AL-2-REPORT-LESSON-2.Learning Targets for Performance Product Assessment.pptx

ASSESSMENT IN LEARNING 2 FOR EDUCATION STUDENTS

1. Learning Targets for Performance and Product-Oriented Assessment PRESENTED BY: JESSA MAE SALAZAR BSED MATH

2. What are the learning targets appropriate for alternative assessment? BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES Educational objectives are specific statements of student performance at the end of an instructional unit. It is 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. It consists three(3) domains that corresponds to three types of goals that teachers wants to assess namely: Cognitive (knowledge-based goals) Psychomotor (skills-based goals) Affective (affective goals)

3. There are 3 Taxonomies that can be used by teachers depending on the goals. Each taxonomy consists of different levels of expertise with varying degree of complexity Bloom’s Taxonomy of Educational Objectives in the Affective domain describes 5 levels of expertise : receiving , responding , valuing , organization , and characterization by a value or value complex .

4. Table 2.1: Taxonomy of Educational Objectives in the Affective Domain . LEVEL DESCRIPTION ILLUSTRATIVE VERBS SAMPLE OBJECTIVE RECEIVING Awareness or passive attention to a phenomenon or stimulus. Asks, chooses, holds, identifies, listens Listens attentively to the instruction of the teacher. RESPONDING Active attention and response to a particular phenomenon or stimulus. Answers, complies, participates, practices, writes Participates actively in the focus group discussion. VALUING Attaching value or worth to a phenomenon or object. Valuing may range from acceptance to commitment. Completes, demonstrates, differentiates, explains, justifies Demonstrates belief in the value of the election process.

5. ORGANIZATION Organizing values into priorities by comparing, relating, and synthesizing specific values. Adheres, defends, integrates, organizes, synthesizes Defend the importance of graduate education in the career of a teacher. INTERNALIZING VALUES/ CHARACTERIZATION BY VALUE OR VALUE COMPLEX 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.

6. PSYCHOMOTOR In terms of Educational objectives in the Psychomotor domain, Bloom and colleagues did not propose levels unlike in the cognitive and affective domain. However, other scholars like 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 origination .

7. Table 2.2: Taxonomy of Educational Objectives in the Psychomotor Domain LEVEL DESCRIPTION ILLUSTRATIVE VERBS SAMPLE OBJECTIVE PERCEPTION The ability to use the sensory cues to guide motor activity. Adjusts, describes, detects, identifies, selects Detects non-verbal cues from the participants. SET 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. GUIDED RESPONSE 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. MECHANISM 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.

8. COMPLEX OVERT RESPONSE Performance of motor acts that involve complex movement patterns in a quick, accurate, and highly coordinated manner. Characterized by automatic performance and performance without hesitation. Assembles, dismantles, fixes, manipulates, organizes (similar with Mechanisms but performed in a more accurate, more coordinated, and quicker way) Demonstrates one’s expertise in playing guitar. ADAPTATION Psychomotor skills are well developed and the person can modify the movement patterns to fit special requirements. Adapts, alters, modifies, rearranges, varies Modifies the dance steps to suit the abilities of one’s groupmates. ORIGINATION 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.

9. Bloom’s Taxonomies of Educational Objectives for affective and Psychomotor domains are able to provide teachers with a structured guide in formulating more specific learning targets in the classroom. The taxonomies serve as a guide for teachers in both instructional and assessment of student learning in the classroom. The challenge is for teachers to identify the levels of expertise that they expect the students to achieve and demonstrate. This will then lead to the identification of the assessment methods required to properly assess student learning. Higher level of expertise in the given domain are assumed to require more sophisticated assessment methods or strategies.

10. REMEMBER : “ You can’t assess a high-level skill with a low-level assessment .” If you want your students to “create” something (high cognitive), a multiple-choice test won’t work; you’ll need a project or a performance. FOR EXAMPLE : Objective: “Students will synthesize information from multiple sources to write a research paper on a given topic.” (Cognitive-Synthesis) Assessment methods: A written research paper that is graded using a rubric assessing argumentation, use of evidence, organization, and originality. Note: A simple quiz wouldn’t assess synthesis.

11. In general, using Bloom’s and related taxonomies is not just an academic exercise but a practical tool for teachers to make their teaching and assessment more precise, effective, and aligned with desired learning outcomes. It pushes educators to think deeply about the type and level of learning they expect from their students.

