GOA COMMUNITY COLLEGE

PROF EDUC #: (COURSE)

First Semester, Academic Year 2025 - 2026

Unit 2: Target Setting

MODULE OVERVIEW
Description:
Exploring Target Setting will enable the personal and professional growth of future
educators in the field of the teaching-learning process by letting them identify clear, actionable
goals and a structured plan to achieve. The DepEd’s K-12 curriculum standards and
competencies down to its specifics will become the foundational basis in making the proper
alignments of activities and assessment. Ensuring that the intended learning outcomes are
achieved properly in consideration of crafting SMARTER objectives. Furthermore, the
taxonomies within domains will provide a structured framework that intends to integrate in the
design of lessons, assessments in learning outcomes, and supporting student progress that are
applicable in real-world classroom planning. In addition, unpacking Learning competencies will
equip the learners with practical tools and create effective, inclusive learning experiences.
Through these, by the end of the discussion, they will be able to plan lessons that target
various levels of learning, ensure measurable growth, and reflect professionally on teaching
effectiveness.

LEARNING OBJECTIVES
By the end of this unit, learners should be able to:
a. Define the key concepts of Target Setting and differentiate the learning domains.
b. Demonstrate a clear understanding on the importance of aligning intended learning
outcomes, learning activities, and assessment tasks and explain its relevance to professional
practice.
C. Construct measurable learning objectives from given competencies using appropriate
framework domains and taxonomy level.

PRELIMINARY ACTIVITY/ MOTIVATION ACTIVITY

Description:
The class beginned with a greeting and a brief introduction from the reporters. Next
was the checking of attendance and setting up the classroom rules.
The first activity happened where learners were divided into two groups, each forming
a line in the middle and facing their opponents to play Rock-Paper-Scissors. This game
establishes a foundation within the mind of the learners through a demonstration on how
assessments, if not based on a reliable and valid standard, can become biased and
unmotivating for the students.

LEARNING CONTENT
A. Standards-based Assessment
-Is the method used to measure whether students have actually mastered those standards. It’s
a test or evaluation that is directly based on the standards

Constructive Alignment
-is a teaching principle that combines constructivism, the idea that learners construct or create
meaning out of learning activities and what they learn, and alignment.
-a curriculum design concept that emphasizes the importance of defining and achieving
intended learning outcomes.

-The goal is to support students in developing as much meaning and learning as possible from a
well designed, coherent, and aligned course.
-Courses are congruent and coherent in an explicit way when there is good fit and flow between
a course’s intended learning outcomes, teaching and learning activities, and assessments of
student learning.

2. K-12 assessment Guidelines

Content standards
•Describes the specific content that should be taught and learned.
•Articulates core knowledge and skills that student should master
•Guides teachers in identifying instructions on the knowledge and skills that students should
learn.

Performance Standards
• Defines level of work that demonstrates achievement of standard.
• Provides clear expectations for instruction, assessment,& student at work.
• Helps teachers assessed the extent to which the students have acquired the knowledge and
applied the skills learned.

Assessment Types:
Assessment in K–12 is standards- and competency-based, and divided into two major types:
●​ Formative Assessment (Assessment for/as Learning)
-done during learning
Helps teachers adjust teaching and guides learners to reflect on their progress.
Examples: quizzes, seatwork, group activities, journals.

●​ Summative Assessment (Assessment of Learning)

Done after instruction (end of unit, quarter, or course).
Measures if learners met the content and performance standards.
Examples: unit tests, projects, portfolios, quarterly exams.

APPROPRIATE TARGETS
-it makes sure that what teachers teach, what students learn, and what is assessed are all
matched.
They usually cover three levels:
Competencies
→Refer to the knowledge, skills, and attitudes learners are expected to develop.
Broad and long-term in scope.
Example: Communicate effectively in oral and written form.

Objectives → specific goals for lessons or units.

-More specific and short-term compared to competencies. Indicate what learners should
achieve by the end of a lesson or unit
Usually written in behavioral terms (observable and measurable).
Example: At the end of the lesson, the student will be able to identify the main idea in a short
text.

Outcomes → actual results of learning (what students can demonstrate).

Refer to the actual results of learning — what learners can really demonstrate after instruction
and assessment.
Outcomes show the achievement of both competencies and objectives.
Example: The student summarizes a paragraph correctly and presents the key idea in their own
words.
-are described by using action verbs. However, not all action verbs specify learning outcomes.
In some cases, learning outcomes may be confused with learning activities. Let’s consider the ff.
1. The student will write an essay.
2. The student will read a story.
3. The student will classify the objects according to color.
4. The student will listen to a song.
5. The student will collect insects.

