LESSON 2

ASSESSMENT PURPOSES,
LEARNING TARGETS
AND APPROPRIATE
METHODS
Learning Outcomes
In this lesson, you are expected to:
• Explain the purpose of classroom assessment;
• Distinguish the 6 levels of knowledge under the cognitive
domain;
• Discuss the psychomotor categories in the psychomotor
domain;
• Discuss the 6 levels of learning objectives in the affective
domain; and
• Formulate learning targets that match appropriate assessment
methods.
 Instructional goals and objectives play a very important role in
both instructional process and assessment process. This serves as a
guide to both for teaching and learning process, communicate the
purpose of instruction to their stakeholders, and to provide
guidelines for assessing the performance of the students.
Assessing the learning outcomes of the students is one of the very
critical functions of teachers. A classroom teacher should classify the
objectives of the lesson because it is very important for the selection
of the teaching method and the selection of instructional materials.
The instructional material should be appropriate for the lesson so
that the teacher can motivate the students properly.
The objectives can be classified according to the learning
outcomes of the lesson that will be discussed.
Purposes of Classroom Assessment
The quality of assessment is best achieved when its purpose is
clear and cautiously purported to meet such purpose. The
discussion that follows outlined the three (3) distinct purposes
of assessment:
1. Assessment FOR learning
2. Assessment AS learning
3. Assessment OF learning
1) Assessment for learning–is intended to provide the teachers the
information about students’ knowledge, understanding and skills to vary
and differentiate teaching and learning activities.
With this, the teachers should carefully design the assessment method so
that the resulting information could not only be used to determine what
students know, but also to gain ideas on how and when to apply what
they have learned. Such information could also be used in providing
detailed, specific and descriptive feedback to the students to help them
advance their learning.
Assessment for learning is referred to as formative assessment where in
the assessment is given while the teacher is in the process of developing
the student learning. This means that the students continuously learning
while the process of teaching is going on. The teacher should see to it that
before he/she proceeds further, the students have understood the lesson.
2) Assessment as learning – is a process of involving
students in the learning process where they monitor their own
progress, ask questions and practice skills.
This supports the metacognition, the knowledge of one’s
own thought processes, of the students for which they are
active, engaged, and critical assessors of their learning. They
make sense of the information they gained, relate it to prior
knowledge and use it to draw new learning.
The students make use of self-assessments and the teacher’s
feedback to reflect on their learning and understand the next
step in learning. Thus, assessment as learning helps students to
develop independent learning habits and this gives them the
chance to monitor their future directions.
3) Assessment of learning –is designed to assists teachers in using
evidence on student learning so as to assess student achievement against
learning goals and
standards.
This is summative in nature and it is used to verify what students know and
can do and determine further whether they have achieved with respect to the
curriculum outcomes.
This compares the student’s learning with the other students or the
standards set for a particular grade level. The information gathered from the
assessment is usually represented by marks, scores or grades and it is
presented in a formal report. In addition, the information provides the
foundation for discussions on promotion of the students since assessment of
learning is used to rank or grade the students. The nature and the quality of
feedback are the bases to ensure the effectiveness of the assessment.
 This manifests that there should be careful planning in the
process of conducting assessment and give more emphasis on
the logical connections among the purpose, methods and the
use of the resulting information.
It is important for the teachers to understand the three
assessment purposes for them to be able to recognize the
need to balance among them, have the knowledge on which
one they will be using, and use them in an appropriate way.
Educational Goals, Standards, and Objectives

Goals
Goals are general statements about desired learner outcomes in a
given year or during the duration of a program (e.g., senior high
school).
Standards
Standards are specific statements about what learners should know
and capable of doing at a particular grade level, subject, or course.
McMillan (2014, p.131) described four different types of educational
standards:
(1) content (desired outcomes in
a content area)
(2) performance (what students do to demonstrate competence),
(3) developmental (sequence of growth and change over time), and
(4) grade-level (outcomes for a specific grade).
Educational Objectives
Educational objectives are specific statements of
learner performance at the end of an instructional unit.
These are formulated from a point of view of a teacher.
Learning Outcomes
Learning outcomes are “statements of student performance that
will be achieved in a single lesson or few days” and contains “both a
description of what
students should know, understand, and be able to do at the end of
instruction and
something about the criteria for judging the level of performance
demonstrated” (McMillan 2014, p.43). In other words, learning outcomes
are statements on what learners are supposed to learn and what they can
do because of instruction. Compared with educational goals, standards,
and objectives, learning outcomes are the most specific and lead to more
specific instructional and assessment activities.
 Learning outcomes should be congruent with the
standards prescribed by program or level and aligned
with the educational objectives of a subject or course.
Teachers must inform leaners about the learning
outcomes of lessons prior to classroom instruction
TAXONOMY OF EDUCATIONAL
OBJECTIVES
1.Cognitive Domain
2.Psychomotor Domain
3.Affective Domain
Cognitive Domain
-called for outcomes of mental activity such
as memorizing, reading problem-solving,
analyzing, synthesizing, and drawing
conclusions
Psychomotor Domain
- characterized by the progressive
levels of behaviors from observation
to mastery of physical skills.
Affective Domain
- describes learning objectives that
emphasize a feeling tone, an emotion, or a
degree of acceptance or rejection.