Hazel Ann Flore

BSED 3C Social Studies Dr. Evelyn A.

Sunico
Lesson 2: Learning Targets for Performance and Product-Oriented
Assessment
DEVELOP
Let us check what ideas you have acquired about learning targets for
alternative assessment methods in the classroom.
1. What is the difference between educational objectives and learning targets?
Educational objectives are broad statements that describe what students should be
able to do at the end of a course or unit. They are often stated in terms of general
skills or knowledge. Learning targets are more specific and measurable statements
that describe what students will be able to do as a result of a particular lesson or
activity. They are often stated in terms of observable behaviors or products.
Example:
Educational objective: Students will be able to understand the concept of
photosynthesis.
Learning target: Students will be able to label the parts of a plant cell involved in
photosynthesis on a diagram.
2. What are the common typologies of learning targets?
Knowledge: Focuses on factual information, concepts, and principles.
Skills: Focuses on the ability to perform tasks, apply knowledge, and solve
problems.
Dispositions: Focuses on attitudes, values, and beliefs.
3. Why is it important that learning targets and assessment tasks/activities are
matched?
Assessment is valid: The assessment measures what it is supposed to measure.
Assessment is reliable: The assessment consistently produces similar results.
Assessment is fair: The assessment provides an accurate and unbiased measure
of student learning.
4. What are the three learning target types that are best assessed through
alternative assessment methods? Why?
Skills: Alternative assessments often involve hands-on activities, projects, and
performance tasks that allow students to demonstrate their skills in a real-world
context. Alternative assessments are often more authentic than traditional
assessments, as they require students to apply their knowledge and skills in a real-
world context.
Dispositions: Alternative assessments can be used to assess students' attitudes,
values, and beliefs through observation, self-reflection, and peer feedback.
Alternative assessments allow for more flexibility in terms of how students
demonstrate their learning.
Application of Knowledge: Alternative assessments often require students to apply
their knowledge to real-world problems or situations, demonstrating their
understanding and ability to use what they have learned. Alternative assessments
can be used to provide ongoing feedback to students and to guide their learning.
To know if you have acquired the information you need to learn in this lesson,
kindly complete Table 2.6.
Table 2.6. Sample Learning Targets
(Instruction: Complete the table by formulating sample learning targets per type.)
Type of Learning Targets Sample Learning Targets
Knowledge targets Students will be able to list the five
major oceans of the world and their
locations on a map.
Reasoning targets Students will be able to analyze a
historical event and identify the key
causes and consequences.
Skills targets Students will be able to write a
persuasive essay arguing for or against
a specific policy.
Product targets Students will be able to create a
working model of a solar system using
recycled materials.
Affective targets Students will be able to demonstrate
respect for diverse perspectives in
group discussions.

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 a
week based on the schedule indicated in the syllabus. Formulate specific learning
targets (knowledge, reasoning, skills, product, and affective) for the lesson using
Table 2.7. 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.
Example:
Title of Lesson: Performing descriptive statistics using SPSS
Instructional Lesson Content Type of Learning Sample Learning
Objective/Learnin Targets Targets
g Outcome
Related to the
Lesson Content
I can...

At the end of the A. Review of Knowledge define the different

lesson, students Descriptive measures of
should be able to Statistics central tendency
demonstrate the and variability
use of the software
SPSS in performing
descriptive choose the
statistics. descriptive
Reasoning statistics needed
to address a
specific question

show how to
obtain mean,
median, and mode
B. Steps in
in SPSS
Performing Skills
Descriptive and
Frequency
Analysis in SPSS

explain the
meaning of the
C. Interpreting values displayed
SPSS Outputs in the SPSS table
from Descriptive Knowledge for descriptive
and Frequency statistics
Analysis

show interest in
analyzing data
using
 Affect

Using the example as reference, complete the learning targets task by

supplying the required information on the table provided.
Title of Lesson: ____________________________________________________
Table 2.7. Learning Targets Task
Instructional Lesson Content Type of Learning Sample Learning
Objective/ Targets Targets
Learning
Outcome Related
to the Lesson
Content
A. Defining Knowledge Students will be
Assessment for able to identify and
Learning - What is explain the four
assessment for key principles of
learning? - How assessment for
does it differ from learning: clarity of
traditional learning targets,
assessment? effective feedback,
active student
B. Key Principles
involvement, and
of Assessment for
ongoing
Learning - Clarity
monitoring of
of learning targets
learning.
- Effective
feedback - Active
student
involvement -
Ongoing Students will be
monitoring of able to analyze a
learning given assessment
task and identify
C. Examples of
how it aligns with
Assessment for
the principles of
Learning in
assessment for
Practice - Reasoning
learning.
Formative
assessment tasks
- Peer assessment
- Self-assessment Students will be
 - Using data to able to design a
inform instruction formative
assessment task
that incorporates
the principles of
assessment for
learning.