Characteristics of Objectives or Instructional Goals:

In setting instructional goals, you can use the acronym SMART which was originated by Peter
Drucker in his Management by Objectives concept.
●​ Specific - Goals should be focused and with an identified tangible outcome.
●​ Measurable - There should be clear quantitative or qualitative criteria of what makes a
successful accomplishment.
●​ Attainable - Goals must be challenging yet should be realistic and achievable despite
possible constraints.
●​ Relevant - Goals should be aligned with the standards and competencies set in the
curriculum and the institution.
●​ Time-bound - Every goal has to be completed at a certain point or a target period.

Over the years, management practitioners have extended the acronym to include extra focus
areas such as the following presented by Abrioux (2012) and as applied to instruction:
 ●​ Evaluated. Learners progress must be assessed at certain points to provide information
needed for feedback and guidance.
●​ Revisited. At the end of the instructional period, actual learners’ accomplishment should
be compared to the instructional goals.

Learning Domains and Taxonomies

According to O’Reilly (2007), learning taxonomies help in classifying learning objectives and
selecting learning activities and assessments that are aligned to those learning objectives.
Benjamin Bloom(1956) classified the learning domains into:
●​ Cognitive domain involves the development of mental skills and the acquisition of
knowledge.
●​ Psychomotor domain includes utilizing motor skills and the ability to coordinate them.
●​ Affective domain involves feelings, emotions and attitudes.

Bloom’s Taxonomy of the Cognitive Domain

Bloom’s Taxonomy is a classification system of the cognitive domain that describes six major
categories of cognitive processes (Kubizsyn and Borich, 1993)
●​ Knowledge
-require the students to recall or remember. Test items ask the students to recall or
recognize facts, terminologies, problem-solving strategies or rules.
●​ Comprehension
-objectives at this level require some level of understanding. Test items ask the students
to translate-, restate-, interpret- or infer from- previously learned information.
●​ Application
-use knowledge in new situations other than what was learned. Test items ask the
students to apply previous information or use it in a different context.
●​ Analysis
-objectives at this level, require the students to break down information into component
parts and show relationship between parts. Test items asks the students to describe
relationship among concepts or to compare and contrast.
●​ Synthesis
-requires students to produce something unique or original. Test items ask the students
to solve unfamiliar problems in a unique manner or to combine parts into a new whole.
●​ Evaluation
-require the students to make judgment about ideas, people or products based on a
given purpose or criteria.

Key Changes
●​ From nouns → to verbs (e.g., Knowledge →
Remember).
●​ The highest level shifted: Synthesis was replaced
with Create as the top skill.
Krathwol and Bloom’s Taxonomy of the Affective Domain
(1964)
Receiving: being aware of or attending to something in the
environment.
Responding: exhibiting behavior as a result of experience.
Valuing: showing definite involvement or commitment.
Organization: integrating and ranking a new value into one’s
general set of values.
Characterization by value: acting consistently with the new
value.

Psychomotor Domain (synthesis of the taxonomies of

Simpson(1972), Dave(1970) and Harrow(1972)
Observing: Active mental attention to a physical event.
Imitating: Trying to copy a physical behavior
Practicing: Repeatedly tries a physical activity
Adapting: Fine tuning. Making adjustments in the physical activity in
order to perfect it.

SOLO Taxonomy (Biggs & Collis, 1982)

-stands for the Structure of the Observed Learning
Outcome
●​ SOLO can be used not only in assessment, but in designing the curriculum in terms of
the level of learning outcomes intended, which is helpful in implementing constructive
alignment.
●​ The SOLO model describes the learner’s understanding of concepts or performance
tasks in terms of increasing levels of complexity.

●​ Prestructural
-students don’t have any understanding of the topic. This
may be because they’ve never encountered it before.
Response is irrelevant or misses the point.
●​ Unistructural
At this level, a student may be able to identify and name
a few things and follow simple procedures that they have
been taught.
●​ Multistructural
The multistructural student is like the builder without his tools: all the pieces are there, but he
doesn’t know how they connect.
●​ Relational
students start to see how the parts of a topic are put together. They can identify patterns,
explain how parts of a topic link together, compare and contrast different elements of a topic,
and view a topic from several perspectives.
●​ Extended Abstract
Students may also be able to generate theoretical ideas and then use them to make
assumptions about future events.The student goes beyond what was taught, applying
knowledge to new situations, generalizing, or theorizing.
Ex. A student may learn something in the classroom and be able to apply it in their lives outside
the classroom in an entirely different context.

The New Taxonomy (Marzano and Kendall, 2007)

Marzano’s model is composed of three systems – the Self System, the Metacognitive and the
Cognitive System, and the Knowledge Domain.

●​ The Self-System involves examining the importance of knowledge to self, its ability to
produce a desired result (efficacy), and the emotions associated with the knowledge.
Learners decide whether a task is important, interesting, or worth the effort.

