MODULE II

ASSESSING LEARNING
OUTCOMES

Lesson 1 Program Outcomes and

Student Learning
Outcomes

Lesson 2 Taxonomy of
Educational Objectives

Lesson 3 Principles in Assessing

Learning Outcomes

Lesson 4 Assessment Methods,

Tools and Tasks

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2
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MODULE II

ASSESSING LEARNING OUTCOMES

 INTRODUCTI
This module deals with the different program outcomes for
teacher education, taxonomy of educational objectives, and the
different principles and assessment tools in assessing student learning
outcomes.

OBJECTIV
ES
After studying the module, you should be able to:

1. differentiate program outcomes from student learning

outcomes through examples;
2. clarify the program outcomes for teacher education;
3. distinguish the different taxonomy of educational objectives;
4. exhibit understanding of constructive alignment of objectives
through sample situations;
5. demarcate the difference between competencies, objectives,
and outcomes based from their inherent characteristics;
6. discuss various assessment methods, tools and tasks,
including portfolios; and
7. construct scoring rubrics and give sample assessment tasks.

 DIRECTIONS/ MODULE ORGANIZER

There are four lessons in the module. Read each lesson carefully
then answer the exercises/activities to find out how much you have
benefited from it. Work on these exercises carefully and submit your
output to your instructor/professor.

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In case you encounter difficulty, discuss this with your

instructor/professor during the face-to-face meeting. If not, contact
your instructor/professor at the DMMMSU office.

Good luck and happy reading!!!

Lesson 1

 Program Outcomes
and Student Learning Outcomes

The shift of focus in education from content to student learning

outcomes has changed teachers' instructional perspective. In the past,
teachers were often heard about their concern to finish their subject
matter before the end of the term. Maybe because of the number of
their students or failure to clarify the desired learning outcomes,
teacher's concern for outcomes was secondary to the completion of
the planned content for the subject. In short, teachers were more
content-centered than outcomes-centered.

The new educational perspective requires teachers to visualize

the ideal graduates three or more years after graduation and right
after completion of the program, i.e., graduation time (as stated in
institutional outcomes and program outcomes. The Commission on
Higher Education, the body that regulates higher education in the
Philippines, in its Memorandum Order # 20, s. 2014 requires the
following program outcomes for all higher education institutions the
ability to:

a) articulate and discuss the latest developments in the specific

field of
practice;
b) effectively communicate orally and in writing using both
English and
Filipino;
c) work effectively and independently in multi-disciplinary and
multicultural teams;
d) act in recognition of professional, social and ethical
responsibility; and
e) preserve and promote Filipino historical and cultural heritage.

Some program outcomes are based on types of higher

education institutional (HEI) because this determines the focus and
purpose of the HEI. For example:

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 Graduates of professional institutions demonstrate a

service orientation in one's profession.
 Graduates of colleges participate in various types of
employment, development activities and public discourses,
particularly in response to the needs of the communities
one serves.
 Graduates of universities participate in the generation of
new knowledge or in research and development projects.
 Graduates of State Universities and Colleges must, in
addition, have the competencies to support ''national,
regional and local development plans."

Program Outcomes for Teacher Education

The program outcomes specific to degrees are programs spelled

out in the specific Policies, Standards and Guidelines (PSG) per
program or degree issued by the same Commission. The following are
the program outcomes for teacher education in 2017 Philippines,.

a. Articulate the rootedness of education in philosophical, socio-

cultural, historical, psychological and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their
environments
d. Develop innovative curricula, instructional plans, teaching
approaches and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices
f. Demonstrate a variety of of thinking skills in planning,
monitoring, assessing and reporting learning processes and
outcomes
g. Practice professional and ethical teaching standards sensitive to
the local, national and global realities
h. Pursue lifelong learning for personal and professional growth
through varied experiential and field-based opportunities

In addition to the program outcomes of teacher education as a

discipline, there are program outcomes, specific to:

Bachelor of Elementary Education, (CMO No 74,5s2017) ;

Bachelor of Secondary Education Major in English, Filipino,
Mathematics,

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Science, Social Studies (CMO No.75,s:2017);

Bachelor of Early Childhood Education (CMO No.76,s,2017);
Bachelor of Special Needs Education (CMO No.77,s.2017);
Bachelor of Technology and Livelihood Education (CMO
No.78,s.2017); Bachelor of Technical-Vocational Teacher
Education (CMO No.79,s.2017); Bachelor of Physical Education
(CMO No,80,s,2017);
Bachelor of Culture and Arts Education (CMO No.82,s.2017).

For details, refer to the given CMOs.

Instructional goals and objectives, on the other hand play a very

important role in both instructional process and assessment process.
This serves as a guide both for teaching and learning process,
communicate the purpose of instruction to other stakeholders, and to
provide guidelines for assessing the performance of the students.
Assessing the learning outcomes of the students is one of the very
critical functions of teachers. A classroom teacher should classify the
objectives of the lesson because it is very important for the selection
of the teaching method and the selection of the instructional materials.
The instructional material should be appropriate for the lesson so that
the teacher can motivate the students properly.

Purposes of Instructional Goals and Objectives

1. It provides direction for the instructional process by clarifying the

intended learning outcomes.

2. It conveys instructional intent to other stakeholders such as

students, parents, school officials and the public.

3. It provides basis for assessing the performance of the students

by describing the performance to be measured.

Goals and Objectives

The terms goals and objectives are two different concepts but
they are related to each other.

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Goals and objectives are very important, most especially when

you want to achieve something for the students in any classroom
activities. Goals can never be accomplished without objectives and you
cannot get the objectives that you want without goals. This means that
goals and objectives are both tools that you need in order that you can
accomplish what you want to achieve. Below are different descriptions
between goals and objectives.

Goals Objectives
Broad Narrow
General intention Precise
Intangible Tangible
Abstract (less structured) Concrete
Cannot be validated as is Can be validated
Long term aims what you want to Short term aims what you want
accomplish to achieve
Hard to quantify or put in a Must be given a timeline to
timeline accomplish to be more effective

An activity that implies a certain product or end result of instructional

objectives is called learning outcome. If you write instructional
objective as a means or processes of attaining the end product, then it
is considered as learning activity. Hence, revise it so that the product
of the activity is stated.

Example:

Learning Activities Learning Outcomes

study Identify
read write
watch recall
listen list

Types of Learning Outcomes

After developing learning outcomes, the next step the teacher

must consider is to identify whether the learning outcome is stated as
a measurable and observable behavior or non-measurable and non-
observable behavior. If learning outcome is measurable then it is
observable, therefore, always state the learning outcomes in
observable behavior. Teachers should always develop instructional
objectives that are specific, measurable statement of outcomes of
instruction that indicates whether instructional intents have been
achieved (Kubiszyn, 2007). The following are examples of verbs in

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terms of observable learning outcomes and unobservable learning

outcomes.

Observable LOs Non-observable LOs

draw understand
build appreciate
list value
recite know
add be familiar

Examples of observable learning outcomes:

1. Recite the names of the characters in the story MISERY by Anton
Cheecov.
2. Add two-digit numbers with 100% accuracy.
3. Circle the initial sounds of words.
4. Change the battery of an engine.
5. List the steps of hypothesis testing in order.

Examples of non-observable learning outcomes:

1. Be familiar with the constitutional provisions related to agrarian
reforms.
2. Understand the process of evaporation.
3. Enjoy speaking Spanish.
4. Appreciate the beauty of an art.


5. Know the concept of normal distribution.

Learning
Activity
I. CLASSIFYING

A. Write S before the number if the statement is a specific objective or

write G before the number if it is a general objective.

_____ 1. Appreciate the role of mathematics in everyday life.

_____ 2. Enjoy speaking Nihonggo.
_____ 3. Be able to add alegebraic expression with 90% accuracy.
_____ 4. Be able to dissect frog correctly.
_____ 5. Reciting the poem

B. Write O before the number if the statement represents learning

outcomes or write A before the number if the statement represents
learning activities.

