Target Setting –

Appropriate Targets
Jayson G. Barsana
Instructor
 Learning Competencies

1. Familiarize themselves with the different domains

of learning in the RBT.
2. Differentiate the learning competencies,
objectives, and outcomes based on the guidelines
3. Craft their own learning objectives based on the
learning standards
 Clarity of Learning Targets

✓ Assessment can be made precise, accurate and

dependable only if what is to be achieved is
clearly stated and feasible.
✓ The learning targets involving, knowledge,
reasoning, skills, products, and effects, need to
be stated in behavioral terms which denote
something which can be observed through the
behavior of the students.
Revised Bloom’s Taxonomy (RBT)
 Taxonomy

✓ Taxonomy is the practice and science of

categorization or classification.
✓ A taxonomy is a scheme of classification,
especially a hierarchical classification, in which
things are organized into groups or types
Revised Bloom’s Taxonomy (RBT)
 Revised Bloom’s Taxonomy

✓ Bloom's taxonomy of educational objectives is a

hierarchical ordering of skills in different domains
whose primary use is to help teachers teach and
students learn effectively and efficiently.
✓ The meaning of Bloom's taxonomy can be
understood by exploring its three learning
domains—cognitive, affective and psychomotor
3 Domains of Learning

https://ivanteh-runningman.blogspot.com/2016/09/blooms-taxonomy.html
 1. Cognitive Domain -
(intellect - knowledge -
'think')
 2. Affective Domain -
(the way we deal with
things emotionally)
3. Psychomotor Domain -
(physical - skills - 'do'))
 Cognitive Domain

✓ An adjusted model of Bloom's Taxonomy (1956)

Cognitive Domain was produced by Anderson &
Krathwhol in which the levels five and six
(synthesis & evaluation) were inverted and all the
levels became verbs, suggesting that learning is
an active process (Anderson & Krathwohl, A
Taxonomy for Learning, Teaching, and Assessing: A
Revision of Bloom's Taxonomy of Educational
Objectives, 2001).
 Remembering

Behavior Examples of activity to be Keywords (verbs

Descriptions trained, or demonstration and which describe the
evidence to be measured activity)
Recognizing or Multiple-choice test, recount Define | Identify
recalling facts or statistics, recall a |List |Name | Recall
knowledge process, rules, definitions; quote |Recognize| Record |
from memory law or procedure Relate | Repeat
Underline | Arrange |
Select etc.
 Understanding

Behavior Examples of activity to be Keywords (verbs

Descriptions trained, or demonstration and which describe the
evidence to be measured activity)
Understand the Explain or interpret meaning Choose|Cite examples of
meaning, restate from a given scenario or the Demonstrate use of
data in one's own Describe |Determine
statement, suggest treatment,
words, interpret, Differentiate between
extrapolate, reaction or solution to given
problem, create examples or Discriminate |Discuss
translate
metaphors Explain |Express
Give in own words
 Applying

Behavior Examples of activity to be trained, Keywords (verbs which

Descriptions or demonstration and evidence to describe the activity)
be measured
Using learned Put a theory into practical effect, Apply |Demonstrate
material, or to demonstrate, solve the problem, Dramatize |Employ
implement the manage an activity. Generalize |Illustrate
material in new Interpret | Operate
and concrete Operationalize
situations. Practice | Relate
Schedule | Shop
Use|Utilize |Initiate
 Analyzing

Behavior Examples of activity to be trained, Keywords (verbs which

Descriptions or demonstration and evidence to describe the activity)
be measured
Breaking materials Identify constituent parts and Analyze Appraise Calculate
or concepts into Categorize Compare Conclude
functions of a process or Contrast Correlate Criticize
parts, determining
concept, or de-construct a Deduce Debate Detect
how the parts relate Determine Develop Diagram
to one another or methodology or process, Differentiate Distinguish Draw
how they making a qualitative assessment of conclusions Estimate Evaluate
interrelate, or how elements, relationships, values, Examine Experiment Identify
the parts relate to Infer Inspect Inventory Predict
and effects; measure Question Relate Solve Test
an overall structure
requirements or needs Diagnose
or purpose.
 Evaluating

