Performance standard, competency and Learning Targets

1. Articulation of
Performance Standards
into competencies and
Learning Targets
PREPARED BY: LAWRENCE AZANZA

2. Learning Outcomes
At the end of this video you are able to;
 Understand and differ performance standard,
competency and learning targets.
 Translate performance standards into competencies
and;
 Translate competency into learning targets.

3. Overview
1. Content Standards and Performance Standards
2. Competency
3. Learning Objectives and Learning Targets
4. Translating Competencies into Learning Targets

4. Content Standards and
Performance Standards

5. Content Standards and
Performance Standards

6. Content Standards and
Performance Standards

8. Competency
A competency is the capability to apply or use a set of
related knowledge, skills, and abilities required to
successfully perform “critical work functions” or tasks in a
defined work setting. Competencies often serve as the
basis for skill standards that specify the level of
knowledge, skills, and abilities required for success in the
workplace as well as potential measurement criteria for
assessing competency attainment.

10. Competency
A competency is the capability to apply or use a set of
related knowledge, skills, and abilities required to
successfully perform “critical work functions” or tasks in a
defined work setting. Competencies often serve as the
basis for skill standards that specify the level of
knowledge, skills, and abilities required for success in the
workplace as well as potential measurement criteria for
assessing competency attainment.

12. Learning Objectives and
Learning Targets

13. Learning Objectives vs. Target
Objectives are ‘direction setting outcomes
based’ statements. Objectives describe the
measurable contribution of the transport system
to achieving the goals. Targets are specific
desired outcomes that support achievement of
the objectives.

14. Translating Competencies
into Learning Targets

16. Bloom’s Taxonomy
Bloom’s Taxonomy is a classification of the
different objectives and skills that educators set
for their students (learning objectives)

17. COMPETENCY LEARNING TARGETS

18. Guidelines in Writing
Learning Targets

19. Based on increasing level of difficulty
and challenge (Blooms Taxonomy)
Remembering
‘To find or remember
information memorizing
information’
Tell, uncover, show, state,
define, name, write, recall,
recognise, list, label,
reproduce, identify, acquire,
distinguish, state, order, locate,
repeat, count, describe,
enumerate, find, match, read,
recite, record, select,
sequence, state, view

20. The learner solves
problems involving
factors of polynomials.
Learning Competency Learning Targets
At the end of the lesson,
the student will be able to;
• Identify and define
monomials, binomials and
polynomials.

21. Based on increasing level of difficulty
and challenge (Blooms Taxonomy)
Comprehension
‘To understand the
information and restate in
your own words,
paraphrasing,
summarizing, translating’
Comprehend, appreciate,
select, indicate, illustrate,
represent, formulate,
explain, classify, translate,
extrapolate, convert,
interpret, abstract,
transform, select, indicate,
relate, experiment.

22. The learner solves
problems involving
factors of polynomials.
Learning Competency Learning Targets
At the end of the lesson,
the student will be able to;
• Explain the difference
between monomials,
binomials and
polynomials.

23. Based on increasing level of difficulty
and challenge (Blooms Taxonomy)
Application
To use information to solve
problems, transfer abstract
or theoretical ideas to
actual situations, identifying
connections and
relationships and how they
apply ’
Assess, change, chart, choose,
demonstrate, determine,
develop, establish, produce,
relate, report, select, show,
use, try, diagram, perform,
make a chart, put into action,
build, report, employ, relate,
draw, construct, adapt, apply,
sequence, carry out, solve,

24. The learner solves
problems involving
factors of polynomials.
Learning Competency Learning Targets
At the end of the lesson,
the student will be able to;
• Solve problems involving
multiplication and division
of polynomials

25. Based on increasing level of difficulty
and challenge (Blooms Taxonomy)
Analysis
‘To take information apart,
identifying components,
determining arrangement,
logic and semantics’
Analyze, study, combine,
separate, categorise, detect,
examine, inspect, discriminate,
take apart, generalise,
scrutinize, estimate, compare,
observe, detect, classify,
discover, explore, distinguish,
catalogue, investigate,
breakdown, order, determine,
differentiate, dissect,

26. The learner visualizes
and describes the
different solid figures:
cube, prism, pyramid,
cylinder, cone, and
sphere.
Learning Competency Learning Targets
At the end of the lesson,
the student will be able to;
• Illustrate the different
geometrical solid figures.