_____ 1. Fixing a motorcycle

_____ 2. Adding fractions correctly
_____ 3. Practicing a guitar

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_____ 4. Recalling the parts of speech

_____ 5. Reciting the poem

C. Write O before the number if the statement represents observable

learning outcomes or write U before the number if the statement
represents non-observable learning outcomes.

_____ 1. Multiply three-digit number on a yellow pad

_____ 2. Understand the process of condensation
_____ 3. Enjoy speaking Nihonggo
_____ 4. Write the names of the characters in the story “The Boor”
_____ 5. Draw the map of Region II correctly

II. CONSTRUCTED RESPONSE

1. Differentiate an objective from an outcome.

2. Search for your program outcome indicated on the PSG specified in

the CMOs enumerated in this lesson or in your course syllabi.
 Enumerate at least 5 ways you can help in the attainment
of your program outcomes. Explain each.

Lesson 2

 Taxonomy of Educational
Objectives

Believing that there were more than one (1) type of learning,
Benjamin Bloom and a committee of colleagues in 1956, identified
three domains of educational activities: the cognitive, referring to
mental skills; affective referring to growth in teeing or emotion, and
psychomotor, referring to manual or physical skills. These terms were
regarded as too technical by practicing teachers and so the domains
were translated to simpler terms commonly used by teachers:
knowledge, skills and attitudes (KSA).

1. Cognitive Domain called for outcomes of mental activity

such as memorizing, reading, problem solving, analyzing,
synthesizing, and drawing conclusions.

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2. Affective Domain describes learning objectives that

emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection. Affective objectives vary from simple
attention to selected phenomena to complex but internally
consistent qualities of character and conscience. We found a
large number of such objectives in the literature expressed as
interests, attitudes, appreciations, values, and emotional sets
or biases (Krathwohl et al., 1964 as cited by Esmane, 2011). It
refers to the persons awareness and internalization of objects
and simulations , it focuses on the emotions of the learners.

3. Psychomotor Domain is characterized by the level of

progressive levels of behaviors from observation to mastery
of physical skills (Simpson, 1972 as cited by Esmane, 2011).
This includes physical movement, coordination and use of the
motor-skill areas. Development of these skills requires
practice and is measure in terms of speed, precision,
distance, procedures, or techniques in execution. It focuses
on the physical and kinesthetic skills of the learner.

These domains are organized into categories or levels and

arranged in hierarchical order from the simplest behavior to the most
complex behavior. To ensure that the learning outcomes are
measurable, demonstrable and verifiable, the outcomes should be
stated as concrete and active verbs. In mid-nineties, a former student
of Bloom, Lorin Anderson, reviewed the cognitive domain objectives
and effected some changes. The two most prominent of these are (a)
changing the names in the six subdivisions from noun to verb and (b)
re-arranging the order of the last two-synthesis and evaluation.
Taxonomies of the Cognitive Domain

Bloom’s Taxonomy 1956 Anderson and Krathwohl’s

Taxonomy 2001
1.
2. Knowledge: Remembering or 1. Remembering:
retrieving previously learned material.
Examples of verbs that relate to this Recognizing or recalling
function are: knowledge from memory.
Remembering is when memory is
know define recall record used to produce or retrieve
name definitions, facts, or lists, or to
identify memorize recognize recite previously learned
relate, list repeat acquire information.
3.
4. Comprehension: The ability to grasp or 2. Understanding:
construct meaning from material.
Examples of verbs that relate to this Constructing meaning from
function different types of functions be
are: they written or graphic messages
or activities like interpreting,
restate identify illustrate
exemplifying, classifying,

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locate, report discuss interpret, draw summarizing, inferring,

comparing, or explaining.
recognize describe represent
explain review infer
express differentiate conclude

5. Application: The ability to use learned 3. Applying:

material, or to implement material in
new and concrete situations. Carrying out or using a procedure
Examples of verbs that relate to this through executing, or
function are: implementing. Applying relates to
or refers to situations where
apply, relate organize practice
learned material is used through
develop restructure calculate
products like models,
translate interpret show
presentations, interviews or
exhibit use, operate
simulations.
demonstrate
illustrate dramatize employ
4. Analyzing:
6. Analysis: The ability to break down
or distinguish the parts of material Breaking materials or concepts
into its components so that its into parts, determining how the
organizational structure may be parts relate to one another or how
better understood. Examples of
they interrelate, or how the parts
verbs that relate to this function
relate to an overall structure or
are:
purpose. Mental actions included
analyze compare differentiate in this function are differentiating,
contrast experiment probe organizing, and attributing, as well
inquire investigate detect as being able to distinguish
scrutinize discover examine between the components or parts.
contrast survey classify When one is analyzing, he/she can
inspect dissect categorize illustrate this mental function by
deduce discriminate separate creating spreadsheets, surveys,
charts, or diagrams, or graphic
representations.

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7. Synthesis: The ability to put parts 5. Evaluating:

together to form a coherent or unique
new whole. Examples of verbs that Making judgments based on
relate to this function are: criteria and standards through
checking and critiquing.
compose produce plan Critiques, recommendations, and
invent propose develop reports are some of the products
design assemble that can be created to
formulate
demonstrate the processes of
collect arrange construct
evaluation. In the newer
create prepare set up
generalize organize originate taxonomy, evaluating comes
predict modify tell before creating as it is often a
document combine derive necessary part of the precursory
write relate propose behavior before one creates
something.

8. Evaluation: The ability to judge, check, 6. Creating:

and even critique the value of material
for a given purpose. Examples of verbs Putting elements together to form
that relate to this function are: a coherent or functional whole;
reorganizing elements into a new
judge assess argue, pattern or structure through
infer generating, planning, or
decide validate consider producing. Creating requires users
compare evaluate choose to put parts together in a new
rate select appraise way, or synthesize parts into
value conclude something new and different
measure creating a new form or
estimate criticize deduce product. This process is the most
difficult mental function in the new
taxonomy.

Figure 1. Bloom vs. Anderson/Krathwohl

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Bloom’s taxonomy revised – the author critically examines his

own work – After creating the cognitive taxonomy one of the
weaknesses noted by Bloom himself was that there is was a
fundamental difference between his “knowledge” category and the
other 5 levels of his model as those levels dealt with intellectual
abilities and skills in relation to interactions with types of knowledge.
Bloom was very aware that there was an acute difference between
knowledge and the mental and intellectual operations performed on,
or with, that knowledge. He identified specific types of knowledge as:

• Terminology
• Specific facts
• Conventions
• Trends and sequences
• Classifications and categories
• Criteria
• Methodology
• Principles and generalizations
• Theories and structures

Levels of Knowledge

The first three of these levels were identified in the original work,
but rarely discussed or introduced when initially discussing uses for
the taxonomy. Metacognition was added in the revised version.

How do the 4 categories of knowledge differ from one another?

Factual Knowledge – As the name implies, this refers to facts. The

basic elements students must know to be acquainted with a discipline
or solve problems.

Conceptual Knowledge – This refers to the interrelationship of facts.

The interrelationships among the basic elements within a larger
structure that enable them to function together. It is knowledge of
classifications, principles, generalizations, theories, models or
structures pertinent to a particular disciplinary area.

Procedural Knowledge – This is knowing how to do something. It

refers to information or knowledge that helps students do something
specific to a discipline, subject or area of study. It includes how to do
something, methods of inquiry, and criteria for using skills, algorithms,
techniques, and methods.

Metacognitive Knowledge – This is knowing that you know. This is

thinking about your own thinking in a purposeful way. It is awareness

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and knowledge of one’s own cognition. Knowledge of cognition in

general, as well as awareness and knowledge of one’s own cognition.

In the revised cognitive taxonomy, the cognitive process start

with remembering and end with creating knowledge along factual,
conceptual, procedural and metacognitive dimensions.

