Unit 2: Target

Setting
Key Concepts and Guidelines
 Learning Objective
At the end of this module, you are
expected to:
• Formulate appropriate learning
objectives and outcomes aligned with
national standards.
 K-12 Assessment Guidelines
• Content Standards: What should learners
know?

• Performance Standards: What can learners do

with what they know?

• Assessment Types: Formative and Summative.

 Assessment Types
• Formative assessment may be seen as assessment
for learning so teachers can make
adjustments in their instruction.

• It is characterized as informal and intended to help

students identify strengths and weaknesses in order
to learn from the assessment experience.

• Formative assessment results are not included in

the computation of summative assessment.
 Assessment Types
• Summative assessment, on the other hand,
may be seen as assessment of
learning, which occurs at the end of a
particular unit.

• The results of summative assessments are

recorded and used to report on the
learners‘ achievement. Primarily, results are
reported to the learners and their
parents/guardians.
 Formative vs. Summative

• Formative: Ongoing, helps improve learning.

• Summative: End of unit, measures
achievement.
 Appropriate Targets

• Competency: Desired knowledge and skills.

• Objective: Specific, measurable goals.

• Outcome: Observable and assessable results.

 Appropriate Targets

• Competency: A general statement that

describes the desired knowledge, skills, and
behaviors of a student graduating from a
program (or completing a course).
 Appropriate Targets

• Objective. A very general statement about the

larger goals of the course or program.
Learning objectives describe what the learner
should be able to achieve at the end of a
learning period. Learning objectives should be
specific, measurable statements and written in
behavioral terms.
 Appropriate Targets

• Outcome: A very specific statement that

describes exactly what a student will be able
to do in some measurable way. There may be
more than one measurable outcome defined
for a given competency.
SMARTER Objectives
 SMARTER Objectives
• Specific: Is there a description of a precise
behavior and the situation it will performed
in? Is it concrete, detailed, focused and
defined?
 SMARTER Objectives
• Measurable: An instructional objective is
measureable if it can be observed or one that
generates data points.
 SMARTER Objectives
• Attainable: Ensure that your objectives are
action oriented. Learners cannot feel defeated
by the intended outcomes of the learning
objectives.
 SMARTER Objectives
• Realistic: The objectives should be reasonable.
Most learners do not care about learning
things that they cannot use right away.
 SMARTER Objectives
• Time - Bound: The learning objectives should
have a time limit. This can be done by any
other means, but the time frame must be
specified.
 SMARTER Objectives
• Evaluated: Instructional objective needs to be
evaluated. By evaluating your objective every
single day, you‘ll be much more likely to
achieve them.
 SMARTER Objectives
• Readjusted: Instructional objective needs to
constantly evaluate its progress and readjust
its approach, methods, and techniques to
ensure that it reaches its target.
Learning Domains
 Learning Domains
• Benjamin Bloom (1956) and a committee of
colleagues, identified three domains of
educational activities; the cognitive (mental
skills), affective (growth in feeling or emotion),
and psychomotor (manual or physical skills).
• These were translated to simpler terms
commonly used by teachers; knowledge, skills
and attitudes (KSA).
 Learning Domains
a. Cognitive Domain
There are six major categories of cognitive processes,
starting from the simplest to the most complex:
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
 Learning Domains
a. Cognitive Domain
Lorin Anderson, a former student of Bloom, and David
Krathwohl revisited the cognitive domain in the mid-
nineties and made some changes, with the three most
prominent ones being:
1. changing the names in the six categories from noun
to verb forms
2. rearranging them as shown in the chart in the next
slide
3. creating processes and levels of knowledge matrix.
Comparison of the original taxonomy with the revised one
REVISED BLOOM’S TAXONOMY (Krathwol and Anderson)
REVISED BLOOM’S TAXONOMY (Krathwol and Anderson)
REVISED BLOOM’S TAXONOMY (Krathwol and Anderson)
 Learning Domains
b. Psychomotor Domain
• In the early years of 70‘s, E. Simpson, Dave
and A.S. Harrow recommended categories for
the Psychomotor Domain which included
physical movement, coordination, and use of
the motor-skill areas.
Simpson contributed 7 categories, Dave gave 5 categories, and
Harrow had 6 categories. Their contributions were re-organized
and reduced into 4 categories or levels.
Category Active Verbs Examples of statements

a. Observing: active mental attention to a watch, detect, distinguish, differentiate, describe, Watch an experienced individual;
physical activity relate, select Detect a verbal communication cues;
Observe and read directions

b. Imitating: attempt to copy a physical begin, explain, move, display, proceed, react, Recognize a person‘s weaknesses;
behavior show, state, volunteer Show understanding and do sequence of steps with
assistance.

c. Practicing: performing a specific activity bend, calibrate, construct, differentiate, Construct a triangle;
repeatedly dismantle, display, fasten, fix, grasp, grind, Display competence while dancing
handle, measure,
mix, operate, manipulate,
mend

d. Adapting: fine tuning the skill and making organize, relax, shorten, sketch, write, re-arrange, Compose a simple love song;
minor adjustments to attain perfection compose, create, design, originate Design a framework of a research;
Create a new routine.
 Learning Domains
c. Affective Domain
• The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes. .
 The five major categories are listed from the simplest behavior
to the most complex.
Category Action Verbs Examples of
Statements

a. Receiving : Awareness, willingness select, point to, sit, choose, describe, follow, Listen to the music with feelings;
to hear, selected attention. hold, identify, name, reply Choose the best answer.

