Jonathia Willian Angcao BEED 3B

Subject: Assessment in Learning 1

Time: 12:00 to 1:30 pm
DEVELOP
Let us check the ideas you have acquired about the purposes of assessing student
learning in the classroom; identifying and formulating learning targets; and matching
appropriate assessment methods with identified learning targets.
1. What are the different purposes of assessing students' learning in the classroom?

 The purposes of assessing students' learning in the classroom include

evaluating their understanding and mastery of content, identifying areas of
improvement, informing instructional decisions, providing feedback to
students, and measuring their progress and achievement. Assessment helps
teachers gauge the effectiveness of their teaching and helps students
understand their own learning progress.
2. Why is classroom assessment important in the teaching-learning process?

 Classroom assessment is important in the teaching-learning process as it

allows teachers to understand what students have learned and what they still
need to learn. It helps teachers tailor their instruction to meet individual
student needs, provide timely feedback, and track student progress. This
feedback loop between teacher and student is crucial for promoting effective
learning.
3. What is the difference between instructional objectives and learning targets?

 Instructional objectives are broad goals or outcomes that teachers set for their
students to achieve, while learning targets are specific statements that
describe what students should know, understand, or be able to do as a result
of a lesson or unit. Instructional objectives provide a general direction, while
learning targets provide specific, measurable targets for student learning.
4. Why is it important that learning targets and assessment tasks/activities are matched?

 It is important that learning targets and assessment tasks/activities are

matched because assessments should align with the intended learning
outcomes. When there is a match, assessments can accurately measure
student achievement and provide meaningful feedback to guide instruction
and support student learning. This alignment ensures that assessments
effectively measure the intended learning outcomes and promote student
success.
To know if you have acquired the information you need to learn in this lesson, kindly
complete Tables 2.6 and 2.7.
Table 2.6. General Purpose of Classroom Assessment

Assessment of Assessment for Assessment as

Learning Learning Learning
What? This type of assessment is This type of assessment is an This type of assessment
 used to measure students' ongoing process of gathering involves students actively
knowledge, skills, and and using evidence of student engaging in self-
understanding at the end of a learning to inform and improve assessment and
unit, course, or program. instruction. reflection on their own
learning.
Why? The purpose is to evaluate The purpose is to provide The purpose is to
students' overall performance, feedback, guide students' promote metacognitive
determine their level of learning progress, and identify skills, self-regulation, and
mastery, and provide a learning needs to adjust student ownership of
summary of what they have instruction accordingly. learning.
learned.
When? Assessment of learning is Assessment for learning is Assessment as learning
typically conducted at the end conducted throughout the occurs throughout the
of a unit, course, or program to learning process to monitor learning process as
assign grades or determine student progress and provide students reflect on their
levels of achievement. timely and specific feedback. learning, set goals, and
make adjustments to
their learning strategies
based on their self-
assessment.

Table 2.7. Relation between Educational Goals, Standards, Objectives, and Learning
Targets

Goals Standards Objectives Learning Targets

Description Educational goals are Standards are Objectives are Learning targets are
broad statements that specific criteria or specific, specific statements
describe the overall expectations for measurable that describe what
purpose of education. what students statements that students should
They provide a should know, describe what know, understand,
general direction for understand, or be students should or be able to do at a
teaching and able to do at a know, very granular level.
learning. particular grade understand, or They are aligned
level or in a be able to do as with objectives and
particular subject a result of a provide a clear
area. They provide lesson or unit. target for student
a framework for They are aligned learning.
instruction and with standards
assessment. and provide a
roadmap for
instruction and
assessment.
Sample Examples of Examples of Examples of Examples of
Statements educational goals standards include objectives learning targets
include promoting the Common Core include include "I can
critical thinking, State Standards for "Students will be identify the main
fostering creativity, English Language able to identify idea of a paragraph"
and developing social Arts and and explain the and "I can solve a
skills. Mathematics, the main ideas of a multi-step word
Next Generation text" and problem that
Science Standards, "Students will be involves addition
and state-level able to solve and subtraction."
standards for social multi-step word
 studies. problems using
addition and
subtraction."

APPLY
Now, check the syllabus of this course and select any single lesson that interests you. If
applicable, select a lesson that should be completed in a day or week based on the
schedule indicated in the syllabus. Formulate specific learning targets for the lesson
using Table 2.8. Add additional rows whenever applicable (e.g., more than one type of
learning targets is identified; more than one learning target is identified). Use additional
sheets of paper if necessary.
Title of Lesson: Developing Effective Communication Skills in English
Table 2.8. Learning Targets Task

Instructional Lesson Content Type of Learning Targets Sample Learning

Objective/ Learning Targets
Outcome Related
to the Lesson
Content

Students will be Students will be able to Introduction to effective Students will be able to
able to demonstrate effective communication skills in define and identify
demonstrate communication skills in English, including speaking, effective
effective English. Students will listening, reading, and communication skills in
communication be able to apply writing. Overview of the English.
skills in English. strategies for improving importance of effective Comprehension:
Students will be their speaking, communication in various Students will be able to
able to apply listening, reading, and contexts, such as explain the importance
strategies for writing skills in English. academic, professional, and of effective
improving their social settings. Strategies communication in
speaking, listening, for improving speaking English. Application:
reading, and writing skills, including Students will be able to
skills in English. pronunciation, fluency, and apply strategies for
vocabulary development. improving their
Activities for enhancing speaking, listening,
listening skills, such as reading, and writing
active listening techniques, skills in English.
note-taking, and
comprehension exercises.
Reading comprehension
activities to improve reading
skills, including skimming,
scanning, and
understanding main ideas.
Writing exercises to
enhance writing skills, such
as organizing ideas,
structuring paragraphs, and
using appropriate grammar
and vocabulary.
TRANSFER
Now select a specific lesson for a subject area and grade level that you think you should
be able to teach and handle when you are already a teacher in a school. Using the
DepEd Curriculum Guide for the subject, create an assessment plan for student learning
by formulating learning targets and proposing specific assessment tasks or activities to
measure the identified learning targets. Use Table 2.9 for this task.
Table 2.9. Assessment Plan