Behavior Examples of activity to be trained, Keywords (verbs which

Descriptions or demonstration and evidence to describe the activity)
be measured
Making Review strategic plans in terms of Appraise Assess
efficacy, return on investment or cost-
judgments based effectiveness, and practicability; assess
Choose Compare
on criteria and sustainability; perform a SWOT analysis Critique Estimate
standards in relation to alternatives; produce a Evaluate Judge
through checking financial justification for a proposition Measure Rate
or venture, calculate the effects of a
and critiquing. plan or strategy; perform a detailed risk Revise Score Select
analysis with recommendations and Validate Value Test
justifications
 Creating

Behavior Examples of activity to be trained, Keywords (verbs which

Descriptions or demonstration and evidence to describe the activity)
be measured
Putting elements Develop plans or Assemble Collect
together to form a Compose Construct
coherent or procedures, design Create Design Develop
functional whole; solutions, integrate Formulate Manage
reorganizing methods, resources, ideas, Modify Organize Plan
elements into a Prepare Produce Propose
new pattern or and parts; create teams or Predict Reconstruct
structure through new approaches, write Set-up Synthesize
generating, protocols & contingencies Systematize Devise
Since learning outcomes are built from the content and performance
content standards, we have to observe these principles:

1. They should be achievable.

They should be set within the range of abilities of the learners
(Academic Programmes Quality & Resources Unit, University of Malta,
2009)

2. They should be appropriate.

They should be targeting relevant skills, knowledge, and attitudes.

3. They should be aligned with the learning competencies.

They should be in congruence with the learning competencies set for the
learning area and level.
 Affective Domain

Bloom’s Taxonomy’s second domain, the Affective Domain, was

detailed by Bloom, Krathwhol, and Masia (1964, Taxonomy of
Educational Objectives: Vol. II, The Affective Domain.
Bloom's theory advocates this structure and sequence for developing
attitude - also now commonly expressed in the modern field of
personal development as 'beliefs’.
As with the other domains, the Affective Domain detail provides a
framework for teaching, training, assessing, and evaluating the
effectiveness of training and lesson design and delivery, and also
the retention by and affect upon the learner or trainee.
 Receiving

Behavior Examples of activity to be trained, Keywords (verbs which

Descriptions or demonstration and evidence to describe the activity)
be measured
attending to a Listen to the teacher or Ask, choose,
stimulus, e.g., trainer, take interest in the describe, follow,
listening to session or learning give, hold,
instructions experience, take notes, identify, locate,
turn up, make time for name, point to,
learning experience, select, sit, erect
participate passively reply, use
 Responding

Behavior Examples of activity to be trained, Keywords (verbs which

Descriptions or demonstration and evidence to describe the activity)
be measured
reacting to a Participate actively in Answer, assist, aid,
stimulus, e.g., group discussion, active comply, conform,
participating participation in activity, discuss, greet, help,
label,
in a discussion interest in outcomes, perform, practice,
enthusiasm for action, present, read, recite,
question and probe ideas, report, select, tell,
suggest interpretation write
 Valuing

Behavior Examples of activity to be trained, Keywords (verbs which

Descriptions or demonstration and evidence to describe the activity)
be measured
Attaching value Decide the worth and Complete,
to an object, demonstrate,
phenomenon,
relevance of ideas, differentiate, explain
behavior, or experiences; accept or follow, form, initiate,
principle, e.g., commit to particular invite, join, justify,
demonstrate an stance or action propose, read,
appreciation of report, select, share,
good teamwork study, work
 Organizing or Conceptualizing Values

Behavior Examples of activity to be Keywords (verbs which

Descriptions trained, or demonstration and describe the activity)
evidence to be measured
organizing different Qualify and quantify Argue, challenge,
values into the
beginning of an personal views, state debate, refute,
internally personal position and confront,
consistent value reasons, state beliefs
system, e.g., adopt justify, persuade,
a systematic criticize,
approach to
problem-solving
 Characterizing

Behavior Examples of activity to be Keywords (verbs which

Descriptions trained, or demonstration and describe the activity)
evidence to be measured
internalizing a value Self-reliant; behave Build, develop,
system & behaving
accordingly in a consistently with formulate, defend,
pervasive, personal value set modify, relate,
consistent & prioritize,
predictable manner,
e.g. ,display self- reconcile, contrast,
reliance, work arrange, compare
independently &
diligently, act ethically.
 Psychomotor Domain

Bloom’s Taxonomy’s second domain, the Affective Domain,

was detailed by Bloom, Krathwhol, and Masia (1964,
Taxonomy of Educational Objectives: Vol. II, The Affective
Domain.
Bloom's theory advocates this structure and sequence for
developing attitude - also now commonly expressed in the
modern field of personal development as 'beliefs’.
 Psychomotor Domain

