LEVEL OF ACHIEVEMENT OF COURSE AND PROGRAM LEARNING OUTCOMES

Objectives of the Study:

This study aims to assess the achievement of the course and program learning

outcomes of the undergraduate degrees offered.

In particular, it aims to:

1. Characterize the students currently enrolled in the program along the
following:

a. Age;
b. Sex;
c. Degree;
d. Year level;
e. Birth order;
f. Number of siblings in the family;
g. Type of high school graduated from;
h. Grade in the enrolled subject; and
i. Scholarship received.

2. Assess the status of the learning activity plan of each course as to:

a. Attainment of learning objectives;

b. Scope of learning contents;
c. Appropriateness of learning activities; and
d. Appropriateness of learning assessment tools.

3. Assess the level of achievement of the outcomes of each course offered per
term.

4. Assess the level of attainment of the program outcomes related to the offered
courses per term.
 5. To differentiate the perception of the students on the status of the learning
activity plan across their profile.

6. To determine the relationship between the status of the learning activity plan
and the level of achievement of course outcomes.

7. To determine the relationship between the level of achievement of course

outcomes and the level of attainment of the program outcomes related to the
course.

8. To identify the factors that contribute to the achievement of the course

outcomes and the attainment of the program outcomes related to the course.

QUESTIONNAIRE
LEVEL OF ACHIEVEMENT OF COURSE AND PROGRAM LEARNING OUTCOMES
OF BSNED DEGREE
(For Second Year Students)
A. Characteristics of the Students

1. Age:__________

2. Sex: _________Male __________Female

3. Birth Order: ________ Eldest________ Middle ______ Youngest

4. Number of siblings in the family: ___________

5. Type of High School graduated from: ______Public _____Private

6. Final Grade in the following subjects:

__________Learners with Sensory and Physical Disabilities

__________Foundation of Special and Inclusive Education

__________Learners with Developmental Disabilities

__________Learners with Emotional, Behavioral, Language and

Communication Disabilities
 __________Gifted and Talented Learners

__________Educational Assessment of Students with Additional Needs

__________Instructional Adaptations in Language and Literacy Instruction

__________Curriculum and Pedagogy in Inclusive Education

__________Behavior Management and Modification

__________Adapted Physical Education and Recreation, Music and Health

__________Braille Writing and Reading

7. Scholarship received:

__________CHED

__________DOST

__________ Private Organization

__________Others, please specify

B. Assessment of Learning Delivery Plan

Direction: Please rate the learning delivery plan using the rating below:

Rating Descriptive equivalent for Learning Objectives

1 1-20% level of attainment (very low)

2 21-40% level of attainment (low)
3 41-60% level of attainment (moderately High)
4 61-80% level of attainment (high)
5 81-100& level of attainment (Very High)

Rating Descriptive equivalent for Learning Contents

1 1-20% level of relevance and coverage (very low)

2 21-40% level of relevance and coverage (low)
3 41-60% level of relevance and coverage (mod High)
4 61-80% level of relevance and coverage (high)
5 81-100% level of relevance and coverage (Very High)
Rating Descriptive equivalent for Activities and assessment

1 1-20% level of appropriateness (very low)

2 21-40% level of appropriateness (low)
3 41-60% level of appropriateness (moderately High)
4 61-80% level of appropriateness (high)
5 81-100% level of appropriateness (Very High)

Qualifying Statements Level

5 4 3 2 1
A. Learning Objectives
The learning objectives for each unit are:
1.Realized within the specified time allotment.
2. Clear and specific.
3. Geared towards the attainment of the course
outcomes.
4.Stated in specific higher order thinking skills.

B. Learning Contents
The learning contents are:
1. Align to the course outcomes.
2. Distributed fairly throughout the hours
allotment of the course.
3. Comprehensive to cover the required topics
of the course.
4. Specific for each learning objectives.

