PROF ED 8 Assessment Learning 1

FINAL OUTPUT- Test Paper

Chapter 1: Shift of Educational focus from content to learning outcomes
INTRODUCTION
-Education originated from the terms “educare” or “educere” which meant” to draw out”.
-Education is a “pouring in” process wherein the teacher was the infallible giver of knowledge and the
student was the recipient.

Lesson 1.1
Outcomes-Based Education: Matching Intentions with Accomplishment
The change in Educational perspective is called Outcomes Based-Based Education (OBE)
Three characteristics of OBE:
1. It is student centered; it places the students at the center of the process by focusing on Student
Learning Outcomes (SLO)
2. It is faculty driven, it encourages faculty responsibility for teaching, assessing program outcomes
and motivating participation from the students.
3. It is meaningful, it provides data to guide the teacher in making valid and continuing improvement
in instruction and assessment activities.

To implement outcomes-based education on the subject or course level, the following procedure is
recommended
1. Identification of the educational objectives of the subject/courseTo implement outcomes-based
education on the subject or course level, the following procedure is recommended
2. Listing of learning outcomes specified for each subject/course objective.

-Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to
differentiate, to illustrate etc….To implement outcomes-based education on the subject or course
level, the following procedure is recommended
-A good source of learning outcomes statements is the taxonomy of educational objectives by
Benjamin S. Bloom

Bloom’s taxonomy of educational objectives

1. Cognitive, also called knowledge, refers to mental skills such as remembering, understanding,
applying, analyzing, evaluating, synthesizing/creatingBloom’s taxonomy of educational objectives
2. Psychomotor, also referred to as skills, includes manual or physical
skills, which proceed from mental activities and range from simplest to the complex such as
observing, imitating, practicing, adapting and innovating.
3. Affective, also known as attitude, refers to growth in feelings or emotions from the simplest
behavior to the most complex such as receiving, responding, valuing, organizing, and internalizing.To
implement outcomes-based education on the subject or course level, the following procedure is
recommended
3. Drafting outcomes assessment procedure. This procedure will enable the teacher to determine the
degree to which the students are attaining the desired learning outcomes.
- It identifies for every outcome the data that will be gathered which will guide the selection of the
assessment tools to be used and at what point assessment will be done.To implement outcomes-
based education on the subject or course level, the following procedure is recommended
-This procedure will enable the teacher to determine the degree to which the students are attaining
the desired learning outcomes.
- It identifies for every outcome the data that will be gathered which will guide the selection of the
assessment tools to be used and at what point assessment will be done.PROF. ED. 8
Lesson 1.2
The outcomes of Education The outcomes of Education Outcomes-based education focuses classroom
instruction on the skills and competencies that students must demonstrate when they exit.

Two types of outcomes in education

Immediate Outcomes
 Competencies/skills acquired upon completion of a subject, a grade level, a segment of the
program, or the program itself
Examples:
  Ability to communicate in writing an speaking
  Mathematical problem-solving skill
  Skill in story telling
  Promotion to a higher grade level
  Graduation from a program
  Passing a required licensure examination
  Initial job placement
Deferred Outcomes
 Refer to the ability to apply cognitive, psychomotor and affective skills/competencies in various
situations many years after completion of a subject; grade level or degree program
.Examples:
  Success in professional practice or occupation
  Promotion in a job
  Success in career planning, health and wellness
  Awards and recognition
Lesson 1.3
Outcomes-Based Outcomes in Outcomes –Based Education (OBE) comes in different levels
1. Institutional,
2. Program,
3. Course, and
4. Learning/Instructional/lesson

Institutional Outcomes
• Statements of what the graduates of an educational institution are supposed to be able to do
beyond graduation
Program Outcomes
• Are what graduates of particular educational programs or degrees are able to do at the completion
of the degree
Course outcomes
• Are what students should be able to demonstrate at the end of course or subject
Learning Outcomes
• Are what students should be able to do after a lesson or instruction

Assignment:
Cognitive
1. The pupils can explain their knowledge about the physical environment.
2. The pupils can easily identify the possible ways on caring or helping environment.
Affective
1. The pupils can make a video presentation about the guided investigation.
2. The pupils can write a poem or a story about the said conduct guided investigation.
Psycho motor
1. The pupils can write a compare and contrast about the different kinds of plants and animals that
can out or appreciate in the locality.
2. The pupils can explain in front of the class the kinds of plants or animals they found in the
environment.
 MC Lit 5
Reporting about the English and American Lit
FINAL OUTPUT- ROLE PLAY

