Republic of the Philippines

Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course PROFED 6: ASSESSMENT IN LEARNING 1
Sem/AY Second Semester/2021-2022
Module No. 1
Lesson Title Preliminaries/ Instructional Objectives and Learning Outcomes
Week
2–5
Duration
Date March 21 – April 15
This module contained the lessons from Chapters 1 and 2. It focuses on the
Description preliminary concepts of classroom assessment. Terms such as test, measurement,
of the evaluation and assessment will be differentiated according to their functions as well as
Lesson aims, goals and objectives. It also includes the discussion of modern educational
assessment and taxonomy of instructional objectives and learning outcomes.

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning • Differentiate assessment from test, measurement and evaluation.
Outcomes • Differentiate aims from goals and objectives.
• Identify the characteristics of modern educational assessment.
• Demonstrate understanding of the taxonomy of instructional objectives.

Targets/ At the end of the lesson, students should be able to:

Objectives • Cite examples of aims, goals and objectives in educative process.
• Define instructional objectives and learning outcomes.
• Enumerate the purposes of assessment.
• Construct learning objectives and identify its parts.

Student Learning Strategies

CHAPTER 1: PRELIMINARIES
Offline Activities
(e-Learning/Self- 1.1 Basic Concepts in Assessment
Paced) ▪ Test – an instrument designed to measure any characteristics, quality, ability,
knowledge or skill

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 1 M.A. GALANG

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
▪ Measurement – a process of quantifying the degree to which
someone/something possesses a given trait; it refers to the process of
quantifying an individual’s achievement, personality and attitudes among
others by means of appropriate measuring instruments
(it may be objective or subjective)
▪ Assessment – a process of gathering and organizing quantitative or qualitative
data into an interpretable form as basis for judgment or decision-making
▪ Evaluation – a process of systematic interpretation, analysis, appraisal or
judgment of the worth of organized data as basis for decision-making.

- The purpose of assessment is to determine whether expectations match

standards set by school authorities.

EXPECTATIONS STANDARDS

are provided by instructional are levels of performance

objectives, that in turn, are set by schools as measures
translated into learning of excellence or attainment
outcomes

Example:

At the end of the lesson, students should be able to locate ten Asian countries on a
(expectation)
world map with 90% correctness.
(standard)

- Teachers can set any of the following types of standard:

1. Absolute maximum – a level of performance that can be reached by only a few
students.
2. Absolute minimum – can be attained by majority of students that may guarantee
promotion to the next higher year level.
3. Relative standard – the level of competency compared with the performance of
other students in a class or group.
4. Multiple standard – level of performance or competency that utilizes a
combination of the first three; it is employed to document and determine the
learning growth pattern of students.

- Modes of Assessment
1. Traditional Assessment – commonly known as the “paper and pencil” test
2. Performance-based Assessment – actual performance is being assessed
3. Portfolio Assessment – compilation of students’ outputs

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 1 M.A. GALANG

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
1.2 Purposes of Classroom Assessment

1. Assessment FOR learning – done before and during instruction

Examples:
a. Placement Test – its purpose is to assess the needs of the learners to have
basis in planning for a relevant instruction; teachers use this assessment to
know what their students are bringing into the learning situation and use this
as a starting point for instruction; results of this will place students in specific
learning groups to facilitate teaching and learning.

b. Diagnostic Test – use to determine students’ recurring or persistent

difficulties; it searches for the underlying causes of students’ learning problems
that do not respond to the first aid treatment; it helps formulate a plan for
detailed remedial instruction.

c. Formative Test – an assessment where teachers continuously monitor the

students’ level of attainment of the learning objectives; results of this test are
communicated clearly and promptly to the students for them to know their
strengths and weaknesses as well as the progress of their learning.

2. Assessment OF learning – done after instruction

Example:
Summative Test – used to certify what students know and can do and the level
of their proficiency and competency; results reveal whether or not instructions
have successfully achieved the learning outcomes.

3. Assessment AS learning – done for teachers to understand and perform well

their role of assessing FOR and OF learning.

Teachers should be skilled in:

1. choosing and developing assessment methods appropriate for instructional
decisions,
2. administering, scoring and interpreting the results of both externally-produced
and teacher-produced assessment methods,
3. developing valid student’s grading procedures,
4. using assessment results when making decisions about individual students,
planning teaching, developing curriculum and school improvement,
5. communicating assessment results to students, parents and other educators,
6. recognizing unethical, illegal and otherwise inappropriate assessment methods
and uses of assessment information.

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 1 M.A. GALANG

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
1.3 Assessment Principles
Assessment is most effective when guided by certain principles. These principles
give direction to assessment and serve as criteria for judging sound procedures and
practices.
The following principles of assessment are worth considering:
1. Address learning targets/curricular goals.
2. Provide efficient feedback on instructions.
3. Use a variety of assessment procedures.
4. Ensure that assessment is valid, reliable and fair.
5. Keep records of assessment.
6. Interpret/Communicate results of assessment meaningfully.

1.4 Characteristics of Modern Educational Assessment

a. Objectives-based and Criterion-referenced
b. Valid
c. Reliable
d. Multidimensional in structure
e. Value-laden
Engaging Activity # 1:
Choose a particular topic in your field of specialization and do the following:
a. State three (3) objectives intended for the topic.
b. Underline once the expectation and twice the standard.