Factual Knowledge—Basic information

Knowledge of Vocabulary terms, mathematical symbols,
terminology musical notation, alphabet
Knowledge of Components of the Food Pyramid, names of
specific details and congressional representatives, major battles of
elements WWII
Conceptual Knowledge—The relationships among pieces of a
larger structure that make them function together
Knowledge of Species of animals, different kinds of arguments,
classifications and geological eras
categories
Knowledge of Types of conflict in literature, Newton’s Laws of
principles and Motion, principles of democracy
generalizations
Knowledge of Theory of evolution, economic theories, DNA
theories, models
models, and
structures

Procedural Knowledge—How to do something

Knowledge of Procedure for solving quadratic equations,
subject-specific mixing colors for oil painting, serving a volleyball
skills and
algorithms
Knowledge of Literary criticism, analysis of historical
subject-specific documents, mathematical problem-solving
techniques and methods
methods
Knowledge of Methods appropriate for different kinds of
criteria for experiments, statistical analysis procedures
determining when used for different situations, standards for
to use appropriate different genres of writing
procedures

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Metacognitive Knowledge—Knowledge of thinking in general

and your thinking in particular

Strategic Ways of memorizing facts, reading

knowledge comprehension strategies, methods of planning
a Web site
Knowledge about Different reading demands of textbooks and
cognitive tasks, novels; thinking ahead when using an electronic
including database; differences between writing emails
appropriate and writing business letters
contextual and
conditional
knowledge
Self-knowledge Need for a diagram or chart to understand
complex processes, better comprehension in
quiet environments, need to discuss ideas with
someone before writing an essay

Cognitive Processes Across the Knowledge Dimensions

Here are examples of cognitive activities from the lowest to the

highest cognitive process.

Examples of Cognitive Activities

Cognitive Examples
Processes
Remembering—Produce the right information from memory

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Recognizing  Identify frogs in a diagram of different kinds

of amphibians.
 Find an isosceles triangle in your
neighborhood.
 Answer any true-false or multiple-choice
questions.

Recalling  Name three 19th century women English

authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon
tetrachloride.
Understanding—Make meaning from educational materials or
experiences
Interpreting  Translate a story problem into an algebraic
equation.
 Draw a diagram of the digestive system.
 Paraphrase Lincoln’s Second Inaugural
Address.
Exemplifying  Draw a parallelogram.
 Find an example of stream-of-
consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the kinds of governments found in
modern Asian nations.
 Group native animals into their proper
species.
Summarizing  Make up a title for a short passage.
 List the key points related to capital
punishment that the Web site promotes.

Inferring  Read a passage of dialogue between two

characters and make conclusions about
their past relationship.
 Figure out the meaning of an unfamiliar
term from the context.
 Look at a series of numbers and predict
what the next number will be.
Comparing  Explain how the heart is like a pump.
 Write about an experience you have had
that was like the pioneers moving west.
 Use a Venn diagram to demonstrate how
two books by Charles Dickens are similar
and different.

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Explaining  Draw a diagram explaining how air pressure

affects the weather.
 Provide details that justify why the French
Revolution happened when and how it did.
 Describe how interest rates affect the
economy.

Applying—Use a procedure
Executing Add a column of two-digit numbers.

Orally read a passage in a foreign language.

Pitch a baseball.
Implementing Design an experiment to see how plants grow in
different kinds of soil.

Proofread a piece of writing.

Create a budget.

Analyzing—Break a concept down into its parts and describe

how the parts relate to the whole
Differentiating  List the important information in a
mathematical word problem and cross out
the unimportant information.
 Draw a diagram showing the major and
minor characters in a novel.
Organizing  Place the books in the classroom library into
categories.
 Make a chart of often-used figurative
devices and explain their effect.
 Make a diagram showing the ways plants
and animals in your neighborhood interact
with each other.
Attributing  Read letters to the editor to determine the
authors’ points of view about a local issue.
 Determine a character’s motivation in a
novel or short story.
 Look at brochures of political candidates
and hypothesize about their perspectives on
issues.

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Evaluating—Make judgments based on criteria and standards

Checking  Participate in a writing group, giving peer
feedback on organization and logic of
arguments.
 Listen to a political speech and make a list
of any contradictions within the speech.
 Review a project plan to see if all the
necessary steps are included.
Critiquing  Judge how well a project meets the criteria
of a rubric.
 Choose the best method for solving a
complex mathematical problem.
 Judge the validity of arguments for and
against astrology.

Creating—Put pieces together to form something new or

recognize components of a new structure.
Generating  Given a list of criteria, list some options for
improving race relations in the school.
 Generate several scientific hypotheses to
explain why plants need sunshine.
 Propose a set of alternatives for reducing
dependence on fossil fuels that address
both economic and environmental concerns.
 Come up with alternative hypotheses based
on criteria.
Planning  Make a storyboard for a multimedia
presentation on insects.
 Outline a research paper on Mark Twain’s
views on religion.
 Design a scientific study to test the effect of
different kinds of music on hens’ egg
production.

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Producing  Write a journal from the point of view of a

confederate or union soldier.
 Build a habitat for local water fowl.
 Put on a play based on a chapter from a
novel you’re reading.

DOMAIN I: Cognitive (Knowledge)

Learning Outcomes
Categories/Levels Outcomes Verbs
Statements
1.1 Remembering; Define, describe, Recite the
recall of previously identify, label, match, multiplication tables;
learned information list, name, outline, match the word with
recall, recognize, the parts of the
reproduce, select, picture of a sewing
state machine

1.2 Understanding: Distinguish, estimate, Explain in one’s own

comprehending the explain, give words the stages in
meaning, translation example, interpret, the life cycle of a
and interpretation of paraphrase, butterfly;
instructions: state a summarize differentiate the
problem in one’s own different geometric
word figures
1.3 Applying: musing Apply, change, Use a mathematical
what was learned in compute, construct, formula to solve an
the classroom into demonstrate, algebra problem;
similar new situations
discover, modify, prepare daily menus
prepare, produce, for one week for a
show, solve, use family of six.
1.4 Analyzing; Analyze, compare, Observe a classroom
separating materials contrast, diagram, and list down the
or concept into differentiate, things to be
component parts to distinguish, illustrate, improved;
understand the whole outline, select differentiate the parts
of a tree
1.5 Evaluating: Compare, conclude, Defend a research
judging the value of criticize, critique, proposal; select the
an idea, object or defend, evaluate, most effective
material relate, support, solution; critique a
justify class demonstration
1.6 Creating: building Categorize, combine, Compile personal
a structure or compile, compose, records and
pattern; putting parts devise, design, plan, documents into a

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together organize, revise, portfolio; write a

rearrange, generate, syllabus for a school
modify subject

DOMAIN II: Psychomotor (Skills)

In the early seventies, E. Simpson, Dave and A.S. Harrow

recommended categories for the Psychomotor Domain which included
physical coordination, movement and use of the motor skills body
parts. Development of these skills requires constant practice in
accuracy and speed. Simpson contributed 7 categories, Dave with 5
categories and Harrow with 6 categories.

Simpson (1972) - Domain II (Psychomotor Skills)

Category Example and Key Words

(verbs)
Perception (awareness): The Examples: Detects non-verbal
ability to use sensory cues to communication cues. Estimate
guide motor activity. This ranges where a ball will land after it is
from sensory stimulation, thrown and then moving to the
through cue selection, to correct location to catch the ball.
translation. Adjusts heat of stove to correct
temperature by smell and taste
of food. Adjusts the height of the
forks on a forklift by comparing
where the forks are in relation to
the pallet.

Key Words: chooses, describes,

detects, differentiates,
distinguishes, identifies, isolates,
relates, selects.

Set: Readiness to act. It includes Examples: Knows and acts upon

mental, physical, and emotional a sequence of steps in a
sets. These three sets are manufacturing process.
dispositions that predetermine a Recognize one's abilities and
person's response to different limitations. Shows desire to learn
situations (sometimes called a new process (motivation).
mindsets). NOTE: This subdivision of
Psychomotor is closely related
with the “Responding to
phenomena” subdivision of the
Affective domain.

Key Words: begins, displays,

explains, moves, proceeds,

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reacts, shows, states, volunteers.