PRELIM TOPICS
1. Period before Chaucer (Beowolf)
2. Age of Chaucer (Canterbury Tales)
3. 15th Century the declare of Chaucer (Sir Gawain)
4. The Age of Humanism (Fairy Queen)
5. The bible in English Literature (The Prodigal Son)
MIDTERM TOPICS
6. The 17th Century (Paradise Lost)
7. The Age of Reason Sense of Science (The Education of Women)
8. The Return of Romanticism (Lines compost a few mile above
9. The Victorian Period (In Memoriam) (Pro-spice)
10. The 20th Century (The Machine & Man) (Ash Wednesday)

The Period Before Chaucer

 The late Middle Ages or Late Medieval Period was the period of European history generally
comprising the 14th and 15th centuries (c.1301-1500)
 The pre-Chaucerian period lasted from 500 to 1340 A.D. This period covers the entire historic
period of Anglo-Saxon and Anglo-Norman periods.
 Here what once called Anglo-Saxon is regarded as an early form of English Literature.
 Before Chaucer, Caedmon’s Old English existed during this period.
 Literature before Chaucer constitutes a special field of study, and that it is only with Chaucer
that modem English Literature definitely begins.

BEOWULF SUMMARY
Setting - Denmark
Main Character- Beowulf, Grendel, Mother of Grendel, Dragon, The King of Denmark
Plot- Beowulf is an Old English story by an anonymous Anglo-Saxon poet. The poem tells a story of a
strong and brave warrior (Beowulf) who defeats monsters and goes on to become King. Beowulf’s
first major battle was against Grendel, a monster that had been terrorizing the Scyldings.
Moral Lesson- The moral of Beowulf is that it is better to die young with heroism and virtue than to
grow to a ripe old age being cowardly and avoiding your responsibilities. Beowulf shows great courage
and fortitude as he protects the community by fighting Grendel, Grendel’s mother, and the dragon
Wiglaf.

AGE OF CHAUCER

CANTERBURY TALES
 MC Lit 3(MA’AM ARLYN)
Reporting about the English and American Lit
FINAL OUTPUT- ROLE PLAY

PRELIM TOPICS
1. Urbana & Feliza
2. To the Flowers of Heidelberg
3. Dead stars
4. Footnote to youth

URBANA & FELIZA

Author - Fr. Modesto De Castro (1819-1864) was known as a Catholic priest, writer, and an orator.
 He is the author of the book Urbana and FELIZA. 
 Some of his religious written works are platicas, doctrines, (1855), colecion de Sermones(1878),
Esposion de la Siete Palabras, (1887 ) and Novena San Isidro(1888) 
 Pilipino Critic in literature, conferred upon him the title "King of Prose" or the "Father of Classic
prose in Tagalog"
CHARACTERS : URBANA- the eldest sister of Feliza, who studies in Manila, she is the one who always
advises. Her name symbolizes "urbanidad" or good manners in English , because she always warns her
sister and tells her to be safe and her warm personality. 
FELIZA - the younger sister of Urbana. She writes to her sister about her worries and asks for advice
on how to properly act in her surroundings in college and also gives advice about love. Her name
came from the Spanish word "Feliz'' meaning Maligaya.
SETTING
 MANILA ( Where Urbana is working as a teacher's assistant) 
 PAOMBONG BULACAN(Where Feliza stays with her mother /Their Hometown)
PLOT
The story tells a story of two sisters who always write to each other. The story talks about etiquette,
proper gestures and ways in different situations.Wrote not only of the need to follow the values and
norms found in Christian teaching, but as importantly, to observe the proper mode of conduct as one
dealt with people in society. The series of correspondences, the duties and responsibilities of married
life, touched on various facets of experience that a person underwent from birth to death both in the
secular and spiritual realms. In retrospect , Urbana and FELIZA should be perceived as text not only
meant to regulate conduct and behavior , but as a discourse to contain the moral excesses of the
period and affirm basic christian tenets. Moreover, We can see in Urbana the skill in socializing to
other people, that the appropriate/necessary characteristic is being kind-hearted and not the wealth
and power to the society. The right beliefs, good manners and right conduct was seen to a person
who has a heart of gold.
Moral lesson: the moral lesson for this story is that marriage can wait at the right time and not at the
very young age. Getting into marriage is never an easy life. It have ups and downs that you should
handle well

