MODULE 1

Lesson 1
Student learning outcomes are statements of the knowledge, skills and abilities individual
students should possess and can demonstrate upon completion of a learning experience or
sequence of learning experiences. For example, for BS-Math program, the Commission on
Higher Education provided eight (8) learning outcomes which is expected from the BS-Math
graduates (e.g. develop an enhanced perception of the vitality and importance of mathematics
in the modern world including inter-relationships and demonstrate proficiency in problem-solving
by solving and creating routine and non-routine problems with different levels of within math
and its connection to other discipline.)

The attainment of these learning outcomes should be periodically assessed by both teacher and
students. This could help the students determine their strength and deficiencies and become
active participants in outcomes attainment.

Sources of Expected Student Learning Outcomes (SLO)

According to Navarro and Santos (2013) as cited from Cartwright, Weiner & Veneruso (2009),
the sources of expected student learning outcomes are the following:
1. The institution mission statement is a relevant source of student learning expectation. Public
schools and private schools either sectarian or non-sectarian have their own mission that
serves as their source of learning following their own philosophy.
2. Policies on competencies and standards issued by government education agencies such as
DepEd, TESDA, CHED are prescribed sources of student learning outcomes.
3. Expected competencies identified by the different professions, business and industry should
be adopted to ensure that graduates are able to perform as expected in their respective work
places and or professions.
4. The thrusts and development goals of the national government are useful integration in the
identified competencies and expectations from all sectors of education.
5. International trends and development should also be considered in identifying and
determining student learning outcomes to ensure the graduates competitiveness in the
employment and professional practice abroad.
6. It will be enriching if the identified competencies and expectations of students integrate the
basic general education competencies such as the following competencies by the Montgomery
College:
a) Oral and written communication which includes the ability to use oral and written
language of communication supported by appropriate technology and enhanced with
effective style of presentation.
b) Scientific and quantitative reasoning ability which includes competency in the use of
quantitative data, mathematical procedure and scientific methods of inquiry in
decision- making.
c) Ability to analyze, synthesize and develop creative solutions which are the
components of higher order thinking skills (HOTS) or competencies.
d) Technological competency which involves the ability to use computer technology in
documentation and presentations appropriate in different academic and professional
settings.
e) Information literacy involves the ability to efficiency locate and effectively use
information from both print and electronic sources.

Characteristics of Good Learning Outcome

1. Good student learning outcomes (SLO) are centered on the students, on what the learners
are capable of doing, instead of the teaching technique. The teaching strategy will only be
 guided by the desired competencies of the students. For instance, if the SLO is: “the students
can explain and illustrate the patterns or geometrical figures found in Tinalak (T’boli’s tribal
dress)” to guide the students towards the desired competency the teacher may use any or all
of the following instructional techniques and activities:
a) Video presentation of the process of making Tinalak.
b) Exhibit/gallery walk of the different patterns and geometrical figures of T’boli.
c) Field trip to a community in T’boli.
d) Submission of an short literature on the history of Tinalak.

2. Good learning outcomes are based on the program mission statement agreed upon by the
program faculty in consultation with other stakeholders like alumni and other professionals.
It is important that the student learning outcome are based on the issuances from
government regulatory agencies like CHED’s policies, Standards and Guidelines on teacher
education and DepEd’s K to 12 Law Enhanced Basic Education in the Philippines.
3. Good student learning outcomes are very well understood by both students and faculty. They
should be in agreement on the importance of these competencies which they will
cooperatively develop. Here are suggest steps that teacher and students can together take in
their cooperative monitoring of the progress towards the desired learning outcomes or skills
and competencies.
H ooking the students to the desired learning outcome
E xploring the experiencing the supporting student activities
A pplying the ideas/knowledge required in contrived, simulated or real-life situations
R efining, rehearsing, reviewing the target skills/competencies
E valuating the degree of learning outcome performance
D eciding on the action, solution or creative project to apply the learning outcome.

4. Good learning outcomes include a spectrum of thinking skills from simple to the higher order
of application of knowledge and skills.

5. Good learning outcomes are measurable. Students’ competencies should be expressed as

transitive verbs and/or action words which are demonstrable and observable at various
levels.

Example:
For K to 12 Grades 3-10 Reading, Mathematics, Language, Science.
Numerical Rating Proficiency Level
1 Below basic level
2 Basic level
3 Proficient level
4 Advanced level

Lesson 2

Bloom together with his colleague, emphasized the three educational objectives or domains in
order to cater the different types of learning. These are cognitive, affective, and psychomotor.