Subject: English
Specific Lesson Building Vocabulary Skills in English

Learning Outcome/s/ Instructional Students will be able to expand their

Objectives vocabulary in English through various
activities and exercises.
Learning Targets I can identify and define new words in
English.
I can use context clues to determine the
meaning of unfamiliar words.
I can use strategies such as word
associations and mnemonic devices to
remember new vocabulary.

Assessment Task/Activity Students will be given a list of new

vocabulary words and asked to write a
sentence using each word correctly. They
will then be assessed on the accuracy
and appropriateness of their sentences.
Why use of this assessment This assessment task/activity allows
task/activity? students to demonstrate their
understanding and application of new
vocabulary words. It assesses their ability
to use the words correctly in context,
which shows their comprehension and
retention of the words.
How does this assessment This assessment task/activity helps
task/activity help you improve your improve instruction by providing feedback
instruction? on students' vocabulary skills. It allows
the teacher to identify any areas of
difficulty or misunderstanding and adjust
their instruction accordingly. It also helps
the teacher track students' progress in
expanding their vocabulary.
How does this assessment This assessment task/activity helps
task/activity help your learners learners achieve the intended learning
achieve the intended learning outcomes by providing them with an
outcomes? opportunity to practice and apply their
vocabulary skills. It allows them to
 demonstrate their understanding of new
words and their ability to use them
correctly in sentences. This helps them
build their vocabulary and become more
proficient in English.

EVALUATE
Part 1. Evaluate the learning targets and assessment tasks and activities that you have
developed in your assessment plan by using the following checklist:

YES NO Item Criteria

1 I was able to formulate specific learning targets.
2 The learning targets I made contain information on what
the students must know and what they need to do to
demonstrate what they know.
3 The learning targets I made are congruent with at least
one learning outcomes or instructional objectives in the
subject.
4 I was able to identify an assessment task/s or activity/ies
that match/es the learning targets.
5 I was able to complete the task in the table by applying
what I have learned about learning targets and
appropriate assessment methods.

Part 2.
For each item, circle the option that corresponds to what you think is the best answer.
1. What is this purpose of assessment that aims to identify students' needs to inform
instruction?
A. Assessment as Learning C. Assessment of Learning
B. Assessment for Learning D. Assessment with Learning
2. Use the Internet in performing search for related research literature. The
aforementioned learning objective is an example of which type of cognitive learning
outcome in the Revised Bloom's Taxonomy?
A. Applying C. Knowledge
B. Understanding D. Creating
3. Explain the difference between learning targets and instructional objectives. The
aforementioned learning target is an example of which type of learning target?

A. Knowledge C. Reasoning
B. Product D. Skills
4. Which of the following types of paper-and-pencil test is best matched with reasoning
type of learning targets?
A. Essay C. Multiple-Choice
B. Matching-Type D. Short-Answer
 5. If you are a values education teacher who intends to design an assessment task to
determine your learners' motivation in practicing pro-environmental behaviors, which
of the following assessment strategies would best addresses your purpose?
A. Learners developing and producing a video of their pro-environmental
advocacy.
B. Learners answering an essay question on "Why Pro-environmental Behavior
Matters?"
C. Learners writing individual blogs on their pro-environmental activities and why
they do it.
D. Learners conducting action research on students’ motivation in pro-
environmental behaviors.

REFLECT

1. Examine the learning target/s you have developed. Are you satisfied with it/ them?
 Yes, I am satisfied with the learning targets I have developed
2. Is there something you want to change or improve in the learning target/s? Why?
 No, I do not want to change or improve the learning targets as they are clear
and aligned with the instructional objectives.
3. What type of learning targets did you use in your learning targets? Why?
 I used a combination of knowledge and skills-based learning targets to ensure
a comprehensive assessment of vocabulary acquisition and application.
4. What was your basis in selecting the assessment method to measure the learning
targets? Why?
 I selected the assessment method of writing sentences using new vocabulary
words because it allows for a direct demonstration of understanding and
application in context.
5. How did the task in Table 9 help you understand assessment of learning?
 The task in Table 9 helped me understand assessment of learning by
providing a clear example of how to design an assessment task that aligns
with the learning targets and instructional objectives. It showed me the
importance of assessing understanding and application, rather than just
memorization.
SUSTAIN
Evaluate the extent of your knowledge and understanding about the purposes of
assessment, learning targets, and appropriate assessment methods.

Indicators Great Moderate Not at

Extent Extent All
1. I can enumerate the different purposes
of assessment.
2. I can explain the role of assessment in
the teaching and learning process.
3. I can explain the purpose of
conducting classroom assessment.
4. I can differentiate between goals,
standards, objectives, and learning
 targets.
5. I can explain the different levels of
expertise in Bloom's Taxonomy of
Educational Objectives in the
Cognitive Domain.
6. I can explain the difference between
Bloom's Taxonomy and the Revised
Bloom's Taxonomy
7. I can compare and contrast
instructional objectives and learning
targets.
8. I can formulate specific learning
targets given a specific lesson.
9. I can match assessment methods
appropriate to specific learning
targets.
10. I can select or design an assessment
task or activity to measure a specific
learning target.