CHAPTER 2

LEARNING TARGETS FOR PERFORMANCE AND PRODUCT-ORIENTED

ASSESSMENT

OVERVIEW
The definition of performance-based assessments 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. The task challenges
students to use their higher-order thinking skills to create a product or
complete a process.
Tasks can range from a simple constructed response like short
answers to a complex design proposal of a sustainable neighbourhood.
Perhaps, the most genuine assessments require students to complete a task
that closely reflects the responsibilities of a professional like artist, engineer,
laboratory technician, financial analyst, or consumer advocate.
Ordinarily, students are presented with an open-ended question that
may produce several different correct answers. In the higher-level tasks, there
is a sense of urgency for the product to be developed or the process to be
determined or followed, as in most real-world situations.

OBJECTIVE
After going through this chapter, the pre-service teachers can
demonstrate skills and knowledge in assessing performance and product-
oriented tasks.

LESSON 1: Learning Targets Appropriate to Alternative Assessment

PRE-DISCUSSION
Alternative assessments are used to determine what students can and
cannot do, in contrast to what they do or do not know. It also referred to as
performance tests or authentic assessments that are used to determine what
students can and cannot do, in contrast to what they do or do not know. In

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other words, an alternative assessment measures applied proficiency more
than it measures knowledge. Typical examples of alternative assessments
include portfolios, project work, and other activities requiring some type of
rubric. The essence of a performance assessment is that students are given
the opportunity to do one or more of the following: demonstrate their ability,
perform a meaningful task, and receive feedback by a qualified person in
terms of relevant and defensible criteria
In short, the purpose for using alternative assessments is to assess
students’ proficiency in performing complex tasks that are directly associated
with learning outcomes.

WHAT TO EXPECT?

At the end of the lesson, the students can:

1. review Bloom’s taxonomy of educational objectives;
2. formulate learning targets that can be assessed through
performance and product-oriented assessment; and
3. create an assessment plan using alternative method of assessment.

LESSON OUTLINE

Bloom’s Taxonomy of Educational Objectives

Educational objectives are specific statements of student performance
at the end of an instructional unit. Educational objectives are 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 of three domains: cognitive,
affective, and psychomotor. These domains correspond to the three types of
goals that teachers want to assess: knowledge-based goals (cognitive), skills-
based goals (psychomotor), and affective goals (affective). Hence, there are
three taxonomies that can be used by teachers depending on the goals. Each
domain consists of different levels of expertise with varying degree of

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complexity. The succeeding sections describe the taxonomies for the
psychomotor and affective domain.
Bloom’s Taxonomy of Educational Objectives in the Affective Domain
describes five levels of expertise: receiving, responding, valuing, organization,
and characterization by a value or value complex. Table 2 provides an
elaboration of this taxonomy. This will be discussed further in the assessment
of affective learning.

Table 2. Taxonomy of Educational Objectives in the Affective Domain

Level Description Illustrative verbs Sample
objective
Receiving Awareness or passive Asks, chooses, Listen
attention to a holds, identifies, attentively to
phenomenon or listens the instruction
stimulus of the teacher
Responding Active attention and Answers, Participates
response to a complies, actively in the
particular phenomenon participates, focus-group
or stimulus practices, writes discussion
Valuing Attaching value or Completes, Demonstrates
worth to a demonstrates, belief in the
phenomenon or object. differentiates, value of the
Valuing may range explains, election
from acceptance to justifies process
commitment
Organization Organizing values into Adheres, Defends the
priorities by defends, importance of
comparing, relating, integrates, graduate
and synthesizing organizes, education in the
specific values synthesizes career of a
teacher.
Internalizing Having a personal Acts, displays, Displays
values/charac value system that is influences, commitment
terization now a characteristics solves, verifies to helping
of the learner economically
disadvantaged
students

In terms of educational objectives in the psychomotor domain, Bloom

and colleagues did not propose levels unlike in the cognitive and affective

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domains. However, other scholars like Elizabeth Simpson (1972) built a
taxonomy for the psychomotor domain from the work of Bloom. In Simpson’s
Taxonomy of Educational Objectives in the Psychomotor Domain, seven (7)
levels of expertise are described, namely: perception, set, guided response,
mechanism, complex overt response, adaptation, and organizing.