Cognitive—referring to mental skills

Affective— referring to growth in feeling or emotion
Psychomotor—referring to manual or physical activities
Believing that there were more than one (1) type of learning, educational objectives have been
identified and emphasized. The domains introduced by Bloom together with his colleague are
being organized into categories or levels and arranged in hierarchical order from the simplest
behavior to most complex behavior. In order to ensure that the learning outcomes are specific,
measurable, attainable, relevant, and time-based, the outcomes were 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 most prominent of these are (a)
changing the names in the six subdivisions from noun to verb and (b) slightly re- arranging the
order.
 Domain 1: Cognitive (Knowledge)
 Domain 2: Psychomotor (Skills)
 Domain 3: Affective (Attitude)

Domain 1: Cognitive (Knowledge)

Category/Levels
1.1. Remembering: recall of
previous learned
information
1.2 understanding:
comprehending the meaning
translation and interpretation
of
instructions; state a problem in
one’s own word
1.3 applying: using what was
learned in the classroom into
similar new situations
1.4 Analyzing: separating
materials or concept into
component parts to understand
the whole
1.5 Evaluating: judging the
value of an idea, object, or
material
1.6 Creating: building a
structure or pattern; putting
parts together
Outcome verb
Define, describe, identify,
label, match, list, name
outline,
recall, recognize, reproduce,
select, state
Distinguish, estimate, explain, Distinguish the Five Postulates
give example, interpret,
paraphrase, summarize
Apply, change, compute,
construct, demonstrate,
discover, modify, prepare,
produce, show, solve, use
Analyze, compare, contrast,
diagram, differentiate,
distinguish, illustrate, outline,
select
Compare, conclude, criticize,
critique, defend, evaluate,
relate, support, justify
Categorize, combine, compile,
compose, devise, design, plan,
organize, revise, rearrange,
generate, modify
Learning Outcomes
Statements
Identify the parts of speech;
define Pythagorean theorem
of Euclid; explain the circular
flow diagram as how dollars
flow through markets among
households and firms
Show that tan4 θ + tan2 θ = sec4
θ - sec2 θ; prepare a halal menu
for one week for a family of five
Compare and contrast the three
versions of Cavite mutiny;
differentiate the parts of a
flower (gumamela)
Justify the famous idea of Rene
Descarte’s “tabula rasa”;
critique a group’s role play of
Generate a plan on how to
eradicate suicidal thoughts;
make a five year school
operational plan

The Categories/Levels of Cognitive Domain Learning

Objectives Arranged Hierarchically
*Adapted from Bloom by Lori Anderson (2000)
 Domain 2: 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 5 categories and Harrow 6 categories. They have been
re-organized and simplified into 4 categories or levels

Categories/Levels Outcomes Verbs Learning Outcomes

2.1 Observing: active mental
attention to a physical
activity
2.2 imitating: attempt to
copy a physical behavior
2.3 practicing: performing
a specific activity
repeatedly
2.4 adapting: fine tuning the
skill and making minor
adjustments to attain
perfection
Statements
Watch, detect, distinguish, Watch the folkdance steps
differentiate, describe, of “Sayaw sa Cuyo.”;
relate, select observe and read secondary
directions
Begin, explain, move, Show understanding and
display, proceed, react, sequence of steps with
show, state, volunteer assistance; recognize one’s
limitations
Bend, calibrate, construct, Display mastery on the
differentiate, dismantle, fundamental positions in
display, fasten, fix, grasp, folk dance; manipulate the
grind, handle, measure, mix, different parts of the
operate, manipulate, mend microscope
Organize, relax, shorten, Create a modern dance
sketch, write, re-arrange, routine; compose a short
compose, create, design, song blended with a melody
originate

The Categories/Levels of Psychomotor Domain Learning Objectives arranged

hierarchically
 Domain 3: 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 internalization in which the attitude or felling
consistently guides or controls a person’s behavior.

Categories/Levels
3.1 receiving: being aware or
sensitive to something and being
willing to listen or pay attention
3.2 responding: showing
commitment to respond in some
measure to the idea or
phenomenon
3.3 valuing: showing willingness
to be perceived as valuing or
favoring certain ideas
3.4 organizing: arranging values
into priorities, creating a unique
value system by comparing,
relating and synthesizing values
3.5 internalizing: practicing
value system that controls one’s
behavior that is consisted
pervasive, predictable and
characteristics of the person
Outcomes Verbs
Select, point to, sit, choose,
describe, follow, hold,
identify, name, reply
Answer, assist, comply,
conform, discuss, greet, help,
perform, practice, read, recite,
report, tell, write
Complete, demonstrate,
differentiate, explain, follow,
invite, join, justify, propose,
report, share, study, perform
Arrange, combine, complete,
adhere, alter, defend, explain,
formulate, integrate, organize,
relate, synthesize
Act, display, influence, listen,
discriminate, modify, perform,
revise, solve, verify
Learning Outcomes
Statements
Name important qualities of an
employee; choose a principle
that fits your being
Write a letter of response to all
mining industries about its effect
to environment; participate in
class discussions and give
expectations
Follow religiously the
mathematical steps presented to
you; justify the decision of a
mother (leaving her sons to
orphanage)
Organize activities that tightens
the bond of the family; relate
the values emphasized in the
story of “The Prince” to your
personal
life
Display self-reliance when
asking; value people for what
they are and not for how they
look.

The Categories/Levels of Psychomotor Domain Learning Objectives arranged

Hierarchicall
Lesson 3
“In recent years, higher education institution in the Philippines have joined in the internal
focus on the need to include in the teaching- learning process the assessment and
documentation of the student learning outcomes. This focus is in the recognition of the
importance of information on learning in the improvement of the educational experiences that
colleges and universities offer” (Navarro & Santos, 2013, p. 16). That is why, authentic
assessment has been pushed through.

