UNIT

TARGET II
SETTING
GROUP 2
Abejero, Irene Daroya
Apostol, Rommel John Payabyab

Baronda, Allondra Jean Ico

Beltran, Ashley Juvy Palisoc

Carillo, Kier Delos Santos

Castro, Earl Marion Agram

Catabay, Airah Bueno

Francisco, Ashlee Fernandez

BSE FILIPINO 2-A

TARGET SETTING
MODULE OVERVIEW
 This module explain the critical role of structured planning and precise target setting
within the context of curriculum system. Emphasizing the development of comprehensive
schemes of work, educators will learn how to clearly define learning objectives for each session,
ensuring that each class is purposeful and that specific learning outcomes are achieved.
Learners will explore methods to effectively communicate these goals to students, fostering an
environment where learners understand not just what they are expected to do, but also why
their learning matters. By the end of this module, educators will have a comprehensive
understanding of how to design and deliver a curriculum that not only meets educational
standards but also inspires and empowers students in their learning journey. This mastery of
effective planning and target setting will enable educators to create structured, engaging, and
purposeful learning environments that maximize student achievement.

MODULE LEARNING OBJECTIVES

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.

INTRODUCTION
Assessing the quality of student work is a crucial part of a teacher’s as a professional.
Not only is it important to evaluate students’ work accurately, but it is also vital to offer students
feedback so that they can improve their academic skills and performance.
Unfortunately, the field of assessment is crowded and often confusing to teachers. After
all, there are outside assessment— for example, standardized test coming from the state or the
district— that teachers and students may not fully understand.

THE PURPOSE OF STANDARDS-BASED ASSESSMENT

Standards-based assessment is meant to offer a way that teachers can identify the skills
that matter most, can evaluate student work fairly, can give feedback to students that is helpful
and actionable, and can use data to revise upcoming lessons to meet their students’ needs.

CREATING A STANDARDS-BASED ASSESSMENT

• COMMON CORE STATE STANDARDS– In most states and communities, teachers are
expected to prepare their students to become proficient in the Common Core. One way
to adopt standards-based assessment is to look first at these standards.
• YOUR SCHOOL’S GRADUATE PROFILE– Most schools have “expected school-wide
learning results” that are tailored to their students and their communities. These
standards apply to all students and define what the school wants to see out their
graduates. Your standards-based assessment system can emerge from this graduate
profile.
• YOUR OWN VALUES AS AN EDUCATOR– You are a professional, and learning
happens with you in your classroom. Therefore it is important for you to check kn with
what you think is best for your students and to incorporate those values into your
assessment system.

1. 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)

1. K-12 ASSESSMENT GUIDELINES

• CONTENT STANDARDS
• Describes the specific content that should be taught and learned.
• Articulates core knowledge and skills that students should master.
• Guides teachers in identifying instructions on the knowledge and skills that
students should learn.
• Answers the question “what student should learn?”
• PERFORMANCE STANDARDS
• Defines level of work that demonstrate achievement of standards.
• Provides clear expectations for instruction, assessment and student at work.
• Helps teachers assess the extent to which students have acquired the
knowledge and applied the skills learned.
• Answers the question “how well students do their work?”
• ASSESSMENT TYPES
• Formative Assessment
• Summative Assessment

A. APPROPRIATE TARGETS

1. Competencies, Objectives, Outcomes

• Competencies are a set of skills, knowledge, abilities, and attributes that individuals
possess and can demonstrate in various contexts. They are essential for success in a
particular field, profession, or role.

Characteristics of competencies
1. Specific: Competencies are well-defined and relate to particular tasks or
responsibilities.
2. Measurable: They can be assessed and evaluated objectively.
3. Observable: Competencies can be observed in real-world situations.
4. Dynamic: Competencies can evolve and improve over time with learning and
experience.
1.Context-Dependent: They may vary in importance and relevance depending on the
context.

