PERFORMANCE STANDARDS,

COMPETENCIES, AND LEARNING

TARGETS IN MATHEMATICS
REPORTER:
JUDEL C. DOLERA
BSED 2 - MATHEMATIC S
At the end of the week, the pre-service teacher (PST)
should be able to:
 Articulate performance standards into competencies
 And, articulate competencies into learning targets
 PERFORMANCE
STANDARDS
Describe the abilities and skills that learners
are expected to demonstrate in relation to the
content standards and integration of 21st
century skills.
Performance standards answer the
following questions:
1.What can learners do with what they
know?
2.How well must learners do their work?
3.how well do learners use their learning or
understanding in different situations?
4.How do learners apply their learning or
understanding in real-life contexts?
5.What tools and measures should learners
Moreover, standards based
systems are intended to set
common learning expectations
to all students, regardless of
background or where they
happen to attend school.
 LEARNING COMPETENCY
 Refer to the knowledge, understanding, skills,
and attitudes that students need to
demonstrate in every lesson and/or learning
activity. Competencies are necessary to
develop a learner’s practical and life long
skills for learning amidst a crisis ( e.g.
Pandemic, epidemic, etc. ) and to eventually
attain a successful life.
Essential learning competencies
are defined as what the students
need, considered indispensable, in
the teaching learning process to
building skills to equip learners for
subsequent grade levels and
subsequently, for lifelong learning.
The Department of Education (DepEd)
announces that the Most Essential
Learning Competencies (MELCS) shall
continue to apply for School Year 2022-
2023. However, classroom assessment
shall follow DepEd order no. 8, s.2015 ot
the Policy Guidelines om Classroom
Assessment for the K to 12 Basic
Education Program.
 What exactly are the Most Essential
Learning Competencies (MELCS)?
 The MELCS are defined as the
competencies that a learner needs in order
to continue to subsequent grades and
ultimately have a successful life.
The characteristics of the MELCS are:
It is alligned with national standards or
frameworks, such as for example, “holistic
Filipino learners with 21st century skills”.
They connect the content to higher concepts
across content areas.
They are applicable to real-life situations.
They are important for students to acquire, even
if the student drops out from school.
They cannot be expected to be ordinarily learned
by students if not taught in school.
Some examples of Lerning Competencies:
1.Functional Competencies – skills that are
required to use in a regular or daily basis, such
as cognitive, methodological, technological and
linguistic abilities.
2.Interpersonal Competencies – oral, written
and visual communication skill, as well as the
ability to work effectively with diverse teams.
3.Critical thinking competencies – the ability to
reason effectively, use systems thinking and
make judgements and decisions toward solving
complex problems.
A key differentiator between learning
competencies, objectives and
outcomes is that learning objectives
are the specific abilities necessary to
accomplish the learning competency.
 LEARNING OBJECTIVES
 Learning objectives should be student
centered, active, and observable. They
should describe what students will know
or be able to do, not what you will teach or
cover. Learning objectives should be
specific, measurable, achievable, relevant,
and time-bound (SMART).
Learning objectives describe what we
want students to know and be able to
do by the end of a course. Objectives
are the bedrock of instructional design
because they guide every other
decision in the development of the
course.
Clear competency-based learning objectives offer distinct
benefits. They help you to:
 Prioritize content and focus on what’s most important.
 Break down content into meaningful pieces.
 Design assessments and instruction that support your
objectives.
 Communicate your expectations to students.
 Help colleagues teaching the same course understand
your intentions.
 Help your department understand how courses in the
program fit together.
 What learning objectives look like
By the end of this course (or any
instructional unit), students will be able
to_______________.
 This sentence structure alone doesn’t
make an objective effective, however.
For instance, you could fill in that
statement with something like
‘understand the formulation of
learning objectives”, neither of which
would represent a strong objective.
In addition to stating what students
should be able to do, a learning objective
should be;
• Student centered – it should describe
what students will know or be able to
do, not what you will teach or cover .
• Active – it should describe what
students will be able to do as the result
of they’re learning.
• Observable – it should describe
visible behavior, not inward states
such as “understanding” or “
appreciation.”
• Specific – it should describe activities
or knowledge that students can gain
from your course (or other
instructional unit) and not be overly
broad or narrow in scope.
When articulating objectives, think about the
following: What are the key points of the
course? What are essential skills or pieces of
knowledge for your field or subject (e.g.,
familiarity with terminology or methodology,
building certain experiences)? What do you
want your students to remember? What
practical skills do you want students to gain?
The answers to these questions will help
ensure that your objectives are student
centered, active, observable, and specific.
The following chart gives some examples of
weak and strong objectives (according to
the above criteria) to explain why a strong
objective is better for student learning.
Weak Objective Strong Objective What’s the Difference?

The weak objective

describes what the
instructor is going to do,
which takes the focus (and
By the end of this course,
This course will cover the responsibility) off
students will be able to
how to generate, students. The strong
generate, evaluate, and
evaluate, and document objective is student
document design
design decisions. focused because it
decisions.
describes what students
will be able to do as a
result of the material they
learn.
 The weak objective
describes a passive
By the end of this action that is only
By the end of this
module, students will relevant within the
module, students will
be able to document classroom. The strong
learn how cultures
how cultures explain objective is active
explain and treat
and treat illness because it describes a
illness differently.
differently. skill that students will
be able to perform
beyond the classroom.
 Tips for Writing Your Learning Objectives

As an expert in your field,

you can sometimes be so
close to your subject matter
that it becomes difficult for
you to pinpoint the discrete
skills and knowledge you
want your students to gain.
This phenomenon is referred to as
expert blind spot, and it suggests that
an expert in any given field can forget
how difficult it is for a novice to initially
learn the content. Given that we should
ideally write learning objectives with
novices in mind, identifying objectives
can sometimes be challenging.
To help with this, consider employing
Bloom’s Taxonomy, a framework for
distinguishing different types of
intellectual skills. Bloom’s Taxonomy
identifies six cognitive domains, each of
which maps to different action verbs
that can help you identify the
appropriate learning objectives for your
course.
Developing your learning objectives based
on Bloom’s Taxonomy can help you
combat expert blind spot, as it will
ensure that students progress
sequentially from the novice domains to
the expert ones.
Remembering Understanding Applying Analyzing Evaluating Creating

Define Classify Apply Compare Argue Construct

Identify Indicate Examine Contrast Critique Design

List Match Generalize Differentiate Defend Formulate

State Select Illustrate Discriminate Evaluate Hypothesize

Reproduce Summarize Record Examine Judge Plan