Guided Response: The early Examples: Performs a
stages in learning a complex skill mathematical equation as
that includes imitation and trial demonstrated. Follows
and error. Adequacy of instructions to build a model.
performance is achieved by Responds hand-signals of
practicing. instructor while learning to
operate a forklift.

Key Words: copies, traces,

follows, react, reproduce,
responds
Mechanism (basic Examples: Use a personal
proficiency): This is the computer. Repair a leaking
intermediate stage in learning a faucet. Drive a car.
complex skill. Learned responses
have become habitual and the Key Words: assembles,
movements can be performed calibrates, constructs,
with some confidence and dismantles, displays, fastens,
proficiency. fixes, grinds, heats, manipulates,
measures, mends, mixes,
organizes, sketches

Complex Overt Response Examples: Maneuvers a car into

(Expert): The skillful a tight parallel parking spot.
performance of motor acts that Operates a computer quickly and
involve complex movement accurately. Displays competence
patterns. Proficiency is indicated while playing the piano.
by a quick, accurate, and highly
coordinated performance, Key Words: assembles, builds,
requiring a minimum of calibrates, constructs,
energy. This category includes dismantles, displays, fastens,
performing without hesitation, fixes, grinds, heats, manipulates,
and automatic performance. For measures, mends, mixes,
example, players are often utter organizes, sketches.
sounds of satisfaction or NOTE: The Key Words are the
expletives as soon as they hit a same as Mechanism, but will
tennis ball or throw a football, have adverbs or adjectives that
because they can tell by the feel indicate that the performance is
of the act what the result will quicker, better, more accurate,
produce. etc.

Adaptation: Skills are well Examples: Responds effectively

developed and the individual can to unexpected experiences.
modify movement patterns to fit Modifies instruction to meet the
special requirements. needs of the learners. Perform a

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task with a machine that it was

not originally intended to do
(machine is not damaged and
there is no danger in performing
the new task).

Key Words: adapts, alters,

changes, rearranges,
reorganizes, revises, varies.

Origination: Creating new Examples: Constructs a new

movement patterns to fit a theory. Develops a new and
particular situation or specific comprehensive training
problem. Learning outcomes programming. Creates a new
emphasize creativity based upon gymnastic routine.
highly developed skills.
Key Words: arranges, builds,
combines, composes, constructs,
creates, designs, initiate, makes,
originates.

Dave (1975) - Domain II (Psychomotor Skills)

Category Example and Key Words

(verbs)
Imitation — Observing and Examples: Copying a work of
patterning behavior after art. Performing a skill while
someone else. Performance observing a demonstrator.
may be of low quality.
Key Words: copy, follow,
mimic, repeat, replicate,
reproduce, trace

Manipulation — Being able to Examples: Being able to

perform certain actions by perform a skill on one's own
memory or following after taking lessons or reading
instructions. about it. Follows instructions to
build a model.

Key Words: act, build,

execute, perform

Precision — Refining, Examples: Working and

becoming more exact. reworking something, so it will

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Performing a skill within a high be “just right.” Perform a skill

degree of precision or task without assistance.
Demonstrate a task to a
beginner.

Key Words: calibrate,

demonstrate, master,
perfectionism

Articulation — Coordinating Examples: Combining a series

and adapting a series of actions of skills to produce a video that
to achieve harmony and involves music, drama, color,
internal consistency. sound, etc. Combining a series
of skills or activities to meet a
novel requirement.

Key Words: adapt, constructs,

combine, creates, customize,
modifies, formulate

Naturalization — Mastering a Examples: Maneuvers a car

high level performance until it into a tight parallel parking
become second-nature or spot. Operates a computer
natural, without needing to quickly and accurately. Displays
think much about it. competence while playing the
piano. Michael Jordan playing
basketball or Nancy Lopez
hitting a golf ball.

Key Words: create, design,

develop, invent, manage,
naturally

Harrow (1972) - Domain II (Psychomotor Skills)

Example and Key Words

Category
(verbs)
Reflex Movements — Examples: instinctive
Reactions that are not learned, response
such as a involuntary reaction
Key Words: react, respond

Fundamental Movements — Examples: perform a simple

Basic movements such as task
walking, or grasping.
Key Words: grasp an object,
throw a ball, walk

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Perceptual Abilities — Examples: track a moving

Response to stimuli such as object, recognize a pattern
visual, auditory, kinesthetic, or
tactile discrimination. Key Words: catch a ball, draw
or write

Physical Abilities Examples: gain strength, run

(fitness) — Stamina that must a marathon
be developed for further
development such as strength Key Words: agility,
and agility. endurance, strength

Skilled movements — Examples: Using an

Advanced learned movements advanced series of integrated
as one would find in sports or
movements, perform a role in
acting.
a stage play or play in a set of
series in a sports game.

Key Words: adapt,

constructs, creates, modifies

Nondiscursive Examples: Express one's self

communication — Use by using movements and
effective body language, such
gestures
as gestures and facial
expressions.
Key Words: arrange,
compose, interpretation

These contributions form Simpson, Dave and Harrow have been

re-organized and simplified into 4 categories.

Simplified and Re-organized Categories or Levels of Learning

in the Psychomotor Domain

Categories/Levels Outcomes Verbs Learning Outcomes

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Statements

2.1 Observing: active Watch, detect, Detect non-verbal

mental attention to a distinguish, communication cues;
physical activity differentiate, describe, watch a more
relate, select experienced person;
observe and read
directions

2.2 Imitating: attempt Begin, explain, move, Show understanding

to copy a physical display, proceed, and do sequence of
behavior react, show, state, steps with assistance;
volunteer recognize one’s
limitations

2.3 Practicing: Bend, calibrate, Operate quickly and

Performing a specific construct, accurately; display
activity repeatedly differentiate, competence while
dismantle, display, performing,
fasten, fix, grasp, performance is
grind, handle, moving towards
measure, mix, becoming automatic
operate, manipulate, and smooth
mend

2.4 Adapting: fine Organize, relax, Perform automatically;

tuning the skill and shorten, sketch, write, construct a new
making minor re-arrange, compose, scheme/sequence;
adjustments to attain create, design, apply skill in new
perfection originate situation; create a new
routine, develop a new
program

DOMAIN III: Affective (Attitude)

The affective domain refers to the way in which we deal with

situations emotionally such as feelings, appreciation, enthusiasm,
motivation, values and attitude. The taxonomy is ordered into 5 levels
as the person progresses towards internationalization in which the
attitude or feeling consistently guides or controls a person’s behavior.

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Characterization

Internalizing

Organizing

Valuing

Responding

Receiving

Figure 3. The Categories/Levels of Affective Domain Learning

Objectives Arranged Hierarchically

The effective domain refers to the way in which we deal with

situations emotionally such as feelings, appreciation, enthusiasm,
motivation, values, and attitude. The taxonomy is ordered into 5 levels
as the person progresses towards internalization in which the attitude
of feeling consistently guides or controls a person’s behavior.