1. Characteristics of Objectives (SMARTER)

• Objectives are clear, concise statements that describe the desired outcomes or
achievements of a specific task, project, or educational endeavor. They provide direction
and purpose to activities.
Characteristics of objectives
S – Specific
M – Measurable
A – Achievable
R – Relevant
T – Time-bound
E - Evaluable
R – Revised
Components of objectives
1. Audience: Identifies who the objectives are intended for.
2. Behavior: Describes the observable action or behavior that demonstrates
achievement.
3. Condition: Specifies the circumstances or resources required for achievement.
4. Degree: States the level or degree of achievement expected

• Outcomes are the result or consequence of actions, activities, or processes. They

indicate what has been achieved as a result of competencies and objectives being met.

Types of outcomes
1. Short-term Outcomes: Immediate results achieved in the short term.
2. Intermediate Outcomes: Achievements that occur as progress toward a larger
goal.
3. Long-term Outcomes: The ultimate goals or achievements that are reached in the long
run.

Relationship between competencies, objectives, and outcomes

1. Competencies Support Objectives: Competencies serve as the foundation for
setting objectives. They define the skills and knowledge required to achieve specific goals.
2.Objectives Drive Actions: Objectives guide actions and activities. They specify what
needs to be done to reach a desired outcome.
3.Outcomes Measure Success: Outcomes provide a way to measure the success of
objectives and competencies. They determine whether the desired results have been achieved.

3. Learning Domains and Taxonomies

A. THE COGNITIVE DOMAIN

Cognitive learning domains refers to the different types of knowledge and skills that
learners should learn through education where it highlights the importance of understanding not
just what learners know, but how they think and learn. This encompasses areas like critical
thinking, problem-solving, and comprehension, which are essential for effective learning. The
cognitive domain by Bloom's Taxonomy (1964), serves as a foundational framework for
understanding the levels of cognitive domains in learning.
Benjamin Bloom, an influential American educational psychologist best known for his
work in the field of education and assessment. He developed Bloom's Taxonomy, a framework
for categorizing educational goals and objectives. Bloom's Taxonomy was published in 1956,
identified six hierarchical categories namely Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation, arranged from lower-order to higher-order thinking skills that
facilitate educators in making learning objectives and assessments. In 2001, Anderson and
Krathwohl revised this taxonomy to better align with modern educational practices, shifting from
noun-based categories to verb-based actions. Lorin Anderson, a former student of Bloom,
contributed to the 2001 revision of the taxonomy. David R. Krathwohl, another contributor for
both the original and revised versions, focusing on affective domains of learning. This revised
taxonomy includes Remembering, Understanding, Applying, Analyzing, Evaluating, and
Creating, thereby emphasizing a more dynamic approach to cognitive processes. One of the
major changes that occurred between the old and the newer updated version is that the two
highest forms of cognition have been reversed. The evolution of Bloom's Taxonomy is much
better to understand, the newer version has a number of strong advantages that fits in modern
generation of education today through enhancement of educational system of diverse
classroom environment.
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy (Bloom, et al., 1964)
• Knowledge: Recall facts and basic concepts. Example: List all the historical dates and
president’s name in order.
• Comprehension: Understand and explain ideas or concepts. Example: Explain a report.
• Application: Use information in new situations. Example: Presenting formulas in math
problems.
• Analysis: Break down information into parts and examine relationships. Example:
Comparing and contrasting centuries
• Synthesis: Combine elements to form a new whole. Example: Writing a research paper
that integrates various sources.
• Evaluation: Make judgments based on criteria and standards. Example: Assessing the
validity of an argument or theory.

