CLARITY OF LEARNING TARGETS - Creating BEHAVIORAL TERMS – denote something that can be observed through

the behavior of students.

Classroom Lesson Objectives That are SMART LEARNING TARGETS TO BE CLARIFIED

A simple acronym used to set objectives is called SMART objectives. 1. COGNITIVE TARGETS
SMART stands for: 2. SKILLS COMPETENCIES AND ABILITIES TARGETS
3. PRODUCT, OUTPUT and PROJECT TARGETS
1. Specific – Objectives should specify what they want to achieve.

What do the students need to learn? 1. COGNITIVE TARGETS (K-CApASE) (RUn ApAn EvaC)*

2. Measurable – You should be able to measure whether you are KNOWLEDGE Remembering Acquisition of facts
meeting the objectives or not. COMPREHENSIO Understandin Understanding of facts
N g
An objective must be measurable. Only an objective that affects
Transfer of knowledge from one
behavior in a measurable way can be optimally effective. APPLICATION Applying
field to another
How will you know you've progressed? Breaking down of concept into
ANALYSIS Analyzing
components
3. Attainable - Are the objectives you set, achievable and attainable? SYNTHESIS Valuing, judgment, worth of the
Evaluating
concept
An objective must be attainable with the resources that are Putting together components to
EVALUATION Creating
available. It must be realistic. summarize concept
2. SKILLS COMPETENCIES AND ABILITIES TARGETS
4. Result Oriented– The objective should be central to the goals of the Skill – Specific task that a student can proficiently do (e.g. Skill in
teaching learning process. translating word problems to math sentence)
Competency – Clustered skills (e.g. Solving word problems)
5. Time-bounded – When do you want to achieve the set objectives?
Ability – Clustered competencies categorized as cognitive,
Good Teaching Practice is to STATE THE OBJECTIVE psychomotor, and affective abilities
Well-designed Objectives are Measurable – measured through 3. PRODUCTS, OUTPUTS AND PROJECT TARGETS
assessment - Tangible and concrete evidence of a student’s ability.
- Need to clearly specify the level of workmanship of projects
Lesson Objectives are Best When Aligned to Activities
 Expert
 Skilled
Learning targets must be stated in BEHAVIORAL TERMS
 Novice
*BLOOMS REVISED TAOXONOMY (Lorin Anderson)
 2.1 Split-half method
Appropriateness of Assessment Methods - Calculated using the 
1. Written-Response Instruments 2.1.1 Spearman-Brown prophecy formula
 Objective tests – appropriate for assessing the various levels of 2.1.2 Kuder-Richardson – KR 20 and KR21
hierarchy of educational objectives - Consistency of test results when the same test is
 Essays – can test the students’ grasp of the higher level cognitive administered at two different time periods
skills 2.1.3 Test-retest method
 Checklists – list of several characteristics or activities presented to 2.1.4 Correlating the two test results
the subjects of a study, where they will analyze and place a mark 3. Fairness – assessment procedure needs to be fair, which means:
opposite to the characteristics. - Students need to know exactly what the learning targets are
2. Product Rating Scales and wat method of assessment will be used
 Used to rate products like book reports, maps, charts, diagrams, - Assessment has to be viewed as an opportunity to learn
notebooks, creative endeavors rather than an opportunity to weed out poor and slow learners
 Need to be developed to assess various products over the years - Freedom from teacher-stereotyping
3. Performance Tests - Performance checklist  4. Practicality and Efficiency
- Teachers should be familiar with the test,
 Consists of a list of behaviors that make up a certain type of
- does not require too much time
performance
- implementable
- Used to determine whether or not an individual behaves in a certain
way when asked to complete a particular task
5. Ethics in Assessment – “right and wrong”
4. Oral Questioning – appropriate assessment method when the objectives
- Conforming to the standards of conduct of a given profession
are to:
or group
- Assess the students’ stock knowledge and/or
- Ethical issues that may be raised
- Determine the students’ ability to communicate ideas in coherent
5.1. Possible harm to the participants. 
verbal sentences. 
5.2. Confidentiality. 
5. Observation and Self Reports
5.3. Presence of concealment or deception. 
- Useful supplementary methods when used in conjunction with oral
5.4. Temptation to assist students.
questioning and performance test.

Properties of Assessment Methods

1. Validity – appropriateness, correctness, meaningfulness and
usefulness of the specific conclusions that a teacher reaches regarding
the teaching-learning situation.
1.1 Content validity – content and format of the instrument
i. Students’ adequate experience
ii. Coverage of sufficient material
iii. Reflect the degree of emphasis
1.2 Face validity – outward appearance of the test, the lowest form of
test validity
1.3 Criterion-related validity – the test is judge against a specific
criterion
1.4 Construct validity – the test is loaded on a “construct” or factor
2. Reliability – consistency, dependability, stability which can be
estimated by

*BLOOMS REVISED TAOXONOMY (Lorin Anderson)