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Chapter 1 - Lesson 2

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41 views36 pages

Chapter 1 - Lesson 2

Uploaded by

Clarisse Vasquez
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PAULA CLARISSE N.

VASQUEZ
1. Formulate learning targets than can
be assessed through performance
and product-oriented assessment;
and
2. Create assessment plan using
alternative methods of assessment.
Bloom’s Taxonomy of Educational Objectives
Educational objectives - specific statements of
student performance at the end of an
instructional unit.
• Behavioral objectives and are stated with the
use of verbs.
• Cognitive, affective, and psychomotor
Bloom’s Taxonomy of Educational Objectives
• Cognitive, affective, and psychomotor
• Cognitive-knowledge-based goals
• Affective- affective goals (interest,
attitude, and values)
• Psychomotor-skills-based goals
• Awareness or passive attention to a
phenomenon or stimulus.
• Asks, chooses, holds, identifies, listens
• Listens attentively to the
instruction of the teacher.
• Active attention and response to a
particular phenomenon or stimulus
• Answers, complies, participates, writes
• Complies with procedures or
follows directions.
• Attaching value or worth to a
phenomenon or object.
• Completes, demonstrates, differentiates,
explains, justifies
• Appreciates good literature.
• Organization values into priorities by
comparing, relating, and synthesizing specific
values.
• Adheres, defends, integrates, organizes,
synthesizes
• Understands and accepts own strengths
and weaknesses.
• Having a personal value system that is
now a characteristic of the learner.
• Acts, displays, influences, solves, verifies
• Displays commitment to helping
economically disadvantaged
students.
• Use sensory cues to guide motor
activity.
• Adjusts, describes, detects, identifies,
selects
• Detects non-verbal cues from the
participants
• The mental, physical and emotional sets
that predispose a person’s response to
different situations
• Begins, displays, knows, recognizes,
shows, states
• Shows motivation to learn a new skill
• Demonstration of a complex skill through
guided practice like imitation and trial and
error
• Copies, performs, follows, reacts, responds
• Performs the mathematical operation by
following the steps demonstrated by the
teacher.
• Learned responses have become habitual and
movements can be performed with some
degree of confidence and proficiency.
• Assembles, dismantles, fixes, manipulates,
plays
• Plays the guitar.
• Performance of motor acts that involve
complex movement patterns in a quick,
accurate and highly coordinated manner.
• Assembles, dismantles, fixes, manipulates,
organizes
• Demonstrates one’s expertise in playing
the guitar.
• Psychomotor skills are well developed, and
the person can modify movement patterns to
fit special requirements.
• Adapts, alters, modifies, rearranges, varies
• Modifies the dance steps to suit the
abilities of one’s groupmates.
• Creating new movement patterns to fit a
particular situation or specific problem.
Learning outcomes emphasize creativity
based upon highly developed skills.
• Arranges, builds, combines, creates, designs
• Creates new steps for a contemporary
version of a classic dance hit.
• Statement on what students are
supposed to learn and what they can
do because of instruction.
• More specific compared with
educational goals, standards, and
objectives.
• Should be congruent with standards
prescribed by a program or level and
aligned with the instructional or learning
objectives of a subject or course.
• Clear, specific, and meaningful to
students.
• The purpose is to effectively
inform students of what they
should be able to do or
demonstrate as evidence of their
learning.
• Knowledge
• Reasoning
• Skill
• Product
• Affect (also known as disposition)
KNOWLEDGE TARGETS
• Factual, conceptual, and procedural
information that students must learn
in a subject or content area.
• I can discuss the research design
that I used for my thesis.
REASONING TARGETS
• Application of knowledge in problem-
solving, decision-making, and other
tasks that require mental skills.
• I can justify my choice of Analysis
of Variance as my statistical
analysis for my research thesis.
SKILLS TARGETS
• Use of knowledge and or reasoning to
perform of demonstrate physical skills.
• I can perform Analysis of Variance
on research data using the
software SPSS.
PRODUCT TARGETS
• Use of knowledge, reasoning, and skills
in creating a concrete or tangible
product.
• I can write the results and
discussion section of a thesis
manuscript.
AFFECTIVE TARGETS
• Affective characteristics that students
can develop and demonstrate because
of instruction.
• I can appreciate the role of a
thesis adviser in the completion of
a thesis research.
• SKILLS
• Participate in conversation with others
• PRODUCTS
• Write an argumentative essay where
arguments are justified by providing factual or
empirical data as support.
• AFFECT
• Enjoy reciting a poem in front of an audience.
• SKILLS
• Dribbles the ball to cross the half-court.
• PRODUCTS
• Create a three-month personal fitness plan
• AFFECT
• Show determination to complete the
physical task.
• SKILLS
• Measure angles using a proctor.
• PRODUCTS
• Given the data, construct a histogram with
normal curve using SPSS.
• AFFECT
• Demonstrate interest in attending mathematics
class.
• SKILLS
• Use laboratory equipment properly.
• PRODUCTS
• Prepare a report about the field observation.
• AFFECT
• Consider the safety of others in the conduct
of an experiment.
• SKILLS
• Participate in civic discussions on current
social issues.
• PRODUCTS
• Create a timeline for the 2017 Marawi siege
• AFFECT
• Argue with others in a constructive manner.
LEARNING PERFORMANCE- PRODUCT- PORTFOLIO SELF-REPORT
TARGETS ORIENTED ORIENTED SCALE

SKILLS ✓✓✓ ✓✓✓ ✓✓✓ ✓


PRODUCT ✓✓✓ ✓✓✓ ✓✓✓ ✓
AFFECT/
DISPOSITION ✓ ✓ ✓✓✓ ✓✓✓
MORE CHECKS MEAN BETTER MATCHES
• Formulate sample learning targets per type:
• KNOWLEDGE TARGETS
• REASONING TARGETS
• SKILLS TARGETS
• PRODUCT TARGETS
• AFFECTIVE TARGETS

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