Revised Bloom's Taxonomy ( Anderson & Krathwohl, 2001)

• Remembering: Ability to recall facts and fundamental concepts. This fundamental level
entails recognizing and retrieving relevant information from memory, such as listing key
terms or defining concepts.
• Understanding: This level requires explaining ideas or concepts. Learners show
comprehension by summarizing, interpreting, or paraphrasing information, demonstrating
that they understand the meaning behind the material.
• Applying: Learners use concepts to solve problems or complete tasks, demonstrating their
ability to apply knowledge to real-world situations.
• Analyzing: This level deconstructs information to identify patterns and relationships.
Learners identify motivations, distinguish between concepts, and investigate.
• Evaluating: Making decisions about the worth of information or methods. Learners
evaluate theories, critique arguments, and justify.
• Creating: Learner’s ability to create something new from the knowledge they have learned.
Putting elements together to form a new whole. (e.g., designing, constructing, developing)

Additionally, the revised taxonomy represent active verbs rather than static nouns,
emphasizing the dynamic nature of learning and encouraging educators to focus on what
students can do with their knowledge. Both versions serve as valuable tools for educators in
designing learning experiences that promote higher-order thinking and facilitate a
comprehensive understanding of lessons, aiming to enhance student engagement and
achievement. Educators can make effective strategies that is not only align with educational
standards but also cultivate critical and creative thinking of every learners.

Levels of Knowledge
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 and Metacognition
was added in the revised version.
• 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.
• Metacognitive Knowledge – Knowledge of cognition in general, as well as awareness and
knowledge of one’s own cognition.
These levels of knowledge provide a comprehensive explanation on how students learn
and process information. This ultimately contributes nowadays to a more interactive educational
system, preparing students for being creative and think critically in challenges they might face in
academic and personal lives.

A. 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). It focuses on the attitudes, values, interests, and appreciation of learners,
this also aims on helping the learners understand what their own values are and how they have
developed. 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.
Hierarchy of Affective Domain

• Receiving: This refers to the learner’s sensitivity to the existence of stimuli –

awareness, willingness to receive, or selected attention.

Sample Learning Outcome: Listen to other students with respect.

• Responding: This refers to the learners’ active attention to stimuli and his/her motivation
to learn – acquiescence, willing responses, or feelings of satisfaction.

Sample Learning Outcome: Speak effectively in front of an audience and actively

respond to others.

• Valuing: This refers to the learner’s beliefs and attitudes of worth – acceptance,
preference, or commitment. An acceptance, preference, or commitment to a value.

Sample Learning Outcome: Demonstrate and explain own values regarding various
topics.

• Organization: This refers to the learner’s internalization of values and beliefs involving
(1) the conceptualization of values; and (2) the organization of a value system. As values
or beliefs become internalized, the learner organizes them according to priority.

Sample Learning Outcome: Compare value systems and understand evidence behind
values.

• Characterization: This refers to the learner’s highest of internalization and relates to

behavior that reflects (1) a generalized set of values; and (2) a characterization or a
philosophy about life. At this level the learner is capable of practicing and acting on their
values or beliefs.

Sample Learning Outcomes: Work well in a team of peers.

A. 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. This domain focuses on the development of
physical fitness, dexterity, agility, and body control to achieve a high level of expertise. There are
several different versions including different hierarchies. The examples here fall into Harrow’s
(1972) theory of the psychomotor domain.

Hierarchy of Psychomotor Domain

• Reflex Movements: Objectives at this level include reflexes that involve one segmental
or reflexes of the spine and movements that may involve more than one segmented
portion of the spine as intersegmental reflexes (e.g., involuntary muscle contraction).
These movements are involuntary being either present at birth or emerging through
maturation.

Sample Learning Outcome: Instinctively respond to a physical stimulus.

• Fundamental Movements: Objectives in this area refer to skills or movements or

behaviors related to walking, running, jumping, pushing, pulling and manipulating. They
are often components for more complex actions.

Sample Learning Outcome: Perform a simple action (including running and throwing)

• Perceptual Abilities: Objectives in this area should address skills related to kinesthetic
(bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are
related to the ability to take an information from the environment and react.

Sample Learning Outcome: Use more than one ability to integrate different sensory
perceptions.

• Physical Abilities: Objectives in this area should be related to endurance, flexibility,

agility, strength, reaction-response time or dexterity.

Sample Learning Outcome: Sustain an activity for a set period of time.

• Skilled Movements: Objectives in this area refer to skills and movements that must be
learned for games, sports, dances, performances, or for the arts.

Sample Learning Outcome: Adapt one’s behavior and movement to better achieve
goals.