The Categories/ Levels of the Affective Domain

Learning Outcomes
Categories/Levels Outcomes Verbs
Statements
3.1 Receiving: being Select, point to, sit, Listen to others with
aware or sensitive to choose, describe, respect, try to
something and being follow, hold, identify, remember profile

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willing to listen or name, reply facts

pay attention
3.2 Responding: Answer, assist, Participate in
showing commitment comply, conform, discussions, gives
to respond in some discuss, greet, help, expectation; know
measure to the idea perform, practice, the rules and practice
or phenomenon read, recite, report, them; question
tell, write concepts in order to
understand them well
3.3 Valuing: showing Complete, Demonstrate belief in
willingness to be demonstrate, the concept or
perceived as valuing differentiate, explain, process; show ability
or favoring certain follow, invite, join, to resolve
ideas justify, propose,
report, share, study,
perform
3.4 Organizing: Arrange, combine, Accept responsibility,
arranging values into complete, adhere, recognize the need
priorities, creating a alter, defend, explain, for balance between
unique values system formulate, integrate, freedom and
by comparing, organize, relate, responsible behavior,
relating and synthesize explain how to plan
synthesizing values to solve problem;
prioritize time
effectively for family,
work and personal
life problems/conflicts
propose plan for
improvement, inform
management/supervi
sor on matters that
need attention
3.5 Internalizing: Act, display, Show self-reliance
practicing value influence, listen, when asking;
system that controls discriminate, modify, cooperate in group
one’s behavior; perform, revise, activities;
exhibiting behavior solve, verify demonstrate
that is consisted objectivity in
pervasive, problem-solving;
predictable and revise judgment in
characteristics of the light of new
person evidences, value
people for what they
are and not how they
look

Kendall’s and Marzano’s New Taxonomy

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Instead of categorizing learning activities which Bloom and

Anderson did, Kendall and Marzano reframed the three domains of
knowledge (information, mental procedures, and psychomotor
procedures) by describing six levels of processing knowledge. The first
four levels of processing are cognitive, beginning with the lowest
(retrieval) then moving upward with increasing cognitive complexity –
comprehension, analysis, and knowledge utilization. The fifth level of
processing, the metacognitive system, involves the learner’s
specification of learning goals, monitoring of the learner’s own learning
process, clarity and accuracy of the learner’s learning.

The highest level of knowledge processing self-system, involves

the learner’s examination of the importance of the learning task and
his/her self-efficacy. It also involves the learner’s examining his/her
emotional response and his/her motivation of learning.

Figure 4. Kendall’s and Marzano’s New Taxonomy

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For additional information on the new taxonomy of Marzano and

Kendall, refer to the figure below.

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
Figure 5. The New Taxonomy in Detail

Learning
Activity
I. CONSTRUCTED RESPONSE

1. Explain the main changes in the Krathwolh’s 2001 Cognitive

Taxonomy.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________________________

2. In writing our educational objectives, is it necessary to always have

the three domains (cognitive, psychomotor, affective)? Justify your
answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________________________

B. TABLE COMPLETION. The following are examples of learning

outcome. In the second column, write the domain in which each
outcome is classified and in the third column the level/category to
which the learning outcome belongs.

Domain Level/
Category*
1. Formulate a procedure to
follow in preparing for class
demonstration
2. Formulate new program
3. Perform repeatedly with
speed and accuracy
4. Listen to others with respect
5. Select the most effective
among a number of solutions
6. Watch a more experienced
performer
9. Know the rules and
practice them
10. Show ability to
resolve problems /conflicts
11. Apply learning

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principles in studying pupil

behavior
12. Recite prices of
commodities from memory
* For the psychomotor domains, use the simplified/reorganized categories to
determine level
* For the cognitive domain, use Bloom’s and Anderson’s taxonomy

C. DEVELOPING LEARNING OUTCOMES. Using the indicated topic

or subject matter, write the learning outcomes for each of the three
domains arranged from the simplest to the most complex level or
category.

1. COGNITIVE DOMAIN

Topic: Investigative Project in Biological Science

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

2. PSYCHOMOTOR DOMAIN

Topic: Assessment of Physical Activities and Physical Fitness

Observing
Imitating
Practicing
Adapting

3. AFFECTIVE DOMAIN

Topic: Developing and Nurturing Honesty

Receiving
Responding

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Valuing
Organizing
Internalizing

Lesson 3

 Principles in Assessing Learning

Outcomes

Outcome assessment is the process of gathering information on

whether the instruction, services, and activities that the program
provides are producing the desired student learning outcomes.

Principles of Good Practice in Assessing Learning Outcomes

1. The assessment of student learning starts with the institution's

vision, mission and core values, There should be a clear statement on
the kinds of learning that the institution values most for its students.

2. Assessment works best when the program has clear statement of

objectives aligned with the institutional vision, mission and core
values. Such alignment ensures clear, shared and implementable
objectives.

3. Outcome - based assessment focuses on the student activities that

will still be relevant after formal schooling concludes. The approach is
to design assessment activities which are observable and less abstract
such as "to determine the student's ability to write a paragraph" which
is more observable than "to determine the student's verbal ability."

4. Assessment requires attention not only to outcomes but also and

equally to the activities and experiences that lead to the attainment of
learning outcomes. These are supporting student activities.

5. Assessment works best when it is continuous, ongoing and nor

episodic. Assessment should be cumulative because improvement is
best achieved through a linked series of activities done over time in an
instructional cycle.

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6. Begin assessment by specifying clearly and exactly what you want

to assess. What you want to assess is/are stated in your learning
outcomes/lesson objectives.

7. The intended learning outcome/lesson objective NOT CONTENT is

the basis of the assessment task. You use content in the development
of the assessment tool and task but it is the attainment of your
learning outcome NOT content that you want to assess. This is
Outcome-based Teaching and Learning.

8. Set your criterion of success or acceptable standard of success. It is

against this established standard that you will interpret your
assessment results.

Example: Is a score of 7 out of 10 (the highest possible score)

acceptable or considered success?

9. Make use of varied tools for assessment, data-gathering and

multiple sources of assessment data. It is not pedagogically sound to
rely on just one source of data gathered by only one assessment tool.
Consider multiple intelligences and learning styles. DepED Order No.
73, s, 2012 cites the use of multiple measures as one assessment
guideline.

10. Learners must be given feedback about their performance.

Feedback must be specific. "Good work!" is positive feedback and is
welcome but actually is not a very good feedback since it is not
specific. A more specific better feedback is "You observed rules on
subject-verb agreement and variety of sentences. Three of your
commas were misplaced."

11. Assessment should be on real-world application and not on out- of-

context drills.

12. Emphasize on the assessment of higher-order thinking.

13. Provide opportunities for self-assessment.

Samples of Supporting Student Activities

Student Learning Outcome 1: Students can organize information

from secondary sources as basis of a research topic.

Supporting Student Activities

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1.1. practice differentiating source material and one’s opinion

1.2. reading articles and formulating an original paragraph from
quotes, paraphrases and summarize
1.3. writing of essays to develop the topic
1.4. integrating bibliographic entries in appropriate format

Student Learning Outcome 2: Students apply principles of logical

thinking and persuasive argument in writing.

Supporting Student Activities

2.1. forming opinion about the topic

2.2. researching and writing about a variety of perspectives
2.3. adapting style to the identified audience
2.4. employing clear argument in writing

Student Learning Outcome 3: Students write multiple-page essays

complying with standard format and style.

Supporting Student Activities

3.1. analyzing and evaluating texts

3.2. writing about a variety of perspectives on single topic
3.3. adapting tone and style to address one’s audience
3.4. reviewing grammar and essay format in readings
3.5. holding group discussion about various topics

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Figure 6. Outcome Assessment in the Instructional Cycle

Phases of Outcome Assessment in the Instructional

Cycle
Study the phases of outcome assessment in the instructional
cycle as shown in the Figure above then answer the following:

1. On which is the assessment on the institutional cycle based after

the vision/mission of an institution, program goals and subject
objectives?
2. What is the purpose of diagnostic assessment?
3. Based on the institutional cycle, how can you ensure mastery
learning?
4. How does formative assessment of outcomes differ from the
summative assessment of outcomes?
5. Why does summative assessment of outcomes point to program
goals and subject objectives?

Constructive Alignment

Below is another diagram that illustrates the principle of

constructive alignment in the assessment process. Study it well. What
is the main message of Figure 7?

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Learning
Outcome

Teaching-
Assessment Task Learning
Activities

Figure 7. Constructive Alignment

Figure 7 illustrates the principle of constructive alignment. The

principle of constructive alignment simply means that the teaching-
learning activity or activities and assessment tasks are aligned with
the intended learning Outcome. The intended learning outcome is "to
drive a car." The teaching-learning activity is driving a car not giving
lectures on car driving. The assessment task is to let the student drive
a car not to describe how to drive a car.

You have been victims of teachers who taught you one thing but
assessed you on another. The result? Much confusion and
disappointment? If you have been victims of lack of constructive
alignment, then break the cycle by not victimizing your students, too.
Observe the principle of constructive alignment. Make sure your
assessment tasks are aligned with your learning outcomes.