12. LEARNING TARGETS A statement on what the students are supposed to learn and what they can do because of instruction . More specific compared with educational goals, standards, and objectives and lend themselves to more specific instructional and assessment activities. Example: GOAL : Students will be mathematically literate. STANDARD : Students will solve problems involving fractions. OBJECTIVE (Unit-Level): Students will understand how to perform operations with fractions. LEARNING TARGET (Daily/Weekly): “I can add two fractions with different denominators.”

13. Should be congruent with the standards prescribed by a program or level and aligned with the instructional or learning objectives of a subject or course. Teachers formulate learning targets from broader standards and learning objectives. Should be clear, specific , and meaningful to students . Thus, learning targets are more effectively stated in students’ point of view , typically using the phrase “I can….” For example, “I can differentiate between traditional methods and alternative methods of assessment”.

14. What is it’s PURPOSE? 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.

15. The most common typology of learning targets: REASONING AFFECT PRODUCTS

16. Table 2.3: Description and Sample Learning Targets TYPES OF LEARNING TARGETS DESCRIPTION SAMPLE Knowledge Targets Refers to 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 Knowledge-based thought processes that students must learn. It involves application of knowledge in problem-solving, decision-making, and other tasks that require mental skills. I can justify my choice of Analysis of Variance (ANOVA) as my statistical analysis for my thesis research. Skills Targets Use of knowledge and/or reasoning to perform or demonstrate physical skills. I can perform Analysis of Variance (ANOVA) on research data using the software SPSS.

17. 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 Refers to affective characteristics that students can develop and demonstrate because of instruction. I can appreciate the role of a thesis advisor in the completion of a thesis research. What are the appropriate alternative methods of assessment for learning targets? While all five types of learning targets (knowledge, reasoning, skill, product, and affect) can be assessed using alternative methods, three are best suited for this approach:  skills, products, and affect . Stiggins et al. (2006) define skills as the application of knowledge and reasoning to act skillfully. In other word, skill refer to learning targets that require the development and demonstration of behavioral or physical task. To be able to demonstrate skills, or act skillfully, students must be able to possess the knowledge and reasoning ability related or relevant to the skills to be demonstrated.

18. On the other hand, Stiggins et al. (2006) described product learning targets as the use of knowledge, reasoning, and skills to create a concrete product . Thus, products refer to learning targets that require the development of a tangible and high-quality product or output. Students are expected to create products that have certain core attributes that will serve as basis for evaluating its quality. Meanwhile, affect or disposition was defined by Stiggins et al. (2006) as students’ attitudes about school and learning . In practice, we look at affect/disposition to encompass a broad range of noncognitive attributes beyond attitude that may affect learning and performance, including motivation, interest, and other affective states. The development of affect/disposition simultaneously occurs as a student learns concepts and skills in the classroom, and affect across different subject areas.

19. Subject Area Typology of Learning Targets Learning Targets English Skills Participate in conversations 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. Physical Education Skills Dribble the ball to cross the half-court. Products Create a three-month personal fitness plan. Affect Show determination to complete the physical task.

20. Mathematics Skills Measure angles using a protractor. Products Given the data, construct a histogram with normal curve using SPSS. Affect Demonstrate interest in attending mathematics class. Science 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. Social Studies 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.

21. Once the learning targets are identified, appropriate alternative methods of assessment can be selected to measure student learning. In terms of skills, having the required skills to apply one’s knowledge and reasoning through the performance of a behavioral or physical task is a step higher than simply knowing or being able to reason based on knowledge. Hence, skills targets are best assessed among students through performance-oriented or performance-based assessment as skills are best gauged through actual task performance. In terms of products, a student’s knowledge, reasoning, and skills are all required before one can create a meaningful product or output. Obviously, 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 through product assessment or portfolio assessment.

22. For affect or disposition , a student may already hold a particular affects 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.

23. Table 2.5: MATCHING LEARNING TARGETS WITH ALTERNATIVE ASSESSMENT METHODS Learning Targets Performance-Oriented Product-Oriented Portfolio Self-Report Scale Skills ✓✓✓ ✓✓✓ ✓✓✓ ✓ Product ✓✓✓ ✓✓✓ ✓✓✓ ✓ Affect/Disposition ✓ ✓ ✓✓✓ ✓✓✓

24. Across the different nontraditional or alternative methods of assessment, teachers can expand the role of assessor to other students (peer assessment) and the student themselves (self-assessment). This allows assessment to become really authentic. There are also other methods or strategies for alternative assessment, and it is up to the teachers to select the method of assessment and design appropriate tasks and activities to measure the identified learning targets.

25. " Assessment is not just about knowing what students know, but about how they think, how they feel, and what they can do.“ -Thank you for Listening-