• Nondiscursive Communication: Objectives in this area refer to expressive movements

through posture, gestures, facial expressions, and/or creative movements like those in
mime or ballet. These movements refer to interpretative movements that communicate
meaning without the aid of verbal commands or help.

Sample Learning Outcome: Express oneself through purposeful movement and

activity.
4.OTHER TAXONOMIES
OTHER TAXONOMIES

SOLO Taxonomy was developed by John Biggs and Kevin Collis, two educational
researchers who were interested in creating a framework that could help teachers design more
effective learning experiences. The framework is based on the idea that there are different
levels of understanding, and that students can move through these levels by engaging with
increasingly complex tasks and ideas.
SOLO which stands for the Structure of the Observed Learning Outcome, is a means
of classifying learning outcomes in terms of their complexity, enabling us to assess students’
work in terms of its quality not of how many bits of this and of that they have got right. It offers a
structured outline for the learners to use to build their learning and thinking. It motivates
students to ponder where they are presently in terms of their level of understanding, and what
they must do to progress.
By using SOLO Taxonomy, teachers can create learning experiences that are tailored to
each student's current level of understanding, and that help them progress towards more
sophisticated levels of knowledge. This is often used in conjunction with the concept of
constructive alignment, which is tthis dea that learning outcomes, teaching activities, and
assessment tasks should all be aligned with one another.

SOLO Taxonomy for enhancing student learning

Solo Taxonomy is a systematic way that describes how learners' understanding build
from easy to difficult while learning different tasks or subjects. It can be used to enhance the
quality of learning within the classroom teaching and provide a systematic way of developing
deep understanding. SOLO Taxonomy is a valuable tool for assessing the depth of knowledge
that students have achieved in a particular subject or task.

What are the SOLO Levels?

The Structure of Observed Learning Outcome, presents a compelling way to structure
the complexity and quality of students' thinking into distinct levels. It's a versatile tool that allows
educators to gauge attainment levels and foster quality learning. This taxonomy consists of five
levels, each representing a different depth of knowledge and ability level.

• Prestructural Level
Students exhibit a lack of understanding, often missing the point entirely. The level of
thinking is minimal, with a focus more on lower-order verbs such as identify, memorize, and
recall.

• Unistructural Level
Students can identify singular aspects of knowledge, and their understanding is limited
to isolated disciplinary knowledge.

• Multistructural Level
Students begin to gather multiple pieces of information, but they struggle to relate them
coherently.

• Relational Level
Students begin to connect the multistructural elements into a coherent whole. Their level
of thinking becomes more complex, and they start to understand the relationships between
facts.

• Extended Abstract Level

 Students not only connect facts but extrapolate and hypothesize beyond the given
context. The attainment level is high, and students exhibit the ability to apply their coherent
knowledge to new, abstract scenarios.

MARZANO TAXONOMY
(Marzano & Kendall ,2007)

What is Marzano Taxonomy?

Marzano's model 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.Marzano's New Taxonomy is made up of three systems and the knowledge
domain, all of which are important for thinking and learning.

Cognitive System the mental processes in the Cognitive System take action from the
knowledge domain. These process give people access to the information and procedures in
their memory and help them manipulate and use this knowledge.

Metacognitive System is the 'mission control' of the thinking process and regulates all
the other systems. The system sets goals and make decisions about which information is
necessary and which cognitive processes best suit goal. It then monitors the processes and
makes changes as necessary.
Self – System this system is comprised of the attitudes, beliefs, and feelings that
determine as individuals motivation to complet task.

SIX LEVEL OF THE NEW TAXONOMY

Level 1: Retrieval (Cognitive)

The activation and transfer of knowledge from permanent memory to working memory,
where it might be consciously processed.

Level 2: Comprehension (Cognitive)

This category demands the determination of concepts important to remember and
arranges those information into suitable categories.

Level 3: Analysis (Cognitive)

The reasoned extension of knowledge and generation of new information not already
possessed by the individual.

