EDUC - 7

ASSESSMENT IN LEARNING 2
Application:
The following are educational adjectives for BSED - Math. For every educational
objective,formulate ( 2) learning outcomes.

Answer:`
Educational Objective
1.Exhibit competence in
mathematical concepts procedures.
2.Exhibit proficiency in relating
Mathematics to other circular areas
Learning Outcome
1.1. The students can solve the
circumferential measurement of a
circular object  
1.2. The students can determine the
length needed for an object to reach a
certain surface by using Pythagorean
Theorem
1.1. The students can develop a
formula solving the
circumferential area of a stadium
1.2. Thea students can Understand the
structure of Mathematics that relates
all equations in solving area, mass and
circumference between different types
of circles

Activity:
Write ( 2 ) examples of SLO derived from each following sources, try to distinguish
what domain is being highlighted from the given SLO. Fill in the template ( table ) that
is presented below:

Answer:
Source SLO Domain
CHED 1.The students should Psychomotor
acquire by the end of a
particular assignment,
class, course, or
program,
2.The students can Cognitive
understand why that
knowledge and those
 skills will be useful to
them.
Dep-Ed 1.Enhancing physical Psychomotor
and manual skills
2.Creating new Cognitive
knowledge
Gen.Ed. Competencies 1.The student can apply Cognitive
critical
thinking skills when
listening, reading,
thinking and speaking. ·
2.The student can Cognitive
create, organize and
support ideas for
various types of oral
presentations.

Analysis:
 What kind of words that are being used at the beginning of the SLO?
Answer:

 It should begin with an action verb that denotes the level of learning expected. Begin
with a verb (exclude any introductory text and the phrase “Students will…”, Terms such
as know, understand, learn, appreciate are generally not specific enough to be
measurable. Levels of learning and associated verbs may include the following:
Remembering and understanding: recall, identify, label, illustrate, summarize: Applying
and analyzing: use, differentiate, organize, integrate, apply, solve, analyze: Evaluating
and creating: Monitor, test, judge, produce, revise, compose.Followed by the statement
should describe the knowledge and abilities to be demonstrated. 

 Are there no restrictions upon using the word?

Answer:
The restrictions upon using the word is that;;

 Limit the length of each learning outcome to 400 characters

 Exclude special characters (e.g., accents, umlats, ampersands, etc.)
 Exclude special formatting (e.g., bullets, dashes, numbering, etc.)

 Is there a need to arrange the said SLO in hierarchical order? Why do you think so?
Answer:
 Yes, because one of the major tasks in designing a course is to determine the
learning outcomes. And before you set out to write your course outcomes and
objectives, it is very helpful to understand Bloom’s taxonomy and higher order
thinking.Learning outcomes not only serve the purpose of directing the content and
design of a unit of study, they form the basis of assessment and are also linked to the
larger outcomes of learning set .

Application:
Using the indicated topic or subject matter write learning outcomes for each of the 3
domains arranged from the simplest to complex level or category.
Answer:
1.COGNITIVE; TOPIC - WATER CYCLE
1.1.Remembering 1.1. The student can describe that the water
cycle include appropriate vocabulary:
evaporation, transpiration, condensation,
precipitation, infiltration, surface runoff,
groundwater, and absorption.
1.2. Understanding 1.2. Describe the movement of water within
the water cycle.
1.3.Applying 1.3. The student can demonstrate
evaporation, transpiration, condensation,
precipitation, infiltration, and surface runoff
by lab participating in lab activities.
1.4.Analyzing 1.4. The student can identify and explain
the three states of water and how water
transitions between them.
1.5.Evaluating 1.5. Student will be able to label a picture
of the water cycle and define each part.
1.6.Creating  1.6. Peer edit Water Cycle Project.
2.PSYCHOMOTOR; TOPIC - TABLE SETTING
2.1.Observing 2.1 The student will be able to set a basic, informal,
and formal place setting correctly.
2.2.Imitating 2.2. The students will be able to draw the
correct way to set the table on a scrap piece of
paper. 
2.3.Practicing 2.3. Demonstrate how to set a simple table
setting and hold the flatware appropriately
2.4.Adapting 2.4. Students will apply proper table
setting and etiquette techniques during meal
time.
3.AFFECTIVE; TOPIC - DEVELOPING & NURTURING
HONESTY
3.1.Receiving 3.1 The students will be able listen to others with
respect; try to remember profile and facts 
3.2.Responding 3.2. The students will participate the discussion,
gives expectation; know the rules and practice them
3.3.Valuing 3.3. Students can demonstrate belief in the
concept or process; show ability to resolve 
3.4.Organizing 3.4.
3.5.Internalizing 3.5.