C. Learning Activities
The learning activities are:
1.Doable within the specified time frame.
2. Align to the topics discussed.
3. Contributory to the attainment of the learning
objectives.
4. Reinforcers to the discussion of the learning
contents.

D. Learning Assessment
The learning assessment used are:
1. Appropriate measures of the desired
outcomes.
 2. Align to the different learning areas and
activities.
3. Matches the performance areas/activities
being measured.
4. Doable and realistic.

D. Level of Achievement of Course Outcomes

Direction: Please rate the level of achievement of the course outcomes using the rating
below:

Rating Descriptive equivalent

1 1-20% level of attainment (very low)

2 21-40% level of attainment (low)
3 41-60% level of attainment (moderately High)
4 61-80% level of attainment (high)
5 81-100% level of attainment (Very High)

Course Outcomes 1 2 3 4 5
Foundation of Special and Inclusive Education
Have a basic understanding of the most common
disabilities known medically.
Understand and recognize the different physical and
sensory disabilities
Recognize how to assess and educate learners with
different disabilities.
Understand the role teachers as facilitators of
learning to learners with special needs.
Be familiar with common development of learners
with disabilities.
Recognize signs of abuse and understand teacher
responsibilities in response to suspicions.
Foundation of Special and Inclusive Education
Discuss the legal, philosophical and theoretical
foundations of special and inclusive education;
Explain the role of special needs education in
inclusive education;
Describe the nature and learning characteristics of
students with additional needs; and
Demonstrate general instructional and classroom
management strategies that work best in inclusive
classes
Learners with Developmental Disabilities
Outline the history of special education, including
current regulations and developments.
Distinguish the roles of the classroom teacher and
other educators within the parameters of current
regulations and developments.
Assess and recognize developmental delays and
procedures that identify students with special needs
Examine and recognize the 13 types of disabilities
Review and distinguish the difference between
Autism and other forms of PPD; to outline a plan for a
student case study
Learners with Emotional, Behavioral, Language
and Communication Disabilities
Identify at least three primary methods for assessing
and evaluating the performance of individuals with
Emotional and Behavioral Disorders.
Conduct a comprehensive functional behavior
assessment
Utilize assessment information to identify and
incorporate function-based techniques into behavior
intervention plans.
Promote high expectations for self, staff, and
individuals with exceptionalities.
Gifted and Talented Learners
Ability to identify the salient characteristics of gifted
and talented learners
Identify varied expressions of advanced aptitudes,
skills, creativity and conceptual understandings
manifested by gifted and talented learners;
Recognize the role of culture, language, ethnicity in
the identification and manifestation of gifts and
talents;
Develop an increased awareness of the cognitive and
affective social-emotional needs of gifted and
talented learners;
Ability to utilize information from parents, community
members, and stakeholders to identify early
indicators of exceptional potential;
Identify and address current local, state and national
issues related to the education of gifted and talented
learners;
Educational Assessment of Students with
Additional Needs
Know and demonstrate skills when using current
formal assessment instruments
Demonstrate the utility of informal assessment in the
monitoring of student progress
Interpret and using formal and informal assessments
and describe the purpose of each type of
assessment: a. screening; b. referral, diagnosis,
placement; c. monitoring student progress
Know how to use classroom assessments to monitor
student progress
Know the utility for establishing a classroom-based
assessment strategy for evaluating the
quality of instruction and planning for instruction
Know the role curriculum plays in creating effective
classrooms for all students, (e.g. planning for
instruction and selecting instructional activities
Plan and implement appropriate curriculum
interventions to meet the educational needs of
students with disabilities
Know strategies for making curricula accessible for all
learners, and providing evidence on their
effectiveness
Demonstrate the ability to make data-based decisions
to plan curriculum modifications that meet the
instructional needs of students with disabilities
Create IEP goals and objectives based on continuous
assessment procedures
Use professional literature in developing an
appropriate manuscript style
Demonstrate commitment to continued professional
growth
Instructional Adaptations in Language and
Literacy Instruction
