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Performance-and-product-oriented-assessment.pptx
- 1. LESSON 2: “LEARNING TARGETSFOR PERFORMANCE AND PRODUCT-ORIENTED ASSESSMENT.”
- 2. The definition ofperformance-based assessment varies greatly depending on author, discipline, publication, and intended audience. Typically , a performance-based assessment measures students’ ability to apply the skills and knowledge learned from a unit or units of study. OVERVIEW
- 3. WHAT TO EXPECT? Atthe end of the lesson, the students can: 1. revisit Bloom’s Taxonomy of Educational objectives; 2.compare thoroughly the 3 domains of learning objectives; 3.re- examine what learning target is all about.
- 4. • What iseducational objective? In educational objectives are brief statements that describe what students will be expected to learn by the end of school year, course, unit, lesson, project or class period. • What is the most popular taxonomy of educational objectives? Bloom’s Taxonomy of Educational Objectives BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
- 5. IT CONSIST OFTHREE DOMAINS: COGNITIVE ( knowledge-based goals ) BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES AFFECTIVE ( affective-based goals ) PSYCHOMOTOR ( skills-based goals )
- 6. Each Domains consistof Different levels of expertise with varying degree of complexity. The succeeding sections describe the taxonomies for the psychomotor and affective domain. BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
- 7. AFFECTIVE DOMAIN • The affectivedomain ( 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.
- 8. Level Description IllustrativeVerb Sample Objective Receiving Awareness or passive attention to a phenomenon or stimulus Ask, choices, holds, identifies, listens Listen 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 Completes, demonstrates, differentiates, explains, Demonstrate beliefs in the value of the election TABLE 1. TAXONOMY OF EDUCATIONAL OBJECTIVES IN THE AFFECTIVE DOMAIN
- 9. Organization Organizing values into prioritiesby comparing, relating, and synthesizing specific values. Adheres, defends, integrate, organizers, synthesize Defends the importance of graduate education in the career of a teacher Internalizing values/characteri zation Having a personal value system that is now a characteristics of the learner. Act, display, influences, solves verifies Displays commitment to helping economically disadvantaged students TABLE 1. TAXONOMY OF EDUCATIONAL OBJECTIVES IN THE AFFECTIVE DOMAIN
- 10. PSYCHOMOTOR DOMAIN • The psychomotordomain ( Simpson, 1972 ) includes physical movement , coordination, and use of the motor-skill areas.
- 11. Level Description IllustrativeVerb Sample Objective Perception The ability to use sensory cues to guide motor activity Adjusts, Describe, 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, recognize, shows, states Shows motivation to learn a new skill TABLE 2. TAXONOMY OF EDUCATIONAL OBJECTIVES IN THE PSYCHOMOTOR DOMAIN
- 12. Guided Response Demonstrate of complex skillthrough 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 Complex overt response Performance of motor acts that involve complex movement pattern in a quick, accurate, and highly coordinate manner. Characterize by automatic performance and Assembles, dismantles, fixes, manipulates, organizes (similar with mechanism but performed in a more accurate, more coordinate, and quicker Demonstrates one’s expertise in playing the guitar TABLE 2. TAXONOMY OF EDUCATIONAL OBJECTIVES IN THE PSYCHOMOTOR DOMAIN
- 13. Adaptation psychomotor skills are welldeveloped and the person can modify movements pattern to fit special requirements adapts, alters, modifies, rearranges, varies Modifies the dance steps to suit the abilities to 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, build, combines, creates, design Creates new steps for a contemporary version o a classic dance hit TABLE 2. TAXONOMY OF EDUCATIONAL OBJECTIVES IN THE PSYCHOMOTOR DOMAIN
- 14. LEARNING TARGETS • Arespecific student-centered statements defining learning outcomes, and aligning with curriculum standards. They typically use “I can...” phrasing and encompass knowledge, skills, products, and dispositions.
- 15. Type of LearningTargets Description Sample Knowledge Targets Refers to factual, conceptual, and procedural information the 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 task that requires mental skills. I can justify my choices of Analysis of a variance (ANOVA) as my statistical analysis for my thesis reserach TABLE 3. DESCRIPTION AND SAMPLE LEARNING TARGETS
- 16. Type of LearningTargets Description Sample Skills Targets Use of knowledge and/ or reasoning to perform or demonstrate physical skills I can discuss the research design that i used for my thesis Product Targets Use of knowledge reasoning, and skill in creating a concrete or tangible product I can justify my choices of Analysis of a variance (ANOVA) as my statistical analysis for my thesis reserach Affective Targets Refers to 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 TABLE 3. DESCRIPTION AND SAMPLE LEARNING TARGETS
- 17. • According toStiggins et al. (2006), learning targets are categorize into three main types: “Skills” ( skillful task performance ), “Products” ( Highly- quality tangible outputs ), and “Affect” ( Students attitudes and engagement influencing learning ).
- 18. Subject Area Typology ofLearning Targets Learning Targets ENGLISH Skills Participate in conservation 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 TABLE 4. SAMPLE LEARNING TARGETS ACCROSS SUBJECT AREAS
- 19. Subject Area Typology ofLearning Targets Learning Targets 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 MATHEMATICS Skills Measure angles using a protactor Products Given the data, construct a histogram with normal curve using SPSS Affect Demonstrate interest in TABLE 4. SAMPLE LEARNING TARGETS ACCROSS SUBJECT AREAS
- 20. Subject Area Typology ofLearning Targets Learning Targets SCIENCE Skills Use laboratory equipment properly Products Prepare a report about field observation Affect Consider the safety of others in the conduct of an social siege SOCIAL STUDIES Skills Participate in civic discussion on current social issues Products Create a timeline for the 2017 marawi siege Affect Argue with others in a constructive manner TABLE 4. SAMPLE LEARNING TARGETS ACCROSS SUBJECT AREAS
- 21. Learning Targets Performance- Oriented Product- Oriented Portfolio Self-Report Scale SKILLS PRODUCT AFFECT/ DISPOSITIO N TABLE 5. MATCHINGLEARNING TARGETS WITH ALTERNATIVE ASSESSMENT METHODS
- 22.