Table 2. Taxonomy of Educational Objectives in the Psychomotor

Domain
Level Description Illustrative Verbs Sample Objective
Perception The ability to use Adjusts, describes, Detects non-verbal
sensory cues to guide detects, identifies, cues from the
motor activity selects participants
Set The mental, physical, Begins, displays, Shows motivation
and emotional sets that recognizes, to learn a new skill
predispose a person’s shows, states
response to different
situations.
Guided Demonstration of Copies, performs, Performs the
response complex skill through follows, reacts, mathematical
guided practice like responds operation by
imitation and trial and following the steps
error demonstrated by
the teacher
Mechanism Learned responses Assembles, Plays the guitar
have become habitual dismantles, fixes,
and movements can be manipulates, plays
performed with some
degree of confidence
and proficiency
Complex Performance of motor Assembles, Demonstrates
overt acts that involve dismantles, fixes, one’s expertise in
response complex movement manipulates, plays playing the guitar.
pattern in a quick, (similar with
accurate, and highly mechanisms but
coordinated manner. performed in a
Characterized by more accurate,
automatic performance more coordinated
and performance and quicker way)
without hesitation.
Adaptation Psychomotor skills are Adapts, alters, Modifies the dance
well developed and the modifies, steps to suit the

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 person can modify rearranges, varies abilities to one’s
movement pattern to fit group mates.
special requirements
Origination Creating new Arranges, builds, Creates new steps
movement patterns to combines, creates, for contemporary
fit a particular situation designs version of a classic
or specific problem. dance hit
Learning outcomes
emphasize creativity
based upon highly
developed skills

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 guide for teachers in both instruction 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 a given domain
requires are assumed to require more sophisticated assessment methods or
strategies.

Performance-based Assessment and Rubrics

A rubric for assessment is a tool used to interpret and grade students'
work against criteria and standards. Sometimes, it is called "criteria sheets",
"grading schemes", or "scoring guides". It can be designed for any content
domain (UNSW, 2010).
A rubric makes explicit a range of assessment criteria and expected
performance standards. Teachers evaluate a student's performance against
all of these, rather than assigning a single subjective score. A rubric handed
out to students during an assessment task briefing makes them aware of all
expectations related to the assessment task, and helps them evaluate their
own work as it progresses. It also helps teachers apply consistent standards
when assessing qualitative tasks, and promotes consistency in shared
marking. By design, rubrics can be holistic or analytic.

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 Rubrics can be used to structure discussions with students about
different levels of performance on an assessment task. They can employ the
rubric during peer assessment and self-assessment, to generate and justify
assessments. Once students are familiar with rubrics, you can have them
assist in the rubric design process, thus taking more responsibility for their
own learning.
Benefits of rubrics in performance-based assessment include:
 it provides a framework that clarifies assessment requirements and
standards of performance for different grades. In this, they support
assessment as learning; students can see what is important and where to
focus their learning efforts.
 It enables very clear and consistent communication with students about
assessment requirements and about how different levels of performance
earn different grades. They allow assessors to give very specific feedback
to students on their performance.
 when students are involved in their construction, they are encouraged to
take responsibility for their performance
 when used for self-assessment and peer assessment, students become
aware of assessment processes and procedures, enhance their meta-
cognitive awareness, and improve their capacity to assess their own work
 it can result in richer feedback to students, giving them a clearer idea
where they sit in terms of an ordered progression towards increased
expertise in a learning domain.
 It helps assessors efficiently and reliably interpret and grade students'
work.
 It systematically illuminates the gaps and weaknesses in students'
understanding against particular criteria, helping teachers target areas to
address.

Learning Targets
As previously discussed from Assessment in Learning 1, a learning
target is a statement on what students are supposed to learn and what they
can do because of instruction. They are more specific compared with
educational goals, standards, and objectives and lend themselves to more

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specific instructional and assessment activities. Learning targets 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.
The learning targets 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”.
The purpose of learning targets 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
The most common typology of learning targets are: knowledge,
reasoning, skill, product, and affect (also known as disposition).

