Clarity Of Learning Targets & Constructive Alignment PDF

UNIT 2 A. STANDARD-BASED ASSESSMENT CLARITY OF LEARNING TARGETS PRESENTED BY: AMY SORIANO MUYANO Assessment can be precise, accurate, and dependable only if what is to be achieved and clearly stated and feasible. The learning targets, involving knowledge, reasoning, sk...

UNIT 2 A. STANDARD-BASED ASSESSMENT CLARITY OF LEARNING TARGETS PRESENTED BY: AMY SORIANO MUYANO Assessment can be precise, accurate, and dependable only if what is to be achieved and clearly stated and feasible. The learning targets, involving knowledge, reasoning, skills, products and effects, need to be stated in behavioral terms which denote something which can be observed through the behavior of the students COGNITIVE TARGETS BENJAMIN BLOOM (1954) PROPOSED A HIERARCHY OF EDUCATIONAL OBJECTIVES AT THE COGNITIVE LEVEL. 1.KNOWLEDGE- refers to the acquisition of facts, concept, and theories. 2.COMPREHENSION – refers to the same as “understanding”. 3.APPLICATION – refers to the transfer of knowledge from one field of study to another or from one concept in the 4. ANALYSIS – breaking down a concept or idea. 5. SYNTHESIS – the opposite of analysis and entails putting together the components. 6. EVALUATION AND REASONING - valuing and judgement or putting the “worth” of a concept or principle. SKILLS, COMPETENCIES AND ABILITIES TARGETS SKILLS – specific activities or task that a student can proficiently do. COMPETENCIES – cluster of skills. ABILITIES – made up of relate competencies categorized as: COGNITIVE AFFECTIVE PSYCHOMOTOR APPROPRIATENESS OF ASSESSMENT METHODS WRITTEN-RESPONSE METHOD OBJECTIVE TESTS – appropriate for assessing the various levels of hierarchy of educational objectives. ESSAYS – can test the students grasp of the higher level cognitive skills. CHECKLIST – list of several characteristics or activities presented the subjects of a study, where they will analyze and place a mark opposite. PRODUCTS, OUTPUTS AND PROJECT TARGETS - tangible and concrete evidence of a students ability. CONSTRUCTIV E ALIGNMENT It is an outcomes-based approach to teaching in which the learning outcomes that students are intended to achieve are defined before teaching takes place. INTENDED LEARNING OUTCOMES LEARNING AND TEACHING ASSESSMENT ACTIVITIES INTENDED LEARNING OUTCOMES– (ILO) What will the students be able to do. ASSESSMENT- How will the students demonstrate what they have to learn. It is all about the different examination tests or different activities after the lesson. LEARNING AND TEACHING ACTIVITIES – What experiences will allow for this learning to occur. It will be helped in the progress during the lesson of the teacher. IMPORTANCE OF CONSTRUCTIVE ALIGNMENT Supports positive academic outcomes for an increasingly diverse group of learners, because it makes teaching and learning goals and methods ALIGNED (well organized, consistent) and EXPLICIT CONSTRUCTIVE ALIGNMENT If you teach a student how to drive… The assessment should also test the students how to drive, and it would result to a learning outcome where the student learn how to exactly or practically to drive. THANK YOU FOR LISTENING! REFERENCES: https://youtu.be/m7aM0x37PBo?si=gZq7rec1YUKEQRMZ https://youtu.be/SBTDQ3-3BQ8?si=zot4pQsLRbVl_AhL https://www.bing.com/ck/a?! &&p=b7090a43039be5dbJmltdHM9MTcyNDcxNjgwMCZpZ3VpZD0wMGF hMGIyOS01YTFjLTYwMjEtMjkyYy0xOGZkNWJkYzYxMGMmaW5zaWQ9NTI yMg&ptn=3&ver=2&hsh=3&fclid=00aa0b29-5a1c-6021-292c- 18fd5bdc610c&psq=standard-based+assessment+ (clarity+of+learning+targets+%2c+constructive+alignment %2c+principles)&u=a1aHR0cHM6Ly9ibG9ncy51YmMuY2EvYXNzZXNzb WVudGd1aWRlYm9vay9hc3Nlc3NtZW50LWFwcGVuZGl4L2NvbnN0cnVjd Gl2ZS1hbGlnbm1lbnQv&ntb=1