Skills Students will be

able to create a
presentation or
infographic that
summarizes the
key principles of
assessment for
learning and
provides examples
of how to apply
them in practice.

Students will be
Product able to
demonstrate a
positive attitude
towards using
assessment for
learning to
improve their own
teaching or
learning.

Affective

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 that can be best assessed using
alternative methods of assessment (you may focus on skills, products, affective, or
any combination of these learning targets). Then, propose specific nontraditional
assessment tasks or activities to measure the identified learning targets. Use Table
2.8 for this task.
Table 2.8. Assessment Plan Using Alternative Assessment Methods
Subject
Science

Specific Lesson Grade 6: Investigating the Properties of Matter

Learning Outcome/s/
Instructional Objectives
By the end of this lesson, students will be able to:
- Identify the different properties of matter (e.g., mass,
volume, density, state of matter).
- Design and conduct simple experiments to
investigate the properties of matter.
- Communicate their findings in a clear and concise
manner.
Learning Targets Type of Learning Targets Sample Learning Targets
Knowledge Students will be able to
define key terms related to the properties of matter,
such as mass, volume, density, and state of matter.
Reasoning Students will be able to
explain how the properties of matter can be used to
identify and classify different substances.
Skills Students will be able to
design and conduct a simple experiment to
investigate a specific property of matter.
Product Students will be able to
create a working model of a simple machine that
 demonstrates a specific property of matter.
Affective Students will be able to
demonstrate curiosity and a desire to learn more
about the properties of matter.
Assessment Task/ Activity 1. Science Fair Project: Students will work in groups
(Alternative) to design and conduct an experiment to investigate a
specific property of matter. They will then create a
display board to present their findings to the class.
2. Matter Bingo: Students will play a game of bingo
where they have to match the properties of matter
with their definitions.
3. Matter Scavenger Hunt: Students will go on a
scavenger hunt around the classroom or school to
find examples of different states of matter. They will
then have to explain their choices and justify their
reasoning.
4. Matter Debate: Students will participate in a debate
about the importance of understanding the properties
of matter. They will have to research their arguments
and present them to the class.

Why use this assessment 1. This activity allows students to apply their
task/ activity? knowledge and skills in a real-world context by
designing and conducting their own
experiment. It also encourages collaboration
and problem-solving.
2. This game is a fun and engaging way to
assess students' knowledge of key terms and
definitions related to the properties of matter.
3. This activity encourages students to observe
their surroundings and to apply their
knowledge of the properties of matter to real-
world objects.
4. The scavenger hunt helps to make learning
more relevant and engaging for students. It
also helps to develop their observation and
critical thinking skills.
How does this 1. The project provides valuable insights into
assessment task/activity students' understanding of the scientific
help you improve your process and their ability to apply scientific
 instruction? concepts. It also helps to identify areas where
students need additional support.
2. The game helps to reinforce key concepts and
to identify areas where students need
additional review.
3. The scavenger hunt helps to make learning
more relevant and engaging for students. It
also helps to develop their observation and
critical thinking skills.
4. The debate helps to foster a deeper
understanding of the properties of matter and
to develop students' ability to think critically and
to communicate their ideas effectively.
How does this 1. This project allows students to apply scientific
assessment task/activity methods to investigate a property of matter,
help your students directly addressing the learning outcome.
achieve the intended
2. This game reinforces key terms and definitions
learning outcomes?
related to the properties of matter, ensuring
students can identify and understand these
concepts.
3. This activity encourages students to apply their
knowledge of properties to real-world objects,
solidifying their understanding.
4. This activity requires students to research,
organize, and present arguments, developing
their communication and critical thinking skills,
essential for effective communication of
scientific findings.

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 outcome or instructional objective in the subject.
/ 4 I was able to identify alternative 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 alternative
assessment methods.