CHAPTER 2: INSTRUCTIONAL OBJECTIVES AND LEARNING OUTCOMES

2.1 Aims, Goals and Objectives
Aims Defined:
▪According to Ornstein and Hunkins (1988), aims are orientations that suggest
endpoints; they are intention or aspiration.
▪ They are not specific quantifiable outcomes and written in broad terms.
▪ Educational aims must address the cognitive, psychomotor and affective domain
Example:
The 1987 Philippine Constitution, Article XIV, Sec. 3 states the Aims of Education:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Respect for human rights
4. Appreciation of role of national heroes in the historical development of the
country
5. Teach the rights and duties of citizenship
6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 1 M.A. GALANG

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
8. Encourage critical and creative thinking
9. Broaden scientific and technological knowledge
10. Promote vocational efficiency

Goals Defined:
▪ It is derived from the aims of education.
▪ Broad statements that provide guidelines what to accomplish as a result of
prescribed educational program.

Objectives Defined:
▪ More specific than goals.
▪ They describe learning outcomes.
▪ Behaviors that must be achieved in various levels of the curriculum which
includes, lesson, subject, unit and program.

2.2 Instructional Objectives

▪ Should be stated in behavioral terms.

▪ They must be SMART (that is, Specific, Measurable, Attainable, Result-oriented,
Time-bounded).
▪ It is consist of two essential components: behavior and content.
▪ Behavior tells what a learner is expected to perform while Content specifies the
topic or subject matter a student is expected to learn.

Examples:
1. Solve a system of linear equation.
(behavior) (content)

2. Identify the parts of a sentence.

(behavior) (content)

3. Describe the functions of the digestive system.

(behavior) (content)

4. Makagawa ng isang tula na maiuugnay sa kwentong Ibong Adarna.

(behavior) (content)

▪ An instructional objective also contains two optional components: condition

and criterion level.
▪ Condition is the situation where learning will take place; it may be materials,
tools, places or other resources which can facilitate learning.
▪ Criterion level refers to the acceptable level of performance (standard); it tells
how well a particular behavior is to be done.

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 1 M.A. GALANG

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
Examples:
1. Given a cartesian plane, graph the solutions of the system of linear equation
(condition) (behavior) (content)
with 90% accuracy.
(criterion level)

2. From the sentence, identify the subject and predicate with 95% mastery.
(condition) (behavior) (content) (criterion level)

3. Given a chart, identify the parts of the digestive system with 100% correctness.
(condition) (behavior) (content) (criterion level)

4. Mula sa talaan ng mga tauhan, gumawa ng isang tula na maiuugnay sa kwentong

(condition) (behavior)
Ibong Adarna ng may 85% na antas ng pagkatuto.
(content) (criterion level)

2.3 Learning Outcomes

▪ Learning Outcomes are the end results of instructional objectives.

▪ NOT all action words specify learning outcomes, sometimes they specify
learning activities.

2.4 Taxonomy of Instructional Objectives

• Benjamin S. Bloom (1956), a well-known American psychologist and educator,

and his associates prepared the taxonomy of instructional objectives
categorized into three domains: cognitive, psychomotor and affective.

• Cognitive domain (HEAD) called for outcomes of mental activity such as

memorizing, reading, problem-solving, analyzing, synthesizing and drawing
conclusions.

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 1 M.A. GALANG

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

• Psychomotor domain (HAND) is characterized by the progressive levels of

behaviors from observation to mastery of physical skills.

▪ Affective domain (HEART) describes the learning objectives that emphasize a

feeling tone, an emotion or a degree of acceptance or rejection.

▪ Cognitive, Psychomotor and Affective domains of instructional objectives is

sometimes referred to as knowledge, skills and attitudes respectively.

Examples:
1. Discuss the functions of respiratory system. (Cognitive)
2. Draw the respiratory system and label its parts. (Psychomotor)
3. Exercise honesty for every work done. (Affective)

Engaging Activity #2:

1. Construct three (3) instructional objectives each under cognitive, psychomotor
and affective domain.

2. Underline the behavior component and box the content component in each
objective.

Performance Tasks

A. List down ten (10) terms, related to assessment, that you found in this module. Arrange them
alphabetically and define each.

B. Enumerate the goals and objectives of the College of teacher Education (CTE)

C. Research Tasks:

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 1 M.A. GALANG

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Search for an example of Diagnostic test and Summative test (of your field of specialization) and
write your reflections about it.

Understanding Directed Assess

The students’ output will be checked/scored as follows:

ENGAGING ACTIVITY PERFECT SCORE SCORE OBTAINED

1 10
2 20
TOTAL 30

PERFORMANCE TASKS PERFECT SCORE SCORE OBTAINED

A 10
B 10
C 20
TOTAL 40

Learning Resources
• Yazon, Alberto D. (2016), Assessment of Students’ Learning 1 (A Modular Approach)
• De Guzman, E.S. & Adamos, J.L., Assessment of Learning 1
• Jazmin-Hena, L., Classroom Assessment 1

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 1 M.A. GALANG

 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

LSPU SELF-PACED LEARNING MODULE: ASSESSMENT IN LEARNING 1 M.A. GALANG