Lesson 3 - Clarity Of Learning Targets 2m584k

CLARITY OF LEARNING TARGETS

Clarity of Learning Targets Assessment can be made precise, accurate, and dependable only if what are to be achieved are clearly stated and feasible.

Learning Targets  involve knowledge, reasoning, skills, products and affects  need to be stated in behavioral or which denote something which can be observed through the behavior of the students

LEARNING TARGETS IN THE COGNITIVE DOMAIN involves knowledge and the development of intellectual skills  includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills addresses development that is individual rather than interpersonal, focuses on content rather than context, and is independent of emotion

The Cognitive Domain Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic.

As proposed by Benjamin Bloom (1954),there are 6 major levels of educational objectives at the cognitive level, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place.

The Six Levels in the Cognitive Domain 1. KNOWLEDGE – refers to the acquisition of facts, concepts, and theories. - forms the foundation of all other cognitive objectives for without it, it’s not possible to move up to the next higher level of thinking in the hierarchy of educational objectives.

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this level require the students to . Test items ask the student to recall or recognize facts, terminology, problem solving strategies, or rules.

The Six Levels in the Cognitive Domain Words typically used in the KNOWLEDGE level are: define, recall, recognize, , identify, enumerate Example: •

Identify the health benefits of eating apples.

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Recall the four major food groups without error.

The Six Levels in the Cognitive Domain 2. COMPREHENSION – refers to the same concept as “understanding” - demonstrates that the student has sufficient understanding to organize and arrange material mentally

- a step higher than mere acquisition of facts and involves a cognition or awareness of the interrelationships of facts and concept

The Six Levels in the Cognitive Domain Words typically used in the COMPREHENSION level are: describe, compare, contrast, rephrase, put in your own words, explain the man idea Example: •

Compare the health benefits of eating apples vs. oranges.

The Six Levels in the Cognitive Domain 3. APPLICATION - refers to the transfer of knowledge from one field of study to another or from one concept to another concept in the same discipline - a question that asks a student to apply previously learned information to reach an answer

The Six Levels in the Cognitive Domain Words typically used in the APPLICATION level: apply, classify, use, choose, employ, write an example, solve, compute, show Example: • Use the appropriate ingredients in making an apple pie.

The Six Levels in the Cognitive Domain 4. ANALYSIS - refers to the breaking down of a concept or idea in its components and explaining the concept as a composition of these concepts - higher order questions that require students to make a critical and in-depth thinking

The Six Levels in the Cognitive Domain Words typically used in the ANALYSIS level: identify motives/causes, draw conclusions, determine evidence, , analyze Example question: • List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to your statements. • Deduce a message that implies a universal truth from the story read.

The Six Levels in the Cognitive Domain 5.

SYNTHESIS – refers to the opposite of analysis and entails putting together the components in order to summarize the concept

- a higher order question that asks the student to perform original and creative thinking

The Six Levels in the Cognitive Domain Words typically used in the SYNTHESIS level: predict, produce, write, design, develop, synthesize, construct, how can we improve, what would happen if, can you devise, how can we solve Example: • Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. • Explain the health benefits of using the ingredients you chose vs. the original ones.

The Six Levels in the Cognitive Domain 6. EVALUATION AND REASONING – refers to valuing and judgment or putting the worth of a concept or principle

- requires the student to judge the merit of an idea, a solution to a problem, or an aesthetic work - a higher level question that does not have a single correct answer.

The Six Levels in the Cognitive Domain Words typically used in the EVALUATION level: Appraise, Argue, Assess, Evaluate, Judge, Justify, Prove, Rank, Rate Example: • Prove that men are better in mathematics than are women.

The Six Levels in the Cognitive Domain ©Lee Kolbert

References De Guzman-Santos, Rosita. (2007). Assessment of Learning 1. Quezon City, Philippines: Adriana Printing Co., Inc. http://www.nwlink.com/~donclark/hrd/bloom.html http://en.wikipedia.org/wiki/Bloom's_Taxonomy http://cetl.matcmadison.edu/efgb/2/2_3_4.htm http://weblogs.pbspaces.com/mrskolbert/2010/11/06/definedor-denied-21st-century-students-in-todays-classrooms/

http://nsuwptechnology.wikispaces.com/Bloom's+Verb+Wheel