Part 2. For each item, circle the option that corresponds to what you think is
the best answer.
1. What level in Bloom's taxonomy of educational objectives in the affective domain
refers to having a personal value system?
A. Internalizing values
B. Organization
C. Responding
D. Valuing
2. The learning target "Discuss the difference between learning target and
educational objectives" is an example of which type of learning target?
A. Knowledge
B. Product
C. Reasoning
D. Skills
3. The learning objective "Demonstrate interest in joining co-curricular organizations
in school" is an example of which type of affective learning outcome in Bloom's
taxonomy?
A. Internalizing values
B. Organization
C Responding
D. Valuing
4. Which of the following assessment strategies is best matched with affective
learning targets?
A. Use of inventory.
B. Use of multiple-choice test
C. Use of performance rubric
D. Use of product rubric
5. The student can do backstroke in swimming. This statement refers to what type of
learning targets?
A. Affect
B. Disposition
C. Product
D. Skill
REFLECT
1. Examine the learning target/s you have developed. Are you satisfied with it/ them?
I am generally satisfied with the learning targets I developed. They cover a
range of important aspects of understanding and applying assessment for learning,
including knowledge, reasoning, skills, product creation, and affective outcomes.
2. Is there something you want to change or improve in the learning target/s? Why?
I could make the learning targets even more specific and measurable. For
example, instead of saying "Students will be able to demonstrate a positive attitude
towards using assessment for learning," I could say "Students will be able to identify
at least three benefits of using assessment for learning in their own teaching or
learning." This would make it easier to assess whether students have achieved the
learning target.
3. What type of learning targets did you use in your learning targets? Why?
I used a variety of learning targets, including knowledge, reasoning, skills,
product, and affective. This is because assessment for learning is a complex process
that involves more than just acquiring knowledge. It also involves being able to apply
knowledge, think critically, and develop positive attitudes towards learning.
4. What was your basis in selecting the alternative assessment method to measure
the learning targets? Why?
I selected alternative assessment methods that were aligned with the learning
targets and that would provide students with opportunities to demonstrate their
learning in a variety of ways. For example, I chose a science fair project to assess
students' ability to design and conduct experiments, a debate to assess their ability
to communicate their ideas effectively, and a journal to assess their ability to reflect
on their learning.
5. How did the task in Table 2.7 help you understand the use of alternative
assessment for learning?
The task in Table 2.7 helped me to understand the importance of aligning
assessment methods with learning targets. It also helped me to see how alternative
assessment can be used to promote student engagement, motivation, and growth. I
am now more confident in my ability to design and implement effective alternative
assessments in my own classroom.
SUSTAIN
Evaluate the extent of your knowledge and understanding about learning
targets and appropriate or alternative assessment methods.
Indicators Great Moderate Not at
Extent Extent All
1. I can differentiate between educational objectives /
and learning targets.
2. I can enumerate the different levels of expertise /
in Bloom's Taxonomy of Educational Objectives in
the Affective Domain.
3. I can enumerate the different levels of expertise /
in Simpson's Taxonomy of Educational Objectives
in the Psychomotor Domain.
4. I can formulate sample learning targets for each /
type of learning targets.
5. I know the types of learning targets that are best /
assessed using alternative methods of assessment.
6. I can formulate specific skill learning targets /
given a specific lesson.
7. I can formulate specific product learning targets /
given a specific lesson.
8. I can formulate specific affective/ dispositional /
learning targets given a specific lesson.
9. I can match alternative assessment methods /
appropriate to specific learning targets.
10. I can select or design an assessment task or /
activity using alternative methods of assessment to
measure a specific learning target.

Directions: Choose one (1) output in this lesson that can best show your ability in
the 21st century learning and innovation skills: critical thinking, creative thinking,
communication, collaboration, and knowledge of your content (5Cs).
What output/s in this
lesson shows you are
Chosen Output Why?
very good in the
following:
1. Content (the output The REFLECT section This section
reflects understanding of demonstrates a deep
the topic discussed) understanding of the
concepts and principles of
assessment for learning
by analyzing the learning
targets and assessment
plan, identifying strengths
and weaknesses, and
suggesting
improvements.
2. Critical Thinking (the The TRANSFER section This section showcases
output reflects ability to critical thinking as it
critique/evaluate/solve involves analyzing the
problems) learning objectives,
selecting appropriate
assessment tasks, and
aligning them with the
learning targets. It also
demonstrates the ability
to identify and address
challenges related to
assessment design.
3. Creative Thinking (the The APPLY section This section
output reflects ability to demonstrates creative
create new ideas) thinking by applying the
principles of assessment
for learning to a specific
lesson and developing a
comprehensive
assessment plan that
includes a variety of
alternative assessment
tasks.
4. Communication (the All sections The entire activity
output reflects ability to requires clear and
express one's ideas in concise communication to
words or actions) effectively convey ideas
and arguments. The use
of appropriate terminology
and the ability to explain
concepts clearly
demonstrate strong
 communication skills.
5. Collaboration (the The entire activity While not explicitly stated,
output reflects ability to the activity encourages
work well with others) collaboration by building
upon previous responses
and incorporating
feedback. The ability to
engage in a constructive
dialogue and to consider
different perspectives
demonstrates
collaborative skills.