27. Based on increasing level of difficulty
and challenge (Blooms Taxonomy)
Synthesis
‘To create new ideas or
things, combining
information to form a
unique product, requiring
of creativity and
originality’
Write, plan, integrate,
formulate, propose, specify,
produce, organize, theorize,
design, build, systematize,
combine, summarize, restate,
argue, hypothesise, predict,
create, invent, produce,
modify, extend, design,

28. The learner visualizes
and describes the
different solid figures:
cube, prism, pyramid,
cylinder, cone, and
sphere.
Learning Competency Learning Targets
At the end of the lesson,
the student will be able to;
• Formulate problems
involving geometrical
figures.

29. Based on increasing level of difficulty
and challenge (Blooms Taxonomy)
Evaluation
‘To make judgements
about knowledge, to
make decisions and
supporting views, requires
understanding of values. ’
Evaluate, measure, appraise,
select, check, evaluate,
determine, support, defend,
weigh, judge, justify, attach,
criticise, weigh up, argue,
choose, compare and
contrast, conclude, critique,
defend, predict, prioritize,
prove, reframe,

30. The learner visualizes
and describes the
different solid figures:
cube, prism, pyramid,
cylinder, cone, and
sphere.
Learning Competency Learning Targets
At the end of the lesson,
the student will be able to;
• Prove problems and
theorem involving
geometrical figures.

32. III. Performance
Standards,
Competencies,
and Learning
Targets
In Mathematics

33. Learning Outcomes:
At the end of this lesson, students should be able to:
3.1a Articulate performance standards into competencies
3. 1 Performance Standards, Competencies and
Objectives
3. 1 Articulation of Performance Standards into
Competencies
3.2a Articulate competencies into learning targets
3.2 Articulation of Competencies into Learning Targets

34. are broad, overarching goals
that will define the semester,
unit, or the year. It’s what the
teacher teaches and the
student learn.
Example:
Grade 3 Level
Subject: Mathematics-
Geometry
Standards: CCSS: Math.
Content, 3. GA. Reason
with shapes and their attributes
Standard

35. There are many national organizations that
have academic standards published. These
include things like the National Council of
Teachers of Mathematics or the National
Council of Teachers of English. And these
standards are often presented in grade-level
bands, such as six through eight or nine
through 12.

36. All states have academic standards that have been
published that their students must meet.
Almost all states use the Common Core State
Standards, or CCSS. Also important in this 21st
century setting are the International Society for
Technology in Education Standards, and this
organization publishes standards for teachers and
students. And these are essentially, what you need to
know in the digital world.

39. Content Standards
According to DepEd Order No. 8 s. 2015, content standard
identify and set the essential knowledge and understanding that
should be learned.
 Answer the question “What should the students know and be
able to do?”
 It is the actual content that students should learn.

40. Performance Standards
These describe the abilities and skills that learners
are expected to demonstrate in relation to the
content standards and integration of 21st-century
skills.

41. Performance Standard
 express the degrees or quality of proficiency that students
are expected to demonstrate in relation to the content
standards.
 it provides clear expectations for instruction, assessment
and student at work.
 answers the questions “How well must students do their
work?”
 helps teachers assessed the extent to which the students
have acquired the knowledge and applied the skills
learned.
 demonstrates conceptual understanding of content and
skill acquisition

43. Competencies
 are statements of skills.
Learning Competencies
 These refer to the knowledge,
understanding, skills and attitudes that
learners need to demonstrate in every
lesson and/or learning activity.

44. Unit Objective/ Learning Objective
- are specific knowledge or skill within that smaller time frame.
- it supports the identified competency and standard.
- When teachers develop unit objectives, they should ask
themselves the question– what do I want my students to be
able to do by the end of the unit?
Specific Measurable Achievable Relevant Time bound
SMART Goals

45. Unit
Example
Grade Level 3 Subject: Mathematics-Geometry
Standards CCSS: Math. Content, 3. GA.
Reason with shapes and their attributes
Competencies Students will divide a variety of shapes
into equal areas.
Students will create fractions based on
the shape division.
Learning
Objectives
Students will learn to divide a square into
four equal parts.

46. CREDITS: This presentation template was
created by Slidesgo, including icons by Flaticon,
and infographics & images by Freepik
Thanks!
Prepared By:
Azanza, Lawrence
Ponce, Joecel