b. Responding: Active participation on the part answer, assist, aid, comply, conform, discuss, Participate in class discussions;
of the learners. Attend and react to a particular greet, help, Gives a presentation;
phenomenon label, perform, presents, tell Know the safety rules and practice them

c. Valuing: The worth or value a person attaches appreciate, cherish, treasure, demonstrate, Demonstrate belief in the concept or process;
to a particular object, phenomenon, or behavior initiate, invite, join, justify, propose, respect, Propose a plan to social improvement and
share follows
through with commitment.

d. Organizing: Arranging values into priorities compare, relate, synthesize, arrange, combine, Explain the role of systematic planning in solving
by contrasting different values, resolving complete, adhere, alter, defend, explain, problems;
conflicts between them, and creating an unique formulate, integrate, organize, prioritize Prioritize time effectively to meet the needs of
value system by comparing, relating, and the organization, family, and self.
synthesizing

e. Internalizing: act, discriminate, display, influence, modify, Display a professional commitment to ethical
(characterization): Has a value system that perform, qualify, question, revise, serve, practice on a daily basis;
controls their behavior. The behavior is solve, verify Revise judgments and changes behavior in light
pervasive, consistent, predictable, and most of new evidence; Influences other people to
important characteristic of the learner. do right and just.
 Other Taxonomies
a. Structure of Observed Learning Outcome
(SOLO) Taxonomy
• It is a model that describes levels of increasing
complexity in a learner's understanding of
subjects (Biggs, Collis, 1982).
 SOLO TAXONOMY
- The model consists of five levels in the order of
understanding:
• Pre-structural - The learner doesn't
understood the lesson and uses a much too
simple means of going about it.
• Uni-structural - The learner's response only
focuses on one relevant aspect—the learner
has only a basic concept about the subject.
 SOLO TAXONOMY
• Multi-structural - The learner's response
focuses on several relevant aspects but they
are treated independently.
• Relational - The different aspects have
become integrated into a coherent whole—
the learner has mastered the complexity of
the subject by being able to join all the parts
together.
 SOLO TAXONOMY
• Extended abstract - The previous integrated
whole may be conceptualized at a higher level
of abstraction and generalized to a new topic
or area.
 SOLO TAXONOMY
Levels in order of understanding Competence Sample verbs

1. Pre-structural Incompetence
• fail,
• incompetent,
• misses point,
• does not understand,
• not trained

2. Uni-structural One relevant aspect identify, name, follow

simple procedure

3. Multi-structural Several relevant independent aspects combine, describe, enumerate, perform

serial skills, list

4. Relational Integrated into a structure analyse, apply, argue, compare, contrast,

criticize,
explain causes, relate

5. Extended Abstract
Generalized to new domain create, formulate, generate, hypothesize,
reflect,
theorize
 Other Taxonomies
b. Kendall and Marzano Taxonomy
• Robert Marzano, along with John Kendall, has
proposed what he calls A New Taxonomy of
Educational Objectives (2000). Developed to
respond to the shortcomings of the widely
used Bloom‘s Taxonomy and the current
environment of standards-based instruction.
 Marzano Taxonomy
Marzano‘s New Taxonomy is made up of three systems and the
Knowledge Domain which are significant for thinking and
learning.
• Self System - decides whether to continue the current
behavior or engage in the new activity;
• Metacognitive System - sets goals and keeps track of how
well they are being achieved;
• Cognitive System - processes all the necessary information,
and
• Knowledge Domain - provides the content.
 Marzano Taxonomy
LEVELS OF PROCESSING
KNOWLEDGE DOMAIN
Level 6:

Self-system - This system is comprised of the attitudes, beliefs and feelings that determine an individual‘s
P
motivation to complete a task. The factors that contribute to motivation are:
M S
importance, efficacy, and emotions.
Y
E C
Level 5: I N H
Metacognitive System . This system has been described by researchers and theorists as responsible for
monitoring, evaluating, and regulating the functioning of all other types of thought (Brown, 1984; Flavell, N T O
1978; Meichenbaum & Asarnow, 1979). The metacognitive system has four functions: (1) specifying goals,
(2) process monitoring, (3) monitoring clarity, and (4) monitoring accuracy. F A M
O L O
R T
P O
M R
Level 4:
A R
Knowledge Utilization (Cognitive System)- As their name implies, knowledge utilization processes are those that
individuals employ when they wish to accomplish a specific task. The four general categories of knowledge
T O P
utilization tasks are: (1) decision making, (2) problem solving, (3) experimenting, and (4) investigating. I C R
O E O
N D C
Level 3: U E
Analysis (Cognitive System) - More complex than simple comprehension, the five cognitive processes in analysis
are matching, classifying, error analysis, generalizing, and specifying. By engaging in these processes, learners can R D
U
use what they are learning to create new insights and invent ways of using what they have learned in new
situations. E R
S E
S
Level 2:
Comprehension (Cognitive System)- requires identifying what is important to remember and placing that
information into appropriate categories. The skills are synthesis and representation.

Level 1:
Retrieval (Cognitive System)- involves recalling information from permanent memory. At this level of understanding,
students are merely calling up facts, sequences, or processes exactly as they have been stored.