Clarity of learning targets

8/7/2019 Clarity of learning targets

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Rose Anne Poblete


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Clarity of LearningTargets

Assessment can be made precise, accurate

and dependable only if what are to be

achieved are clearly stated and feasible.

Learning targets need to be stated in

behavioral terms which denote somethingwhich can be observed through the behavior

of the students.


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Cognitive TargetsThis involves factual knowledge ideas and

intellectual abilities.

Bloom (1956) classified the taxonomy of

cognitive domain in hierarchical order,

namely, knowledge, comprehension,

application, analysis, synthesis, andevaluation.


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Knowledge. This refers to the acquisition of

facts, and emphasizes the processes ofremembering.

Comprehension. This refers to the same

concept as understanding.

Application. This refers to the transfer of

knowledge from one field of study toanother or from one concept to another

concept in the same discipline.


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Skills refer to specific activities or tasks that

a student can proficiently do and can be

clustered together to form specific

competencies. Related competencies

characterize a students ability. It isimportant to recognize a students ability in

order that the program of study can be so

designed as to optimize his innate abilities.Abilities can be categorized into cognitive,

psychomotor and affective abilities.


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Products, outputs and projects are

tangible and concrete evidence of a studentsability. A clear target for products and

projects need to clearly specify the level of

workmanship of such project, as expert level,

skilled level or novice level.


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compute

describe

discuss

explain

express

identify

locate

report

restate

review

tell

translate

apply

calculate

dramatize

employ

examine

illustrate

interpret

operate

practice

schedule

sketch

solve

use

cite

count

define

draw

list

name

record

relate

repeat

underline

analyze

appraise

calculate

categorize

compare

contrast

debate

diagram

differentiate

examine

inventory

question

test

arrange

assemble

collect

compose

construct

create

design

formulate

integrate

manage

organize

plan

prescribe

propose

appraise

assess

choose

compare

criticize

estimate

evaluate

judge

measure

rank

rate

revise

score

select

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION

COGNITIVE

DOMAIN

Goodhart F., Verdi P., Kennedy S. Assuring

Quality in Health Education. Presented at

the Mid-Atlantic College Health Association,

October 25, 1991. MD,: Baltimore.

Reprinted with permission from Dr. Susan

Kennedy


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AFFECTIVE

DOMAIN

Goodhart, F. Verdi P. Kennedy S.Assuring Quality in Health Education.

Presented at the Mid-Atlantic College Health Association,

October 25, 1991, Baltimore.

Reprinted with permission from Dr. Susan Kennedy

RECEIVING

CHARACTERIZATION

ORGANIZATION

VALUING

RESPONDING

accept

attend

develop

realize

receive

recognize

reply

behave

complete

comply

cooperate

discuss

examine

obey

observe

respond

accept

balance

believe

defend

devote

influence

prefer

pursue

seek

value

codify

discriminate

displayfavor

judge

order

organize

relate

systematize

weigh

internalize

verify

(formal instruction

does not address)


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PSYCHOMOTOR

DOMAIN

Goodhart, F. Verdi P. Kennedy S.Assuring Quality in Health Education .

Presented at the Mid-Atlantic College Health Association,

October 25, 1991, Baltimore.

Reprinted with permission from Dr. Susan Kennedy

PERCEPTION

ADAPTATION

COMPLEX OVERT

RESPONSE

MECHANISM

GUIDED

RESPONSE

SET

distinguish

hear

see

smell

taste

touch

adjust

approach

locate

place

position

prepare

copy

determine

discover

duplicate

imitate

inject

repeat

adjustbuild

illustrate

indicate

manipulate

mix

set up

calibrate

coordinate

demonstrate

maintainoperate

adapt

build

change

develop

supply

construct

createdesign

produce

ORGANIZATION


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Blooms Taxonomy

In 1956, Benjamin Bloom headed a group ofeducational psychologists who developed a

classification of levels of intellectual behaviorimportant in learning. During the 1990's a newgroup of cognitive psychologist, lead by Lorin

Anderson (a former student of Bloom's), updatedthe taxonomy reflecting relevance to 21st century

work. The graphic is a representation of the NEWverbage associated with the long familiar Bloom'sTaxonomy. Note the change from Nouns to Verbs

to describe the different levels of the taxonomy


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Old Version


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New Version

Clarity of learning targets

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