Task 4 – Instructional Planning

This task asks you to identify the formative and summative assessment
strategies used during a week.
What are the components of a learning outcome/instructional objective?

Instructional objectives are used to inform students and others what the student is
to achieve. They provide one method of expressing expected student
competencies. Instructional objectives are concerned with students, not faculty,
and will guide them in their studies. Clearly defined instructional objectives also
aid faculty in designing appropriate educational experiences. Instructional
objectives stem from the defining of present performance standards that represent
a minimal level of expected performance, learning outcomes, to be achieved by all
students and hence are key to competency-based learning and evaluation.
Instructional objectives are specific and observable or measurable, rather than
broad and intangible. They are tied to student evaluation and serve as a foundation
for assessing the student's knowledge, skills, and performance. It is important to
note that instructional objectives are related to intended outcomes, and not the
process for achieving those outcomes. Therefore, the use of instructional
objectives as the sole means of defining the educational experience may result in
the richness of the instructional process and clinical experience being overlooked.
Properly written instructional objectives are of critical importance in guiding
student learning but are only one component needed for designing the student
educational experience.
 List the assessment strategies used for English, Math and Science in 1 week.

Formative Assessment
Learning Outcome Formative Assessment Summative Assessment
Strategy explained
Strategy/strategies Strategy

(Math Class) The students worked -The teacher asked from the The teacher asked from the
together in groups to solve students to solve one of the children to open their math

The students will some math problems about math problems in their white books and complete their

be able to know making number patterns. board. worksheets individual.

and demonstrate
-The students discussed -The teacher also asked from
how make number
together and work actively. two students to set in group
patterns.
and he bring for them some
activities to solve it.

(English Class) -The teacher asked from -The teacher presented an

The teacher presented for students to read the example of some dialogues

The students will them in the board a short paragraph carefully. for the students.

be able to identify story paragraph but

and learn how to without any punctuation -The students completed the -The teacher asked from

use punctuation marks. story by put the right students to create a key

marks in the punctuation marks on their scene through using their

sentences. white board. own dialogue.

 (Science Class)
The students did the -The students mixed -The teacher asked from

The students will experiment which they different two substances students to write in their

be able to identify mixed two materials together such as salt with science book the definition

the materials that together to see what water, sand with water, of dissolve, react, sink and

dissolve, react, happens on it. baking powder with water. float.

sink, or float with

the water. -After finished the
experiment, the students
explained if the different
mixtures dissolved, reacted,
sank or floated.
-The students give some
examples of these
properties.