1. Hitting the Target
Kimberly Karzen, Nancy Schwerin,
Annette Orrico, Marie Gillespie,
Maribeth Coffey-Sears, Jeremy Vrtis
PLT Formative Assessment Team

2. ONTARGET
STRESS BALL TIME!
Hit a target!

3. ONTARGET
Objectives
I will create a clear and understandable
vision of the learning target for my
students. (Strategy 1)
I will be able to design lessons to focus
on one learning target or aspect of
quality. (Strategy 5)
Seven Strategies of Assessment for Learning,
Pearson Assessment Training Institute

4. ONTARGET
Agenda
Getting Started
Introduction
Opening Activity
Creating Clear Targets
How to….. with Bloom’s
Activity
Designing One Target
Narrowing your Objective
Activity
Visible Targets

5. ONTARGET
Q4:What do we do when
students are proficient?
Q3: What do we
when students
are not learning?
Q2: How do we know
when a student has
learned something?
Q1: What do we want students to
know and be able to do?
PLC QUESTIONS
Essential
Outcomes
Instruction
(Best
Practice)
Formative
Assessment
Data Collection &
Analysis
SMART Goals
Differentiated Inst.
Intervention &
Enrichment
Data Collection &
Analysis
Summative
Assessment
PLC
PRINCIPLE:
Incorporate
the four
pieces for
continuous
improvement
Essential
Outcomes
Formative
Assessment

6. ONTARGET
Design lessons to focus on
one learning target or
aspect of quality at a
time.
Provide students with a
clear and understandable
vision of the learning
target.
Teach students to self-
assess and set goals.
Engage students in
self-reflection, and let
them keep track of
and share their
learning.
Use examples and models
of strong and weak work.
Offer regular descriptive
feedback.
Teach students focused revision.
7 Strategies of Assessment of Learning

7. ONTARGET
Have you ever…
• taught a lesson and then
had a student ask “what
is the point?” or “why do
we need to know this?”

8. ONTARGET
Provide students with a
clear and understandable
vision of the learning
target. (Strategy 1)
Seven Strategies of Assessment for Learning,
Pearson Assessment Training Institute

9. ONTARGET
What is a Learning Target?
“Statements of intended learning”
that capture what we want students
to know & be able to do.
 (Also called an essential outcome.)
(Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 42)
Chappuis, J., Stiggins, R., Chappuis, S., and
Arter, J. Classroom Assessment for Student
Learning: Doing It Right-Using It Well. Boston:
Pearson. 2012. 42

10. ONTARGET
What does a ‘clear and
understandable vision’ mean?
Share the learning target
with students.
Use language students
understand.
Seven Strategies of Assessment For Learning
(Chappuis 22)

11. ONTARGET
Benefits of Clear Targets
FOR TEACHERS
Knowing what to
teach
Knowing what to
assess
Knowing what
activities to plan
FOR STUDENTS
Understanding what
they are responsible for
learning

12. ONTARGET
What does student-friendly mean?
 I will…
 I will be able to…

13. ONTARGET
Formative Assessment Diagnostic
“There is a diagnostic aspect to all
formative assessment, and diagnostic
information can inform both students’
studying and teacher’s teaching. The key is
having a concept of the goal or learning
target, which originally is the teacher’s, but
which ideally the student will internalize,
eventually setting his or her own goals and
monitoring progress toward them.”
(Sadler, 1989; Gipps, 1994)

14. ONTARGET
Example of student-friendly
language
I understand that formative assessment is a
tool used by both the teacher and
student to monitor progress.

15. ONTARGET
WritingLearningTarget
Bloom’s Taxonomy
Level I Remembering
List who were the main…
Level II Understanding
Explain what is happening….
Level III Applying
Apply what you learned to develop…
"Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain."

16. ONTARGET
WritingLearningTarget
Bloom’s Taxonomy
Level IV Analyzing
Make a distinction between….
Level V Evaluating
Assess the importance of…
Level VI Creating
Formulate a theory for…
"Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain."

17. ONTARGET
Essential Outcomes  Learning Target  Student-friendly targets
Example in Language Arts:
Essential Outcome: Students can identify and analyze the
relationship between/among characters, such as that between a
protagonist and antagonist.
Three different Learning Targets for that outcome:
I can explain the difference between a protagonist and an
antagonist. (Understanding level of Bloom’s Taxonomy)
I can examine the relationship between the protagonist and the
antagonist. (Analyzing level of Bloom’s Taxonomy)
I can design a chart showing the relationship among the main
characters of a story or novel. (Creating level of Bloom’s Taxonomy)

18. ONTARGET
Essential Outcomes  Learning Target  Student-friendly targets
Example in Business:
Essential Outcome: Students will be able to recognize and identify
the advantages and disadvantages of the four types of business
ownership (proprietorship, partnership, corporations, and
franchises).
Learning Targets:
I will be able to compare and contrast an entrepreneur and
intrapreneur.
I will be able to summarize how a company goes from being privately
held to publicly held.
I will be able to list the fees associated with starting a franchise.

19. ONTARGET
Writing Learning Targets Directions
I will be able to write one learning target for each of
the Bloom’s Taxonomy Levels (see handout)
(Does not need to be all for the same lesson, unit or
class!)
I will be able to write my examples on the posters
around the room.

20. ONTARGET
Star
Questioned
Gallery Walk
What learning targets do you think are clear?
What learning targets do you think are unclear?

21. ONTARGET
When our learning targets are
clear to us as teachers, they are
also clear to our students.
Learning
Target
(Essential
Outcome)
Student
friendly
learning
target
KUD

22. ONTARGET
Design lessons to focus on
one learning target or aspect
of quality at a time.
(Strategy 5)
Seven Strategies of Assessment for
Learning, Pearson Assessment Training Institute

23. ONTARGET
(On your handout…)
Describe one activity or
lesson you love to do with
your students.
Prompt

24. ONTARGET
1. In what way does the activity or lesson
have one target that is clear for you and
the students?
2. In what ways is the activity or lesson
unclear for students? (no target, no clear
target, too many targets, other
distractions)
Questions

25. ONTARGET
Reflect on elements
of your activity that
can be improved to
achieve one target
that is clear.
Reflect

26. ONTARGET
Do You Keep Targets Visible
For The Entire Lesson?

27. ONTARGET
Keeping it visible all class!

28. ONTARGET
Brainstorm
How Can You Keep Targets Visible?

29. ONTARGET
Q4:What do we do when
students are proficient?
Q3: What do we
when students
are not learning?
Q2: How do we know
when a student has
learned something?
Q1: What do we want students to
know and be able to do?
PLC QUESTIONS
Essential
Outcomes
Instruction
(Best
Practice)
Formative
Assessment
Data Collection &
Analysis
SMART Goals
Differentiated Inst.
Intervention &
Enrichment
Data Collection &
Analysis
Summative
Assessment
PLC
PRINCIPLE:
Incorporate
the four
pieces for
continuous
improvement
Essential
Outcomes
Formative
Assessment

30. ONTARGET
Design lessons to focus on
one learning target or
aspect of quality at a
time.
Provide students with a
clear and understandable
vision of the learning
target.
Teach students to self-
assess and set goals.
Engage students in
self-reflection, and let
them keep track of
and share their
learning.
Use examples and models
of strong and weak work.
Offer regular descriptive
feedback.
Teach students focused revision.
7 Strategies of Assessment of Learning

31. ONTARGET
Objectives
I will create a clear and understandable
vision of the learning target for my
students. (Strategy 1)
I will be able to design lessons to focus
on one learning target or aspect of
quality. (Strategy 5)