As with the other domains, the Affective Domain detail

provides a framework for teaching, training, assessing, and
evaluating the effectiveness of training and lesson design
and delivery, and also the retention by and affect upon the
learner or trainee.
 Perception

Behavior Descriptions Keywords (verbs which describe the

activity)
using sense organs to choose, describe, detect,
obtain cues about a motor differentiate, distinguish,
activity, e.g., repeat o ral identify, isolate,
relate, select
instructions for
performing an experiment

Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
 Set

Behavior Descriptions Keywords (verbs which describe the

activity)
demonstrating readiness begin, display, explain, move,
to take a particular proceed, react, show, state,
action, e.g., explain the volunteer
series of steps
involved in a process

Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
 Guided response

Behavior Descriptions Keywords (verbs which describe the

activity)
Early stage of learning a copy, trace, follow, react,
performance skill reproduce, respond
including imitation and
trial-and-error, e.g.,
follow directions

Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
 Mechanism

Behavior Descriptions Keywords (verbs which describe the

activity)
Later stage of learning a assemble, calibrate,
performance skill when construct, dismantle,
it can be performed with
display, manipulate,
measure, mend, mix,
organize, sketch
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
 Complex overt response

Behavior Descriptions Keywords (verbs which describe the

activity)
Skillful performance of a Same as mechanism
complex movement but includes adverbs
pattern, e.g.,
perform a routine such as quicker, more
procedure quickly accurate, automatic
 Adaptation

Behavior Descriptions Keywords (verbs which describe the

activity)
Skills that are so well- Adapt, alter,
developed that the individual
can modify them to fit the rearrange, reorganize,
situation, e.g., alter a revise, vary, change
routine procedure to deal
with an unfamiliar problem

Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
 Origination

Behavior Descriptions Keywords (verbs which describe the

activity)

Creating new Arrange, build,

movement patterns combine, compose,
based on highly construct, create,
developed design, initiate, make,
originate
Source: Academic Programmes Quality & Resources Unit, University of Malta (2009)
SOLO Taxonomy, Biggs & Collins (1982)
Learning Competencies, Objectives, and Outcomes
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 striven for, a goal.
Outcome: A natural result, consequence.
Learning competencies are the main ideas or skills you
expect students to master (these are also called
“goals”)

Learning objectives are the specific abilities necessary

to accomplish the learning competency.

Outcome. A very specific statement that describes

exactly what a student will be able to do in some
measurable way
 Elements of a well-written Learning
Competency (big-picture idea/skill):

1. Begin with an action verb (one verb)

2. Clear and concise (short)
3.Includes a student behavior you can observe
and measure
4. Avoid the words “know” , “learn”, and
“understand”
Learning Objectives

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)
Learning Objectives

Elements of a well-written Learning Objective (ABCD)

Audience – Who is doing the learning? Often this can be stated once for the entire
course, and therefore
can be omitted from individual objectives.
Behavior - Indicate the task, product or process you will observe or measure
(action)
Condition - Indicate the resources available, where performed and/or what
information is given to learner
Degree - Indicate the measure of success or expectations for satisfactory
performance (criteria)
Degree/criteria may include accuracy, speed, frequency, percentage or number
to be achieved, degree of excellence, qualities/elements of performance, or may
reference published standards
Learning Objectives
 SMARTER

• Do you have any clarification/s? comment/s suggestion/s?

• Feel free to bring out in this session.
Unpacking Learning Competencies
 5Ps

• Do you have any clarification/s? comment/s suggestion/s?

• Feel free to bring out in this session.
 ABCD

• Do you have any clarification/s? comment/s suggestion/s?

• Feel free to bring out in this session.
 Your feedback matters!

• Do you have any clarification/s? comment/s suggestion/s?

• Feel free to bring out in this session.
 Your Turn!

• Make learning objectives based on MELCS provided by the

DepEd.
• Go to your partner and share ideas in crafting.
 Your Turn!

• Make learning objectives based on MELCS provided by the

DepEd.
• Go to your partner and share ideas in crafting.
 Reference/s

• Anderson, L.W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning,

teaching, and assessing: A revision of bloom’s taxonomy of educational
objectives. New York: Longman.

• studocu.com
Thank you!