formative, summative,
explaining the purposes classifications of diagnostic, and authentic
and characteristics of assessment: formative, assessment.
each type. summative, diagnostic,
and authentic
assessment Reasoning apply critical thinking skills to
analyze the advantages and
C.Examples and
disadvantages of each
characteristics of each
classification of assessment and
 classification make reasoned judgments about
their appropriateness in different
educational contexts.

demonstrate proficiency in
Skills implementing formative
assessment strategies by
providing constructive feedback
to peers and adjusting instruction
based on assessment results.

create a comprehensive
Product
assessment plan that
incorporates multiple
classifications of assessment to
effectively measure student
learning and inform instructional
decisions.

TRANSFER

Now select a specific lesson for a subject area and grade level that you think you should be
able to teach and handle when you are already a teacher in a school. Using the DepEd Curriculum
Guide for the subject, create an assessment plan for student learning by formulating learning targets
and proposing specific assessment tasks or activities to measure the identified learning targets. Use
Table 2.9 for this task.

Table 2.9 Assessment Plan

Subject Mathematics

Specific Lesson Introduction to Fractions

Learning Outcome/s/ Instructional Objectives - Students will be able to identify and represent
fractions.

- Students will understand the concept of

equivalent fractions.

Learning Targets - Knowledge Target: Identify different parts of a

fraction, such as numerator and denominator.

- Reasoning Target: Explain the concept of

equivalent fractions and provide examples.

Assessment Task/Activity - Assessment Task: Solve a set of fraction

problems, including identifying fractions,
representing fractions on a number line, and
finding equivalent fractions.

- Assessment Activity: Write a short explanation

of how to determine if two fractions are
equivalent and provide an example.

Why use this assessment task/activity? This assessment task/activity allows students to
demonstrate their understanding of fractions,
their ability to apply their knowledge to solve
problems, and their capacity to explain the
concept of equivalent fractions.

How does this assessment task/activity help you By assessing students' problem-solving skills and
improve your instruction? their written explanation, I can identify any areas
where students may need additional support or
clarification. This feedback will help me adjust my
instruction to address those areas effectively.

How does this assessment task/activity help your This assessment task/activity requires students to
learners achieve the intended learning apply their knowledge of fractions and reasoning
outcomes? skills to solve problems and explain concepts. It
helps them develop a solid understanding of
fractions and equivalent fractions, thus achieving
the intended learning outcomes.

EVALUATE
Part 1. Evaluate the learning targets and assessment tasks and activities that you have developed in
your assessment plan by using the following checklist.

Yes No Item Criteria

✓ 1. I was able to formulate specific learning targets.

✓ 2. The learning targets I made contain information on what the

students must know and what they need to do to
demonstrate what they know.

✓ 3. The learning targets I made are congruent with at least one

learning outcomes or instructional objectives in the subject.

✓ 4. I was able to identify an assessment task/s or activity/ies

that match/es the learning targets.

✓ 5. I was able to complete the task in the table by applying what

I have learned about learning targets and appropriate
assessment methods.

Part 2. For each item, circle the option that corresponds to what you think is the best answer.

1. What is this purpose of assessment that aims to identify students' needs to inform instruction?

A. Assessment as Learning

B. Assessment for Learning

C. Assessment of Learning

D. Assessment with Learning

2.Use the Internet in performing search for related research literature.The aforementioned learning
objective is an example of which type of cognitive learning outcome in the Revised Bloom's Taxonomy?

A. Applying

B. Understanding

C. Knowledge

D. Creating

3. Explain the difference between learning targets and instructional objectives. The aforementioned
learning target is an example of which type of learning target?

A. Knowledge

B. Product

C. Reasoning
D. Skills

4. Which of the following types of paper-and-pencil test is best matched with reasoning type of learning
targets?

A. Essay

B. Matching-Type

C. Multiple-Choice

D. Short-Answer

5. If you are a values education teacher who intends to design an assessment task to determine your
learners' motivation in practicing pro-environmental behaviors, which of the following assessment
strategies would best addresses your purpose?

A. Learners developing and producing a video of their pro-environmental advocacy.

B. Learners answering an essay question on "Why Pro-environmental Behavior Matters?"

C. Learners writing individual blogs on their pro-environmental activities and why they do it.

D. Learners conducting action research on students’ motivation in pro- environmental behaviors.

REFLECT

1.Examine the learning target/s you have developed. Are you satisfied with it/them?

Upon further reflection, I believe there is room for improvement in the learning targets developed
for the math lesson on fractions. While they address the knowledge and reasoning objectives, they
could be more specific and measurable. I will revise them to ensure they provide clearer guidance for
both assessment and instruction.

2.Is there something you want to change or improve in the learning target/s? Why?

Yes, I believe there is an opportunity to enhance the learning targets for the math lesson on
fractions. By making them more specific and measurable, we can provide clearer guidance for both
assessment and instruction. This will help ensure that students have a clear understanding of what is
expected of them and enable more effective evaluation of their progress.

3.What type of learning targets did you use in your learning targets? Why?

I used a combination of cognitive and reasoning learning targets. Cognitive targets focus on
knowledge acquisition, while reasoning targets prompt critical thinking and application. This ensures a
comprehensive assessment of students’ skills and understanding in the subject area.

4.What was your basis in selecting the assessment method to measure the learning targets? Why?

As the teacher, I selected the assessment method based on its alignment with the specific skills and
knowledge I wanted to measure. I chose problem-solving tasks and written explanations as they allow
students to demonstrate their understanding, application, and communication of the targeted concepts
effectively.

5.How did the task in Table 9 help you understand assessment of learning?

The task in Table 9 helped me understand assessment of learning by providing a practical example
of how to design and implement assessment tasks aligned with specific learning targets. It
demonstrated the importance of creating clear and measurable objectives, selecting appropriate
assessment methods, and using the results to inform instruction and improve student learning
outcomes.

SUSTAIN

Evaluate the extent of your knowledge and understanding about the purpose of assessment,
learning targets, and appropriate assessment method's.

Indicators Great Extent Moderate Not at All

Extent

1. I can enumerate the different purposes of ✓

assessment.

2. I can explain the role of assessment in the ✓

teaching and learning process.

3. I can explain the purpose of conducting classroom ✓

assessment. I can differentiate between goals,
standards, objectives, and learning targets.

4. I can differentiate between goals, standards, ✓

objectives, and learning targets.

5.I can explain the different levels of expertise in ✓

Bloom's Taxonomy of Educational Objectives in the
Cognitive Domain.

6. I can explain the difference between Bloom's ✓

Taxonomy and the Revised Bloom's Taxonomy.
7. I can compare and contrast instructional ✓
objectives and learning targets.

8. I can formulate specific learning targets given a ✓

specific lesson.

9.I can match assessment methods appropriate to ✓

specific learning targets.

10. I can select or design an assessment task or ✓

activity to measure a specific learning target.