Why the term "constructive?" Constructive alignment is based on

the constructivist theory (Biggs, 2007) that learners use their own
activity to construct their knowledge or other outcome/s.

 Learning
Activity
I. A Mental Exercise

In this mental exercise, determine whether or not the

assessment task is aligned with the learning outcome. If the
assessment task is not aligned with the learning outcome, improve it
to align it with the learning outcome.

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Learning Outcome Assessment Task

Dance tango Trace the history of tango
Interpret a given poem What is your favorite line in the
poem?
Why is it your favorite line?
Present a report with PowerPoint Demonstrate how to create a
PowerPoint presentation
Derive the meaning of at least 5 Match the meaning of the words
words by means of context clues in Column 1 with those in Column
2
Solve a given problem Determine what are given and
what is asked
Pronounce short a sound Encircle the words with short a
correctly sound
Trace the historical development Trace the historical development
of the Philippine basic education of the Philippine basic education
curriculum curriculum with the use of an
appropriate graphic organizer

II. List down three (3) supporting student activities to attain each of
the identified SLOs.
1. SLO: Student can solve mathematical problems involving
two-dimensional figures.
1.1.
1.2.
1.3

2. SLO: Students can write a paragraph about an outing to a

resort using verbs in the past tense.
2.1.
2.2.
2.3

3. SLO: Students can demonstrate how to prepare a

PowerPoint presentation.
2.1.
2.2.
2.3

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Lesson 4

 Assessment Methods, Tools, and

Tasks

Assessment methods can be classified as traditional and

authentic. Traditional assessment method refers to the usual paper-
and-pencil test while authentic assessment refers to non-paper-and-
pencil test. Authentic assessment is also called alternative
assessment, it being an alternative to the traditional.
The paper-and-pencil test (traditional assessment) assesses
learning in the cognitive domain (Bloom) or declarative knowledge
(Kendall and Marzano,2012).
The paper-and-pencil test, however, is inadequate to measure all
forms of learning. Psychomotor learning (Kendall and Marzano, 2012)
or procedural knowledge (Kendall and Marzano, 2012) and learning
proven by a product and by a performance cannot be measured by a
paper-and-pencil test.
Assessment tools for the cognitive domain (declarative
knowledge) are the different paper-and-pencil tests. Basic examples of
paper-and pencil tests are shown in Figure 8.

Constructe
Selected
d
Response
Response

Alternate
Completion
Response

Matching
Short answer
Type

Essay
Multiple (Restricted or
Choice Non-
restricted)

Problem
Solving

Figure 8. Two groups of Written Tests and Specific Examples

Module 2
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Examples of selected response type of tests are alternate

response (True or False, Yes or No, 4 or 6); matching type and the
multiple choice type.

Examples of constructed type, of tests are the completion type

(Fill-in-the-blanks), short answer, the essay test and problem solving.
Examples of authentic assessment tools are the
demonstrations of what have been learned by either a product or
performance. (Refer to figure 9.)

Performanc
Product
e

Performance
Product Output
Tasks

e.g. experiments,
Visual - e.g.
oral
graph, collage,
presentations,
reflective journal
dramatization

Figure 9. Groups and Examples of Authentic Tasks

Examples of products are reports, papers, research projects,

reviews.

Examples of performance tests are executing steps of tango,

delivering a keynote speech, opening a computer, demonstration
teaching, etc.

Portfolio

Portfolio falls under non-paper-and pencil test. A portfolio is a

purposeful collection of student work or documented performance
(e.g. video of dance) that tells the story of student achievement or
growth. The word purposeful implies that a portfolio is not a collection
of all student's work. It is not just a receptacle for all student's work.
The student's work that is collected depends on the type and purpose
of a portfolio you want to have. It can be a collection of products or
recorded performances or photos of performances.

Types of Portfolio

Portfolios can be classified according to purpose. According to

purpose, portfolios can be classified either as 1) working portfolios, 2)

Module 2
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display portfolios or 3) assessment portfolios. (Introduction to Using

Portfolios in the Classroom by Charlotte Danielson and Leslye Abrutyn)

Working or Development Portfolio

A working portfolio is so named because it is a project "in

the works," containing work in progress as well as finished
samples of work. A growth portfolio demonstrates an individual's
development and growth over time. Development can be
focused on academic or thinking skills, content knowledge, self-
knowledge, or any area that is important for your purposes. For
this reason, it is also called development portfolio. Growth or
development portfolio can serve as a holding tank for work that
may be selected later for a more permanent assessment or
display portfolio.

Display, Showcase or Best Works Portfolios

It is the display of the students' best work. Students exhibit

their best work and interpret its meaning. Showcase portfolio
demonstrates the highest level of achievement attained by the
student.

Assessment or Evaluation Portfolio

As the name implies, the main function of an assessment

portfolio is to document what a student has learned based on
standards and competencies expected of students at each grade
level. The standards and competencies of the curriculum, then,
will determine what students select for their portfolios. Their
reflective comments will focus on the extent to which they
believe the portfolio entries demonstrate their mastery of the
standards and competencies.

For example, if the standard or competency specifies

persuasive, narrative, and descriptive writing, an assessment
portfolio should include examples of each type of writing.
Similarly if the curriculum calls for technical skill such as use of
Power Point in report presentation, then the display portfolio will
include entries documenting the reporting process with the use
of Power Point.

Scoring Rubrics

A rubric is a coherent set of criteria for students' work that

includes descriptions of levels of performance quality on the criteria
The main purpose of rubrics is to assess performance made evident in
processes and products. It can serve as a scoring guide that seeks to

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evaluate a student's performance in many different tasks based on a

full range of criteria rather than a single numerical score. The
objectives tests can be scored by simply counting the correct answers,
but the essay tests, student's products and student's performances
cannot be scored the way objective tests are scored. Products and
performances can be scored reliably only with the use of scoring
rubrics.

Rubrics have two major parts: coherent sets of criteria and

descriptions of levels of performance for these criteria. (Brookhart,
2013. How to create and use rubrics).

There are two types: 1) analytic and 2) holistic. In an analytic

rubric, each criterion (dimension, trait) is evaluated separately. In a
holistic rubric, all criteria (dimensions, traits) are evaluated
simultaneously. An analytic rubric is good for formative assessment, It
is also adaptable to summative assessment because if you need an
overall score for grading, you can combine the scores. In a holistic
rubric, scoring is faster than with analytic rubric. It is good for
summative assessment. Examples are given below. (You will learn
more about authentic assessment tools in the course, Assessment in
Learning 2).

Very Creative Ordinary/ Imitative

Creative Routine
Variety of Ideas Ideas Ideas represent Ideas do not
ideas and represent a represent important represent
contexts startling important concepts from important
variety of concepts the same or concepts.
important from similar contexts
concepts different or disciplines.
from contexts or
different disciplines.
contexts or
disciplines.
Variety of Created Created Created product Created
sources product product draws on a product
draws on a draws on a limited set of draws on
wide variety variety of sources and only one
of sources, sources, media. source or on
including including sources that
different different are not
texts, media, texts, media, trustworthy
resource resource or
persons, or persons, or appropriate.
personal personal
experiences. experiences.
Combining Ideas are Ideas are Ideas are Ideas are
ideas combined in combined in combined in copied or
original and original ways ways that are restated from
surprising to solve a derived from the the sources

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ways to solve problem, thinking of consulted.

a problem, address an others (for
address an issue, or example, of the
issue, or make authors in
make something sources
something new. consulted).
new.
Communicati Created Created Created product Created
ng something product is product is serves its product does
new interesting, interesting, intended not serve its
new, or new, or purpose (for intended
helpful, helpful, example, purpose (for
making an making an solving a example,
original original problem or solving a
contribution contribution addressing an problem or
that includes for its issue). addressing
identifying a intended an issue).
previously purpose (for
unknown example,
problem, solving a
issue, or problem or
purpose. addressing
an issue).