●​ The Metacognitive System involves examining motivations, specifying learning goals,

process monitoring, monitoring clarity and monitoring accuracy. Learners think about
their thinking, organize tasks, and check their progress

The Cognitive System involves four elements which are further classified into sublevels :
a. Knowledge retrieval involves recognizing, recalling and executing;
b. Comprehension involves integrating and symbolizing;
c. Analysis involves matching, classifying, analyzing, and generalizing; and
d. Knowledge utilization involves investigating, experimenting, decision problem solving and
decision making

●​ Knowledge Domain
Information -includes vocabulary terms, facts, time sequences, generalizations and principles.
Mental procedures - involves mental skills
Physical procedures -is composed of physical procedures an individual uses to negotiate daily
life and to engage in complex physical activities for work and for recreation.

Example:
Vocabulary(information):isosceles,equilateral,hypotenuse
Generalization (information): All right triangles have one angle of 90 degrees.
Mental procedures: Conducting proofs and figuring the length of the side of a right triangle.
Physical procedures: Constructing triangles with a compass and ruler
The 5Ps framework is a way of breaking down or “unpacking” broad learning
competencies into clear, observable, and measurable targets that guide teaching,
learning, and assessment.

1. Performance
Refers to the demonstration of skills or abilities expected from learners. It focuses on what
learners are able to do after instruction.
2. Product
The tangible or visible output that results from the learner’s performance. It shows evidence of
what has been learned.
3. Proficiency
The level or degree of quality with which learners perform a skill or produce a product. It
indicates how well the competency is achieved.
4. Process
The steps, methods, or actions learners take to achieve the competency. It emphasizes how
learning is carried out.
5. Participation
The active involvement and engagement of learners in tasks and activities that lead to achieving
the competency. It highlights learner-centered involvement.

The ABCDs of Writing Instructional Objectives (Gahasan,Undated)

A stands for audience,

B is for behavior,

C for conditions and

D is for degree of mastery needed.

Steps in Writing Objectives from Competencies

1.​ Identify the Competency
Start with the Most Essential Learning Competency (MELC) or curriculum standard. This gives
the general skill/knowledge learners should develop.
2.​ Determine the Level of Learning
Use Bloom’s Revised Taxonomy (Remember, Understand, Apply, Analyze, Evaluate, Create) to
decide the kind of thinking skill expected.
3.​ Break Down into Specific Objectives
Convert the broad competency into clear, specific, and measurable objectives that learners can
achieve within the lesson or unit.
4.​ Follow the ABCD Format (optional but useful)
A – Audience: Who will learn? (students)
B – Behavior: What will they do? (action verb from Bloom’s)
C – Condition: Under what situation or material?
D – Degree: To what level of proficiency or accuracy?
5.​ Ensure Alignment
Objectives must align with the content standard, performance standard, and assessment tasks,
so teaching, learning, and evaluation are consistent.

LEARNING ACTIVITIES
Description:
Our learning activities include a matching exercise which intends to activate the
student's creative thinking skills in determining and differentiating the objectives,
outcomes and competency from a given sample of the K-12’s Deped Curriculum Guide
that directly engages learners with the lesson content.
Another activity was the word puzzle incorporated from a website namely,
WordWall, for introducing the main concepts of the learning domains. Intriguing interest
and coorporating a positive outlook on the coverage.

SYNTHESIS
Description:
Target setting is a crucial process for both students and teachers that aims to achieve
specific goals and performance. Standards-based assesment and Constructive alignment goes
hand in hand in delivering an effective target setting that involves establishing clear,
measurable, achievable, relevant, and time-bound (SMART) objectives that align with overall
strategic priorities. Whereas the taxonomies in learning domains, (i.e., Blooms’s Taxonomy of
Cognitive, Affective and Psychomotor Domain, SOLO Model and Marzano Model) are the
based-guide feameworks that are made of use and application in ensuring that the learning
experience of the learners are comprehensive, well-rounded and promote higher-order thinking
skills. Where students-teachers can deliver instruction more purposefully, monitor progress
toward the targets, and make real-time adjustments to their teaching based on student
responses or results. In turn, successfully achieving the learning targets can boost both the
students and teachers confidence and motivattion in practice of the teaching and learning
process. Unpacking the learning competencies, is also a critical process that bridges curriculum
standards and effective classroom instruction in dissecting broad, often complex, learning
competencies into smaller, more manageable, and measurable learning objectives that appeals
to the complexity of the topics and the capabilities of the students in application and
demonstration.
This continous process of target setting consitently provides clear direction and focus
from both learners and teachers where aligned objectives, competencies, and outcomes have a
significant contribution to the growth and overall experience of the studnets and the teacher.
Implicating its use as a motivational tool and the quality of education.
EVALUATION
Description: The part that measures whether learners achieved the learning objectives.
Evaluation should assess the learning of the students. It must be composed of at least 30
questions.

REFERENCES
Description: A list of all sources used in the development of the module. These provide
credibility and allow learners to explore further. It must be in APA style 7th edition.