Authentic assessments attempt to demonstrate what a student actually learns in class

rather than the student’s ability to do well on traditional tests and quizzes. Many have
claimed this type of assessment an excellent means of evaluating a student’s knowledge of
subject matter.

Characteristics of Authentic Assessment

1. Authentic Assessment starts with clear definite criteria of performance made known to
the students.
2. Authentic Assessment is a criterion- referenced rather than norm- referenced and so it
identifies strengths and weaknesses, but does not compare students nor rank their
levels of performance.
3. Authentic Assessment requires students to make their own answer to questions rather
than select from given options as in multiple choice items, and requires them to use a
range of higher order thinking skills (HOTS).
4. Authentic Assessment often emphasizes performance and therefore students are
required to demonstrate their knowledge, skills or competencies in appropriate
situations. Authentic assessment does not rely on ability to recall facts or memorize
details, instead students are asked to demonstrate skills and concepts they have learned
5. Authentic Assessment encourages both teacher and students to determine their rate of
progress in cooperatively attaining the desired student learning outcomes.
6. Authentic Assessment does not encourage rote learning and passive taking of test;
instead, students are required to demonstrate analytical skills, ability to integrate what
they learn, creativity, and ability to work in group, skills in oral and written
communications. In brief, authentic assessment values not only the finished products
which are the learning outcomes, but also the process of learning.
7. Authentic Assessment changes the role of students as passive test takers into become
active and involve participants in assessment activities that emphasize what they are
capable of doing instead test to measure students’ skills or retained facts has come
under scrutiny because of the limitation encountered in determining the students’
capability to utilized their knowledge and skills in work and professional practice.

Phases of Authentic Assessment

1. Identifying the most important knowledge and skills that students should be able to
demonstrate as a result of their learning activities.
2. Determining the criteria and standards of outcomes performance and the acceptable
evidence that may be presented as proof of outcomes’ attainment.
3. Implementation of the supporting activities that will facilitate the attainment of the
desired student learning outcomes.
4. Measuring the extent at which the student is attaining the desired learning outcomes.
5. Interpreting the assessment results and evaluating whether they indicate attainment
of the desired outcomes and utilizing them for continuous improvement.
 Basic Difference Between Traditional Assessment and Authentic Assessment

Teachers do not have to select which assessment should be used. Take note that the mastery
of skills and knowledge that can be found in traditional assessment is very important because
this will be serve as a foundation that will be used later in demonstrating and performing the
tasks that students are expected to perform in the real world. In other words, authentic
assessment compliments traditional assessment.
Lesson 4
If we want students to develop such competencies as examining, understanding, creating, and
evaluating information, we must be able to assess the aforementioned skills in appropriate
settings and context.

Authentic assessment makes use of three modes of assessment:

 Observations which include date and information that the teacher collects from daily work with
students.
 Performance samples which are tangible results that demonstrate student achievement.
 Tests and measures of student’s actual performance at a specific place and time.

I. Observations-Based Assessment Tools

To make observation-based assessment efficient and impartial, Diane Hart (1994) suggested the
following guidelines:
a) Observe not only one but all the students.
b) Observation must be as frequent and as regular as possible.
c) Observations must be recorder in writing.
d) Observations should cover both routine and exceptional occurrences.
e) Reliability of observation records is enhanced if multiple observations are gathered and
synthesized.

Developmental checklist is an observation tool which requires the teacher recorder to describe
the traits or learning behaviors being assessed. When used regularly during the school year,
developmental checklists give a moving picture of the student’s progress towards the desired
competencies.

Example of Individual Checklist

The Interview sheet is another observation tool which is also called the conference recording
form. Interview sheets consist of a list of questions the teacher intends to ask and space for
recording student’s answers.

II. Performance Sample Assessment Tools

Portfolio is a systematic collection of learner work (such as written assignments, drafts,
artwork, and presentations) that represents competencies, exemplary work, or the learner's
developmental progress. It can be as simple as folder of these pieces of evidence, as fancy as a
neat scrapbook containing evidence of a student’s accomplishments, written works and pictures
of the student’s activities and accomplishments.

The portfolio serves the following purposes:

a) The teacher can assess the growth and development of the students at various levels.
 b) Parents are informed of the progress of their children in school.
c) Instructional supervisors are able to evaluate the strengths and weaknesses of the
academic program.

What can be included in a portfolio?

 Essay  Group Reports
 Audio Tapes  Pictures
 Video Tapes  Compact Disk
 Artworks  Graphs/ Charts
 Conference notes  Field Reports

III. Performance Assessment Tools

Student achievements at specific place and time are actual student performance that deserve to
be assessed. One of the most frequently used measurements instruments is the checklist. A
performance checklist consists of a list of behaviors that make up a certain type of performance
(e.g. using a microscope, preparing a letter, solving mathematics performance, etc.)
Example:
Performance Checklist in Solving a Mathematical Problem