Figure 10. Analytic Rubric for Creativity

Very Creative Ideas represent a startling variety of important

concepts from different contexts or disciplines.
Created product draws on a wide-ranging variety of
sources including different texts, media resource
persons, and/or personal experiences. Ideas are
combined in original and surprising ways to solve a
problem address an issue, or making something new
Created product is interesting, new, and; or helpful
making an original contribution that includes
identifying a previously unknown problem, issue, or
purpose.

Creative Creative Ideas represent important concepts from

different contexts or disciplines. Created product
draws on a variety of sources including different texts
media resource persons, and or personal experiences.
Ideas are combined in original ways to solve a
problem, address an issue, or make something new.
Created product is interesting, new, and or helpful
making an original contribution for its intended
purpose (e.g., solving a problem or addressing an
issue).
Ordinary/Routine Ideas represent important concepts from the same or
similar contexts or disciplines. Created product draws
on intended purpose (e.g., solving a problem or

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addressing an issue).
Imitative Ideas do not represent important concepts. Created
product draws on only one source, and/or sources are
not trustworthy or appropriate. Ideas are copied or
restated from the source(s)consulted. Created
product does not serve its intended purpose (e.g.,
solving a problem or addressing an issue).

Figure 11. A Holistic Rubric for Creativity

OTHER EXAMPLES OF SCORING RUBRICS

(Adapted from Peter Hernon and Robert Dugan, and Patricia Benner)
COMPETENCY: CRITICAL THINKING
Student must be able to think critically by performing specific cognitive tasks.

Not Not
Applica Evide Beginner Capable Competent
ble nt

( ) Recalls all
( ) Recalls some
1. REMEMBERING ( ) Recalls most significant
content and
a) Recalls content () () content and content and
details but not
and details details accurately details
always
accurately

( ) Identifies ( ) Identifies
b) Identifies ( ) Identifies most
some significant
classification, classifications,
classifications, classifications,
principles, () () principles,
principles principles,
methodologies methodologies
methodologies methodologies
and theories and theories
and theories and theories

Module 2
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Not Not
Applica Evide Beginner Capable Competent
ble nt

( ) Restates ( ) Restates main ( ) Restates

c) Restates main main ideas, ideas, concepts main ideas,
ideas, concepts () () concepts and and principles concepts and
and principles principles with with minimal principles clearly
difficulty assistance and accurately

( ) Explains
( ) Explains ideas, ( ) Explains
2. ideas, concepts
concepts and ideas, concepts
UNDERSTANDING and principles
principles with and principles
a) Explains ideas, () () with limited
some accuracy with accuracy
concepts and accuracy and
and relevant and relevant
principles irrelevant
examples examples
examples

() ( ) Contextualizes ()
b) Contextualizes Contextualizes ideas, concepts Contextualizes
ideas, concepts () () ideas, concepts and principles ideas, concepts
and principles and principles with minimal and principles
with difficulty difficulty with ease

( ) Demonstrates ( ) Demonstrates
( ) Demonstrates
minimal a clear
some awareness
c) Demonstrates awareness of awareness of
() () of the depth and
awareness the depth and the depth and
breadth of one’s
breadth of one’s breadth of one’s
knowledge
knowledge knowledge

( ) Anticipates ( ) Anticipates ( ) Anticipates

consequences of consequences of consequences of
d) Anticipates
() () principles and principles and principles and
consequences
concepts with concepts with concepts with
little accuracy some accuracy accuracy

( ) Applies
( ) Applies ( ) Applies
3. APPLYING a) knowledge with
knowledge with knowledge with
Applies () () some degree of
little consistency consistency or
knowledge consistency or
or accuracy accuracy
accuracy

b) Seeks ( ) Seeks ( ) Seeks

( ) Seeks
alternative () () alternative alternative
alternative
solution solutions for a solutions for a
solutions for a
problem with problem
problem only
occasional independently

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Not Not
Applica Evide Beginner Capable Competent
ble nt

with assistance assistance

( ) Applies ( ) Applies
procedures and procedures and ( ) Applies
c) Applies concepts to concepts to procedures and
procedures and () () familiar tasks familiar tasks but concepts both
concepts with limited shows difficulty familiar and
accuracy but not with unfamiliar unfamiliar tasks
unfamiliar tasks tasks

( ) Draws ( ) Draws well-

4. ANALYZING a) ( ) Draws
conclusion with reasoned
Draws () () conclusion with
some degree of conclusion
conclusions difficulty
difficulty consistently

( ) Distinguishes ( ) Distinguishes ( ) Distinguishes

relevant from relevant from relevant from
b) Distinguishes
() () irrelevant irrelevant irrelevant
Information
information with information with information
difficulty minimal difficulty easily

( ) Breaks down ( ) Breaks down ( ) Breaks down

theories, theories, formulas theories,
c) Breaks down,
formulas or or arguments into formulas or
theories, formulas () ()
arguments into their elements arguments into
or arguments
their elements with minimal their elements
with difficulty difficulty with accuracy

( ) Demonstrates
( ) Demonstrates
minimal ( ) Demonstrates
some degree of
awareness of full awareness of
awareness of
d) Demonstrate one’s or one’s another’s
() () one’s or another’s
awareness another’s biases,
biases,
biases, assumptions or
assumptions not
assumptions or values
values
values

( ) Assesses the
5. EVALUATING a) ( ) Assesses the ( ) Assesses the
reliability and
Assesses reliability and reliability and
comprehensiven
reliability and () () comprehensivene comprehensiven
ess of sources
comprehensivene ss of sources with ess of sources
with limited
ss some accuracy with accuracy
accuracy

Module 2
 45

Not Not
Applica Evide Beginner Capable Competent
ble nt

( ) Determines
( ) Determines
with minimal ( ) Determines
accurately the
degree of with some degree
effectiveness
effectiveness the effectiveness
and
b) Determines and and
appropriateness,
effectiveness and () () appropriateness, appropriateness,
of a specific
appropriateness a specific a specific process,
process, method
process, method method or theory
or theory in
or theory in in solving a
solving a
solving a problem
problem
problem

( ) Demonstrates ( ) Demonstrates ( ) Demonstrates

minimal ability some ability to full ability to
to assess the assess the assess the
c) Demonstrates
() () effectiveness of effectiveness of effectiveness of
ability to assess
one’s choices one’s choices and one’s choices
and is unable to is slightly able to and is able to
modify them. modify them modify them.

( ) Draws ( ) Draws
( ) Draws
generalizations generalizations
6. SYNTHESIZING inconsistent or
that are partially that are
a) Draws () () incomplete
consistent and consistent and
generalizations generalizations
supportable from supportable
from data
data from data

( ) Demonstrates ( ) Demonstrates ( ) Generates

difficulty in minimal difficulty new ideas from
b) Generates new generating new in generating new existing
() ()
ideas ideas from ideas from information with
existing existing accuracy and
information. information. consistency

( ) Integrates ( ) Integrates ( ) Integrates

relevant relevant relevant
c) Integrates knowledge from knowledge from knowledge from
relevant () () diverse diverse diverse
knowledge perspective with perspectives with perspectives
little depth and some depth and with depth and
breadth breadth breadth

7. SELF- () () ( ) Identifies ( ) Synthesizes ( ) Utilizes self-

ASSESSMENT: major major weaknesses assessment and
Modifies weaknesses and and strengths other feedback

Module 2
 46

Not Not
Applica Evide Beginner Capable Competent
ble nt

performance, to determine
based on one’s strengths with means of
with assistance
strengths and assistance modifying
weaknesses performance

Students will be expected to use technology ethically, to access

information and use productivity tools to solve problems and produce
products and presentations. They will be expected to locate and analyze
various sources of information for problem-solving and conducting research.