Table 3. Types of Learning Targets

Learning Description Sample
Targets
Knowledge Refers to factual, conceptual I can discuss the research
and procedural information that design that I used for my
students must learn in a subject thesis.
or content area.
Reasoning Knowledge-based thought I can justify my choice of
processes that students must Analysis of Variance
learn. It involves application of (ANOVA) as my statistical
knowledge in problem-solving, analysis for my thesis
decision-making, and other research.
tasks that require mental skills.
Skills Use of knowledge and or I can perform Analysis of
reasoning to perform or Variance (ANOVA) on
demonstrate physical skills. research data using the
software SPSS.
Product Use of knowledge, reasoning, I can write the results and
and skills in creating a concrete discussion section of a
or tangible product. thesis manuscript.
Affective Refers to affective I can appreciate the role of
characteristics that students a thesis adviser in the

7
 can develop and demonstrate completion of a thesis
because of instruction. research.

Appropriate Alternative Methods of Assessment for Learning Targets

While all five types of learning targets (knowledge, reasoning, skill,
product, and affect) can be assessed by the use of alternative methods of
assessment, three types of learning targets can be best assessed using
alternative assessments. These are skills, products, and affect.
Stiggins et al. (2006) defined skills type of learning targets as one’s use
of knowledge and reasoning to act skilfully. In other words, skills refer to
learning targets that require the development and demonstration of behavioral
or physical task. To able to demonstrate skills or act skilfully, students must
be able to possess the knowledge and reasoning ability related or relevant to
the skills to be demonstrated.
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 non-cognitive 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. Table 4 provides good examples for the learning targets in
different subject areas.

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Table 4. Examples of Learning Targets for Skills, Products, and Affect
across Different Subject Areas
Subject Typology of Learning Learning Targets
Area Targets
English Skills Participate in conversation with
others
Products Write an argumentative essay
where arguments are justified by
providing factual or empirical data
Affect Enjoy reciting a poem in front of an
audience
Physical Skills Dribbles the ball to cross the half-
Education court.
Products Create a 3-month personal fitness
plan
Affect Show determination to complete
the physical task.
Mathematics Skills Measures angles using 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 Skills Participate in civic, discussions on
Studies current social issues.
Products Create a timeline for the 2017
Marawi Siege.
Affect Argue with others in constructive
manner.

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 skills through the performance of a behavioral or physical task is a

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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
measured 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 in relation to product assessment.
For affect or disposition, a student may already hold a particular
affect 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. Table 5 presents a suggested matrix
of the different types of learning targets best assessed through alternative
assessment methods.

Table 5. Learning Targets and Alternative Assessment Methods

Learning Targets Performance- Product- Portfolio Self-
Oriented Oriented Report
Scale
Skills
Product
Affect/Disposition
Note: More checks mean better matches.

Through the varied alternative methods of assessment, the 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

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and design appropriate tasks and activities to measure the identified learning
targets.

SUMMARY

ENRICHMENT
1. For more information on learning targets, please watch these videos:
1.1. https://vimeo.com/44052220
1.2. https://vimeo.com/44052219
1.3. https://www.youtube.com/watch?v=EIVl6Hhv-D0&t=90s
1.4. https://www.youtube.com/watch?v=418EMBHcKys
1.5. https://www.youtube.com/watch?v=CxGVZ1aGAT8
2. Also, explore the following online presentations:

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 2.1. https://www.slideshare.net/AhlTerdieMantua/chapter-2-learning-
targets
2.2. https://www.slideshare.net/CathrynMonroe/learning-targets-
64450022
2.3. https://www.slideshare.net/MarciShepard/purpose-teaching-
with-effective-learning-targets-and-success-
criteria?next_slideshow=1
3. The Department of Education have issued guidelines in creating
rubrics for performance tasks. You can watch these videos for better
appreciation.
3.1. https://www.youtube.com/watch?v=D-VxO6x9yO8
3.2. https://www.youtube.com/watch?v=zFnJOxrtvLQ
3.3. https://www.youtube.com/watch?v=tyc3kZpYbdw

ASSESSMENT
A. Read each item and choose the correct answer from the options. Encircle
the letter that corresponds to your response.
1. What level in Bloom’s taxonomy of educational objectives in the affective
domain refers to having a personal value system?
a. Internalizing values
b. Organization
c. Responding
d. Valuing
2. The learning target “Discuss the difference between learning target and
educational objectives” is an example of which type of learning target?
a. Knowledge
b. Product
c. Reasoning
d. Skills
3. The learning objective “Demonstrate interest in joining co-curricular
organizations in school” is an example of which type of affective learning
outcome in Bloom’s taxonomy?
a. Internalizing values
b. Organization