Level 4: Knowledge Utilization (Cognitive)

The last process for cognitive System is the knowledge utilization. It's about using
accumulated knowledge to tackle problems, develop new products and deal with unfamiliar
situations.

Level 5: Metacognition (Metacognitive)

It's responsible for monitoring, evaluating and regulating the functioning of all other types
of thoughts

Level 6: Self- System thinking (Self- System)

The highest level of this new taxonomy is the self system thinking it consists of an
interrelated arrangement of attitudes, beliefs, and emotions which determines whether an
individual will engage in or disengage in a given task. Determine how much energy the
individual will bring to the task.

C.UNPACKING LEARNING COMPETENCIES

C. Unpacking Learning Competencies

1. Unpacking Learning Competencies using 5ps

Unpacking learning competencies, a crucial step in effective curriculum design, involves

breaking downbroad statements into smaller, more manageable learning objectives. This allows
educators to createtargeted instruction, assessments, and learning experiences. One popular
framework for unpackinglearning competencies is the 5Ps:

1.PURPOSE. This clarifies why students are learning this particular competency. It outlines the
intended knowledge, skills, and attitudes students will gain and how it
connects to broader learning goals andstandards.

What is the main goal of the learning competency?

What knowledge, skills, and attitudes should students develop?
How does this competency align with broader learning objectives and standards?

2.PITCH. This considers the difficulty level of the competency, ensuring it's appropriate for the
learners' age, developmental stage, and prior knowledge.

What is the difficulty level of the competency?

Is it appropriate for the age and developmental stage of the learners?
What prior knowledge and skills are required?

3.PACE. This outlines thetimeline and learning activities needed to achieve the competency. It
includes key assessments to monitor progress and make adjustments.

How much time is needed to achieve the competency?

What are the key learning activities and assessments?
How will progress be monitored and adjusted?

4.PROGRESS. This defines how learning will be evaluated to determine if students have
mastered thecompetency. It identifies the evidence demonstrating success and how feedback
will be provided forfurther improvement.

How will learning be assessed?

What evidence will demonstrate mastery of the competency?
How will feedback be provided to support student learning?

5.PLACE. This specifies the learning environment where the competency will be developed. It
identifies necessary resources and materials and strategies for differentiation to meet individual
needs.

Where will learning take place? (classroom, field trip, online, etc.)
What resources and materials are needed?
How will the learning environment be differentiated to meet individual needs?

By using the 5Ps, educators can create clear, specific, and achievable learning
objectives, ultimately fostering meaningful learning experiences for their students.

2.ABCD of the Statement of 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 form our lesson. Simply put it’s what’s the student can do after the
unit has been introduced. Having specific goals help the logical flow of a lesson. It’s vital that the
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 the 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.
• Audience: Determine who will achieve the objective.
• Behavior: Use action verbs (Bloom’s taxonomy) to write observable and measurable
behavior that shows mastery of the objective.
• Condition: If any, state the condition under which behavior is to be performed.
• Degree: If possible, state the criterion for acceptable performance, speed, accuracy,
qualifications, etc,.

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 the 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.

3.Writing Objectives from the Competencies

There are various ways of writing objectives. The three groups of domains identified by
educational psychologist, Benjamin Bloom and commonly used to group objectives and learning
outcomes. Within each domain there are several levels you may wish to specify in your
objectives writing. In order 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 there are things that can be tested.

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

Objective articulate the knowledge and skills you want students to acquire by the end of
the course.
 Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing:
Arevision of Bloom's Taxonomy of educational objectives. Allyn & Bacon. Edades, Y. V., & Garcia
P., M. O. (2022). Unpacking Competencies Using 5Ps [PowerPoint slides]. Tomlinson, C. A.
(2020). How to differentiate instruction in mixed-ability classrooms. ASCD. Webb, N. L. (2014).
Depth of knowledge for the cognitive strand of the common core statestandards. Council of Chief
State School Officers.
REFERENCES

https://thesecondprinciple.com/instructional-design/threedomainsoflearning/

https://www.studocu.com/ph/document/mayondon-national-high-school/intro-to-philosophy/
appropriate-targets/77260279