Create a Standards-Based Integrated Performance Assessment Unit Step-by-Step

Step 3: Identify Instructional Goals

After selecting a theme and essential question, the next step is to describe what the learners will know and be able to do as a result of completing the unit of instruction. Think of both the content and linguistic goals for your unit. For example, the teachers for the university-level course in Italian identified the following goals:

Content goals:

  • Students will be able to identify the characteristics of Italian comedy.
  • Students will be able to describe how Italian comedy has changed over the last fifty years.
  • Students will be able to create an original story that reflects the characteristics of Italian comedy.

Linguistic goals:

  • Students will be able to read about and discuss the history of Italian comedy.
  • Students will be able to participate in a discussion asking and responding to a variety of questions, expressing and supporting personal opinions about various Italian comedies.
  • Students will be able to write a script and film an original story that reflects the characteristics of Italian comedy.
  • Students will be able to make suggestions and critique the original comedies created by their classmates.
Bloom's Taxonomy
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Bloom's Taxonomy
is helpful in writing learning goals. The following list suggests action verbs for each level of the taxonomy.

Action Verbs for creating instructional goals
(Bloom's Revised Taxonomy)

Level 1. Remember

Choose
Count
Describe
Define
Draw
Identify
Label
List
Locate
Match
Memorize
Name
Omit
Outline
Point
Quote
Read
Recall
Recite
Recognize
Repeat
Reproduce
Select
State

Level 2. Understand

Associate
Classify
Compute
Convert
Defend
Demonstrate
Discuss
Distinguish
Estimate
Explain
Express
Extend
Extrapolate
Generalize
Give Examples
Illustrate
Indicate
Infer
Interpret
Interrelate
Match
Paraphrase
Predict
Represent
Restate
Rewrite
Select
Show
Summarize
Tell
Translate
Level 3. Apply

Add
Apply
Calculate
Change
Choose
Classify

Complete
Compute
Discover
Divide
Modify
Dramatize
Examine
Explain
Generalize
Produce
Graph
Interpolate
Manipulate
Operate
Organize
Paint
Prepare
Select
Show
Sketch
Solve
Subtract
Use

Level 4. Analyze

Analyze
Arrange
Breakdown
Categorize
Classify

Combine
Compare
Design
Detect
Develop
Diagram
Differentiate
Discriminate
Distinguish
Identify
Illustrate
Infer
Outline
Point out
Relate
Select
Separate
Subdivide
Survey
Utilize

Level 5. Evaluate

Appraise
Assess
Compare
Conclude

Contrast
Criticize
Critique
Defend
Determine
Grade
Judge
Justify
Measure
Rank
Rate
Support
Test

Level 6. Create

Choose
Combine
Compile
Compose
Construct
Create
Design

Develop
Devise
Do
Drive
Explain
Formulate
Generate
Group
Hypothesize
Integrate
Invent
Make
Organize
Originate
Plan
Prescribe
Produce
Propose
Rearrange
Reconstruct
Reorganize
Revise
Rewrite
Role Play
Tell
Transform


Now think about the unit on the market in the middle school Spanish class (explained in the video in Step 2). In the space provided, write potential content and linguistic goals for this unit.

Here are potential content and linguistic goals for a middle school unit on shopping in a market in Mexico. You may have identified other goals as you envisioned teaching this unit.

Content goals:

  • Students will be able to convert prices for items from pesos to dollars.
  • Students will be able to identify what you can buy at an open air market in Mexico.
  • Students will be able to compare shopping in a grocery store to shopping in an open market in Mexico.

Linguistic goals:

  • Students will be able to understand the prices for items sold in an open air market in Mexico.
  • Students will be able to list items found in an open air market in Mexico.
  • Students will be able to bargain with someone in order to complete a purchase in an open air market situation.

 

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