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 c. Responding
d. valuing
4. Which of the following assessment strategies is best matched with
affective learning targets?
a. Use of inventory
b. Use of multiple choice test
c. Use of performance rubric
d. Use of product rubric
5. The student can do backstroke in swimming. The statement refers to what
type of learning targets?
a. Affect
b. Disposition
c. Product
d. Skill

B. Answer the following questions.

1. What is the difference between educational objectives and learning
targets?
2. What are the common typologies of learning targets?
3. Why is it important that learning targets and assessment
tasks/activities are matched?
4. What are the three learning target types that are best assessed
through alternative assessment methods? Justify your answer.
5. Is there something that you want to change or improve in the learning
target/s?
6. What type of learning targets did you use in you learning targets?
Why?
7. What is your basis in selecting the alternative assessment method to
measure the learning targets? Why?
8. How did learning target task help you understand the use of alternative
assessment for learning?

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C. Complete the table by formulating sample learning targets per type.

Type of Learning Sample Learning Targets

Targets
Knowledge targets

Reasoning targets

Skills targets

Product targets

Affective targets

D. Complete the learning targets task by supplying the required information on

the table provided.

Instructional Lesson Content Types of Sample

Objective/Learning Learning Learning
Outcome Related Targets Targets
to the Lesson
Content

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E. Select a specific lesson for a subject are 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 that
can be best assessed using alternative methods of assessment. Then,
propose specific non-traditional assessment tasks or activities to measure
the identified learning targets.

Subject

Specific Lesson

Learning
Outcomes/Instructional
Objectives

Learning Targets

Assessment Task/Activity
(Alternative)

Why use this assessment

task/activity?

How does this assessment

task/activity help you
improve your instruction?

How does this assessment

task/activity help your
students achieve the
intended learning
outcomes?

15
Rubric for Essay
Criteria Exemplary Superior Satisfactory Needs
10 8 6 Improvement
Level
4
Responses All questions Analysis Analysis Analysis
or answers were questions questions questions
answered were were not were not
completely; in answered answered answered.
depth completely. completely.
answers; Grammar and
thoroughly Clear Vaguely spelling
grounded on connection related to Unsatisfactor
theories. with theories the theories y.

Exemplary Grammar and Grammar

grammar and spelling are and spelling
spelling. superior. acceptable.
Submission Submitted Submitted on Submitted a Submitted
or before the deadline day two days or
compliance the deadline after the more after
deadline the deadline.

REFERENCES
Cajigal, R. and Mantuano, M.L. (2014). Assessment of Learning 2. Quezon
City: Adriana Publishing Co., Inc.
David et al. (2020). Assessment in Learning 2. Manila: Rex Book Store.
De Guzman, E. and Adamos, J. (2015). Assessment of Learning 2. Quezon
City: Adriana Publishing Co., Inc.
DepEd Order No. 031, s. 2020 (Interim Policy Guidelines for Assessment and
Grading in Light of the Basic Education Learning Continuity Plan)
DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for
the K to 12 Basic Education Program)
Hattie, John (2012). Visible Learning for Teachers: Maximizing Impact on
Learning. New York: Routledge.
Klenowski, V. (1995). Student self-evaluation processes in student-centred
teaching and learning contexts of Australia and England. Assessment in
Education: Principles, Policy & Practice, 2(2).
Magno, C. (2010). The Functions of Grading Students. The Assessment
Handbook, 3, 50-58.
Maxwell, Graham S. (2001). Teacher Observation in Student Assessment.
(Discussion Paper). The University of Queensland.
Moss, Connie and Susan Brookhart (2012). Learning Targets: Helping
Students Aim for Understanding in Today’s Lesson. Alexandria: ASCD.

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Navarro, L., Santos, R. and Corpuz, B. (2017). Assessment of Learning 2 (3rd
ed.). Quezon City: Lorimar Publishing, Inc.
UNSW (2018). Using Assessment Rubrics. Retrieved from
https://teaching.unsw.edu.au/assessment-rubrics.

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