Not Not
Applicabl Evide Beginner Capable Competent
e nt

1. Demonstrates
( ) Performs
an ability to ( ) Does basic ( ) Performs
routine tasks
operate () () operations with complex tasks
with minimal
technology help independently
assistance
a)Operations/tasks

()
( ) Troubleshoots Troubleshoots
( ) Unable to common some
b) Troubleshoots () ()
troubleshoot operational advanced
difficulties operational
difficulties

2. Uses technology () () ( ) Seldom works ( ) Usually works ( ) Takes a

Module 2
 47

Not Not
Applicabl Evide Beginner Capable Competent
e nt

tools
leadership role
collaboratively,
cooperatively cooperatively in in collaborative
safely, responsibly
using technology using technology work using
and ethically a)
technology
Collaboration

( ) Models high
levels of
( ) Demonstrates
b) Ethics: models ( ) Demonstrates respect and
little evidence of
ethical behavior in () () ethical use of ethical
ethical use in
using technology technology behavior in the
technology
use of
technology

( ) Models
( ) Uses
( ) Demonstrates technology
technology with
little evidence of with
c) Uses technology appropriate
() () concern for meticulous
responsibly/safely concern for
personal or concern for
personal and
physical safety personal and
physical safety
physical safety

( ) Demonstrates
( ) Formulates
little evidence of ( ) Formulates
problems and
formulating problems and
[Link] technology chooses
problems or chooses
as a problem () () appropriate
choosing appropriate
solving tool strategies with
appropriate strategy using
some guidance
strategies for technology
using technology
using technology

( ) Uses few
( ) Uses variety ( ) Consistently
inefficient
[Link] of technology uses the most
technology
technological () () resources to appropriate
resources to
resources gather strategy using
gather
information technology
information

[Link] () () ( ) Seldom ( ) Usually ( ) Always

assessment evaluates evaluates researches and
resources accuracy, accuracy, evaluates the
relevance relevance accuracy,
appropriateness, appropriateness, relevance,
comprehensiven comprehensiven appropriatenes
ess ess and bias of s, and bias of
electronic electronic

Module 2
 48

Not Not
Applicabl Evide Beginner Capable Competent
e nt

information information
resources resources

( ) Uses
[Link] technology technology to ( ) Designs and
( ) Needs much
to produce class design, develop, develops
assistance to
assignments and publish and advanced
() () produce a
projects a) present a products with
product using
Designs and product with little or no
technology
develops minimal assistance
assistance

()
() ( ) Fluently
Communicates
Communicates communicates
and/or illustrates
and/or illustrates and/or
b) Communicates () () ideas using
ideas with illustrates
technology with
difficulty using ideas with
minimal
technology technology
assistance

( ) Discovers the
( ) Assesses
use of ( ) Analyzes
and evaluates
technology to which search
the credibility
[Link] technology locate, evaluate engines are
of electronic
to locate, and collect more effective in
information to
evaluate, and information from locating a variety
() () ascertain the
collect information a variety of of electronic
authenticity,
from a variety of sources using information to
reliability and
sources search engine for conduct research
bias if the data
the purpose of and/or solve a
gathered
gathering problem
before using it.
electronic data

( ) Synthesizes ( ) Utilizes self-

8. Self- feedback from assessment
( ) Identifies
Assessment: instructor and and other
major
modifies integrates with feedback to
() () weaknesses and
performance self-assessment determine
strengths with
based on self- to continue means of
assistance
assessment growth in the use modifying
of technology performance.

Module 2
 49

Assessment Strategies and Multiple Intelligences

Learners have multiple intelligences and varied learning styles.

Students must be given the opportunity to demonstrate learning that
is aligned to their multiple intelligences and to their learning styles. It
is good for teachers to consider the multiple intelligences of learners
to enable learners to demonstrate learning in a manner which makes
them feel comfortable and successful. Teachers truly consider
learners' multiple intelligences when they make use of a variety of
assessment tools and tasks.

Visual/

Figure 12. Multiple Intelligences

Assessment Task for each intelligence

Bodily-
Linguistic Logical Visual
Kinesthetic
Use storytelling Translate an idea Create a movement Chart, map, cluster,
to explain ________ into a mathematical or sequence of or graph ________
formula ________ movements to
explain ________
Conduct a debate Design and conduct Make task or puzzle Create a slideshow,
on ________ an experiment on cards for ________ videotape, or photo
________ album of ________
Write a poem, Make up syllogisms Build or construct a Create a piece of
myth, legend, to demonstrate ________ art that
short play, or ________ demonstrates
news article about ________
________

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 50

Conduct an Make up analogies Plan and attend a Invent a board or

interview of/on to explain ________ field trip that will card game to
________ ________ demonstrate
________
Create a talk show Describe the Bring hands-on Illustrate, draw,
radio program patterns or materials to sketch or sculpt
about ________ symmetry in demonstrate ________
________ _______

Musical Interpersonal Intrapersonal Naturalist Existential

Give a Conduct a Describe Create Which line of
presentation meeting to qualities you observation the song is the
with address _______ possess that notebooks of most
appropriate will help you ________ meaningful to
musical successfully you? Why?
accompanimen complete
t on ________ ______
Sing a rap or Intentionally Set and pursue Describe Share your
song that use social skills a goal to changes in reflections on
explains to learn about ________ local or global the meaning of
_______ ____ environment life.
________
Indicate the Participate in a Describe one Care for pets, What does the
rhythmical service project of your wildlife, story tell about
patterns in ____ to ________ personal gardens, or suffering?
values about parks ________
___
Explain how Teach Write a journal Use binoculars, What does the
the music of a someone entry on telescopes, statement tell
song is similar about ________ ________ microscopes or about human
to ________ magnifiers to life?
________
Make an Practice giving Assess your Draw or Assess
instrument and and receiving own work in photograph yourself. Do
use it to feedback on ________ natural objects you find
demonstrate ________ ________ yourself more
___ happy or not?
Why?

Assessment of Learning Outcomes in the K to 12 Program

Here are assessment practices lifted from DepEd Order 8, S.

2015 for the guidance of all teachers:

1. Teachers should employ assessment methods that are

consistent with standards. This means that assessment as a
process must be based on standards and competencies that are
stated in the K to 12 Curriculum Guide. Assessment must be

Module 2
 51

based NOT on content but on standards and competencies.

Therefore, there must be alignment between assessment tools
or tasks and standards and competencies.

2. Teachers must employ both formative and summative

assessment both individually and collaboratively. Assessment is
done primarily to ensure learning, thus teachers are expected to
assess learning in every stage of lesson development -
beginning, middle and at the end.

3. Grades are a function of written work, performance tasks and

quarterly test. This means that grades come from multiple
sources with emphasis on performance tasks from Grades 1 to
12. Grade does not come from only one source rather from
multiple sources.

4. The cognitive process dimensions given by Krathwohl and

Anderson (2001) from remembering, understanding, applying,
analyzing, evaluating and creating governs formulation of
assessment tasks.

 Learning
Activity

Module 2
 52

I. Constructed Response

1. How do multiple intelligences affect your assessment practice?

2. Differentiate the following:

1. Holistic and analytic rubric

2. SLOs and student assessment tasks

3. development, showcase and evaluation portfolio

II. Creating Rubrics. With a particular learning outcome in mind,

construct a scoring rubric – holistic and analytic.

MODULE
SUMMARY

Module 2
 53


In module II, you have learned the different program outcomes
for teacher education, taxonomy of educational objectives, and the
different principles and assessment tools in assessing student learning
outcomes

There are four lessons in module I. Lesson 1 presents the

different program outcomes and student learning outcomes.

Lesson 2 describes the taxonomy of educational objectives: the

three (3) different learning domains – cognitive, psychomotor, and
affective. It also highlights Kendall’s and Marzano’s five levels of
processing information, mental procedures and psychomotor
procedures.

Lesson 3 discusses the different principles of good practice in

assessing learning outcomes, including the different phases of
outcome assessment in the instructional cycle and the constructive
alignment.

Lesson 4 introduces the variety of assessment methods, tools,

and tasks. It also involves the creation of scoring rubrics, and its types
– analytical and holistic.

Congratulations! You have just studied Module II. now you are
ready to evaluate how much you have benefited from your reading by
answering the summative test. Good Luck!!!

Module 2