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Learning Targets For Product and Performance Oriented

The document outlines learning targets for performance and product-oriented assessment, emphasizing the formulation of specific learning objectives that can be evaluated through alternative assessment methods. It discusses Bloom's Taxonomy and Simpson's Taxonomy, detailing cognitive, affective, and psychomotor domains, as well as the types of learning targets: knowledge, reasoning skills, products, and affect. The document also highlights the importance of assessing these targets through appropriate performance-based and affective assessments.

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Joshua Peyra
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11 views25 pages

Learning Targets For Product and Performance Oriented

The document outlines learning targets for performance and product-oriented assessment, emphasizing the formulation of specific learning objectives that can be evaluated through alternative assessment methods. It discusses Bloom's Taxonomy and Simpson's Taxonomy, detailing cognitive, affective, and psychomotor domains, as well as the types of learning targets: knowledge, reasoning skills, products, and affect. The document also highlights the importance of assessing these targets through appropriate performance-based and affective assessments.

Uploaded by

Joshua Peyra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Learning Targets for

Performance and
Product-Oriented
Assessment
At the end of the lesson,
students should be able to:
Formulate learning targets that
01 can be assessed through
performance and product-
oriented assessment and,

Create an assessment plan using


02 alternative methods of
assessment
MOTIVATIONAL
ACTIVITY
Guess the song! The students will be
divided into two groups and will have to
guess the song they will pick by using
either the “meow” sound or the “haha”
sound. The group that guesses the most
number of songs guessed within 2
minutes will win.
Reading Closely and Analyzing Text 01 Reading Closely and Making Logical Inferences
Significant
Culminating
Performance Task and
Success Indicators
You should be able to
demonstrate your
knowledge and skills in
formulating specific
learning targets that
will be assessed at the
end of instruction
through an assessment
plan on student
learning.
What are the learning
targets appropriate for
alternative
assessment?
Educational objectives are specific
statements of student performance at
the end of an instructional unit.
Educational objectives are sometimes
referred to as behavioral objectives
and are typically stated with the use
of verbs. The most popular taxonomy
of educational objectives is Bloom's
Taxonomy of Educational Objectives.
Bloom's Taxonomy of Educational Objectives

Bloom's Taxonomy consists of three


domains: cognitive, affective, and
psychomotor. These three domains
correspond to the three types of goals that
teachers want to assess: knowledge-based
goals (cognitive), skills-based goals
(psychomotor), and affective goals
(affective).
Bloom's Taxonomy of
Educational Objectives
in the Affective Domain
Bloom's Taxonomy of
Educational
Objectives in the
Affective Domain
describes five levels
of expertise:

receiving
responding
valuing
organization
characterization
Boom's Taxonomy of
Educational
Objectives in the
Affective Domain
describes five levels
of expertise:

receiving
responding
valuing
organization
characterization
Simpson's Taxonomy
Educational Objectives
in the Psychomotor
Domain
Elizabeth Simpson (1972) built a
taxonomy for the psychomotor
domain from the work of Bloom.
In Simpson's Taxonomy
Educational Objectives in the
Psychomotor Domain, seven
levels of expertise are
described;

perception
set
guided response
mechanism
complex overt response
adaptation
and Organizing
Elizabeth Simpson (1972) built a
taxonomy for the psychomotor
domain from the work of Bloom.
In Simpson's Taxonomy
Educational Objectives in the
Psychomotor Domain, seven
levels of expertise are
described;

perception
set
guided response
mechanism
complex overt response
adaptation
and Organizing
Elizabeth Simpson (1972) built a
taxonomy for the psychomotor
domain from the work of Bloom.
In Simpson's Taxonomy
Educational Objectives in the
Psychomotor Domain, seven
levels of expertise are
described;

perception
set
guided response
mechanism
complex overt response
adaptation
and Organizing
Learning
Targets
Learning Target
The purpose of learning targets is to effectively inform
students of what they should be able to do or demonstrate as
evidence of their learning. Therefore learning targets should
specify both the content and criteria of learning. With specific
learning targets formulated, appropriate classroom instruction
and assessment can be designed.

The most common typology of learning targets are knowledge,


reasoning skill, product, and affect (also known as disposition)
Learning Target
The most common
typology of learning
targets are
knowledge,
reasoning skill,
product, and affect
(also known as
disposition)
The three types of learning targets can be
best assessed using alternative
assessments.

These are skills, products, and affect.


Stiggins et al. (2006) defined skills type of learning targets
as one's use of knowledge and reasoning to act skillfully.

Having the required skills to apply one's knowledge and


reasoning skills through the performance of a behavioral or
physical task is a step higher than simply knowing or being
able to reason based on knowledge.

skills targets are best assessed among students through


performance-oriented or performance-based assessment as
skills are best gauged through actual task performance
Stiggins et al. (2006) described product learning targets as
the use of knowledge, reasoning, and skills to create a
concrete product.

A student's knowledge, reasoning, and skills are all


required before one can create a meaningful product or
output.

Product targets are best assessed through product


assessment. Given the need to also give value to the
process of creating a product, performance assessment is
also typically used vis-a-vis product assessment.
Affect or disposition was defined by Stiggins et al. (2006) as
students' attitudes about school and learning.

A student may already hold a particular affect or disposition in


relation to a particular lesson or learning target and such
affect may change or not depending on the learning and
instructional and assessment experiences of the student.

Affect or disposition is best assessed through affective


assessment or the use of self-report measures (checklists,
Inventories, questionnaires, scales) and other alternative
strategies to assess affective outcomes.
The three types
of learning
targets can be
best assessed
using
alternative
assessments.

These are skills,


products, and
affect.
The three types
of learning
targets can be
best assessed
using
alternative
assessments.

These are skills,


products, and
affect.
Thank You For
Listening!

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