TO THE FLOWERS OF HEIDELBERG

PERIOD
•During Spanish colonization, the existing literature of the Philippine ethnic groups at the time of
conquest and conversion into Christianity was mainly oral, consisting of epics, legends, songs, riddles,
and proverbs
• The Spanish colonial strategy was to undermine the native oral tradition by substituting for it the
story of the Passion of Christ.
•During Spanish colonization men and women are captured to be sold as a slave.
•The Filipino movement against Spanish had both violent and non-violent proponents.
AUTHOR
•Jose Protasio Rizal Maercado y Alonzo Realonda contributed his novels (El Felibusterismo and Noli
Me Tangere), and patriotic poem on our country. It vividly portrayed corruption, oppression and
social critics about human dignity.
•Rizal was the most prominent face of the moderate opposition to the Spanish rule who advocate
political reforms of the Philippines under Spain.
•He was a man of incredible intellectual power, his works have great contribution to our country.
Summary:
Setting: Heidelberg, Germany
Character: Jose Rizal who wrote the poem because he is longing for his homeland.
Plot
•Rizal Lived and work in Germany and studied in Heidelberg, he was astounded with the flowers along
the Neckar River, especially the for-get-me nots, which made him compose the poem.
•While in Heidelberg experiencing the Nostalgia for his parents and his country. Rizal wrote the poem
“To the flowers of Heidelberg”. He was fascinated with the bloom flowers he saw in Neckar River.
Those flowers reminded him of the flowers in their home’s garden in Calamba because of his mood of
homesickness.
•To the flowers in Heidelberg is simply an expression of his sadness as he remembered his family and
his country. The beauty of Neckar River inspired Rizal to wish that the flowers and their fragrance
could be transported to his homeland of the Philippines to bring peace, virtue, and health to his
countrymen.
MORAL LESSON: The moral lessons of the poem are to possess gratitude for your home country and
love for all of your family and friends.

DEAD STARS
Author : Paz Marquez Benitez
Paz Márquez-Benítez was a writer, teacher and editor who lived from 1894 until 1983. She authored
the first Filipino modern English-language short story "Dead Stars". In addition to "Dead Stars," she
wrote one other short story, "A Night in the Hills." Despite her small body of work, she is considered
an important writer, as she was the first to write in English in the Philippines. She was also founded
the first women's magazine in the Philippines, "Woman's Home Journal."
Setting: The story is set in Don Julian's and Judge Del Valle's houses located in the Philippines. It
foreshadows the social make-up and dominant views of the place at that time. The society is male-
dominated and represents the features of such a social setup.
Characters: Alfredo Salazar- He is a lawyer and a man who is afflicted with the love of two women,
his wife Esperanza and another woman Julia Salas.
Esperanza- she is a woman of exquisite beauty, charm and wit. She takes care of her house and
family. However, she suffers from the lust for material wealth and reputation. She is married to
Alfredo after he woos her aggressively.
Julia Salas - She is the other woman in the life of Alfredo Salazar. She is a thoughtful, beautiful and
winsome woman who is good at conversing on different and profound issues. She is energetic,
enigmatic and vital, a complete opposite of Alfredo. This may be one of the reasons he gravitates
toward her.
PLOT
•The short story revolves around one man, Alfredo Salazar and the affairs of his heart. He is a man
who believes in true love and hopes to find bliss in its wake. The first woman he falls in love with is
Esperanza. Their families are acquainted with each other and them thus they begin a passionate
relationship.
•Climax-After the procession for The Lady of Sorrows Alfredo caught up with Julia.
It was when Julia found out about Alfredo's wedding so he congratulated him. Alfredo needs to make
a very difficult situation.
•In the end of the story he choose Esparanza and he realized that his love to Julia Salas was like a
DEAD STAR – when stars are die, their glow diminishes then eventually vanishes.
MORAL LESSON: Love and Infatuation. Love is the dominant theme of the story. Alfredo loved
Esperanza and she believed in his love to marry him. Alfredo thought he and Julia loved each other
but had to sacrifice their taboo affair.