Demonstrate understanding of the complex nature of
language acquisition and reading including phonemic
awareness, concept of print, phonics, fluency,
vocabulary development, and comprehension
strategies.
Demonstrate understanding of speech and language
development and the effects of disabling conditions
and cultural diversity on typical language
development
Demonstrate knowledge of cognitive and language
development of individuals who are deaf and hard of
hearing.
Provide activities to promote print literacy and
content area reading and writing through instruction
via spoken language and /or the signed language
indigenous to the Deaf community
Prepare lesson plans incorporating appropriate task
analysis leading to effective instruction using
organized materials that promote learning
Select, adapt, and use instructional strategies and
materials according to characteristics of the individual
with exceptional learning needs and demonstrate
knowledge of visual tools and organizers that support
content mastery and retention by individuals who are
deaf or hard of hearing
Curriculum and Pedagogy in Inclusive
Education
Understand how inclusive education is related to
meeting the needs of all students and is not just an
issue related to students who receive special
education services.
Understand what inclusive education is and is not.
Provide access to the Common Core State Standards
(CCSS) to students with disabilities, providing
embedded instruction of core academics and
functional skills within the general education context.
Design and implement inclusive support strategies for
a variety of students.
Analyze the environment to determine which
supports, services, etc. are necessary.
Apply evidence-based strategies to facilitate social
experiences of students.
Values educational equity for all students, including
those with the most significant support needs.
Behavior Management and Modification
Develop an understanding of assessment of
individuals with developmental and sensory
disabilities.
Identify the methods and techniques of behavior
management and explain fundamental classroom
management principles, including management of
routines, transitions, and instructional time.
Select appropriate behavioral interventions and
evaluate effectiveness based on the analysis of
observed individual or group behaviors.
Identify social/behavioral patterns from systematic
observations.
Demonstrate the ability to collect, record, and analyze
data and use the analysis to make changes in
instructional or classroom management strategies.
Examine ethical, legal, and procedural safeguards
regarding the planning and implementation of
management of student behaviors.
Identify strategies for crisis prevention and
intervention
Adapted Physical Education and Recreation,
Music and Health
to recognize and apply the developmental patterns
and motor movement as
they relate to the performance of the basic skills.
To understand physical fitness concepts and be able
to make adaptations to meet the
fitness needs of individuals with disabilities.
To recognize and appreciate the importance of a
positive self-concept and emotional well
being related to the diversity of special populations.
To understand the importance of developing positive
socialization process through
Special Olympics
Braille Writing and Reading
To acquire the ability to read unaltered contracted
braille visually and to write contracted braille using a
Perkins Brailler, computer keyboard for six-key entry,
and slate and stylus.
To develop teaching techniques for reading
readiness, tracking, tactile discrimination, and reading
methods.
To acquire the ability to recognize conditions which
require remediation.
To develop techniques of remediation.
To develop an awareness of technology used to
produce braille.

D. Attainment of Program Outcomes related to the Course

 Direction: Given the learning delivery plan and the course outcomes, to what extent is
the attainment of the program outcomes below that is related to the courses you have
enrolled. Use the rating scale below:

Rating Descriptive equivalent

1 1-20% level of attainment (very low)

2 21-40% level of attainment (low)
3 41-60% level of attainment (moderately High)
4 61-80% level of attainment (high)
5 81-100% level of attainment (Very High)

Program Outcomes Related to the Course 1 2 3 4 5

CP01) Demonstrate an in-depth mastery of the
content in all subject areas/discipline

CP02) Create a culture of positive and supportive

dynamic learning environment

CP03) Design a developmentally appropriate learning

opportunities for diverse learners

CP04) Develop and apply wide range of facilitating

BSNED teaching - learning process skills including
curriculum development, lesson planning, materials
development, educational assessment and teaching
approaches.

CP05) Communicate properly the learners’ progress

using different forms of assessment strategies

CP06) Engage in building community of learners

through public services

Thank you very much!!!