Lovely Joy M.

Fiesta
BTLED HE – II
Assessment in Learning 1
Activity 1

I. The following statements are incorrect. Write the letter of the section which
makes the statement wrong. Then, rewrite the wrong section to make the
statement correct. (2points each)

1. (a) Because of knowledge explanation / (b) brought about the use / (c) of
computers in education / (d) the teacher ceased to be the sole source of knowledge
Answer: Incorrect section: A
Correct Statement: Because of technology explosion brought about the use of computers in
education, the teacher ceased to be the sole source of knowledge.

2. (a) At present, / (b) the teacher is a giver of knowledge / (c) by assisting / (d) in
the organization of facts and information.
Answer: Incorrect Section: B
Correct Statement: At present, the teacher is a facilitator of knowledge by assisting in the
organization of facts and information.

3.(a) The change of focus / (b) in instruction / (c) from outcomes to content / (d) is
known as Outcome-based Education (OBE).
Answer: Incorrect Section: A
Correct Statement: The change of educational perspective in instruction from content to
learning outcomes is known as Outcome-based Education (OBE)

4. (a) A good source / (b) of subject matter statement / (c) is Benjamin Bloom’s / (d)
Taxonomy of Educational Objectives.
Answer: Incorrect Section: B
Correct Statement: A good source of learning outcomes statement is Benjamin Bloom’s
Taxonomy of Educational Objectives

5. (a) Education comes / (b) from the Latin rootword / (c) “educare” or “educere” /
(d) which means “to pour in”.
Answer: Incorrect Section: D
Correct Statement: Education comes from the Latin rootword “educare” or “educere”
which means “to draw out”

6. (a) In the past, / (b) the focus / (c) of instruction / (d) was learning outcomes.
Answer: Incorrect Section: D
Correct Statement: In the past, the focus of instruction was the content and the subject
matter.

7. (a) “Pagbibigay sa mag-aaral ng kaalaman at pang-unawa / (b) tungkol sa tao,

kapaligiran at lipunan” / © is an example / (d) of learning outcome.
Answer: Incorrect Section: D
Correct Statement: “Pagbibigay sa mag-aaral ng kaalaman at pang-unawa tungkol sa tao,
kapaligiran at lipunan” is an example of educational objective.

8. (a) Ability to communicate / (b) in writing and speaking / (c) is an example / (d)
of deferred outcome.
Answer: Incorrect Section: D
Correct Statement: Ability to communicate in writing and speaking is an example
of immediate outcome.

9. (a) Content and Outcome / (b) are the two / (c) main elements / (d) of the
educative process.
Answer: Incorrect Section: A
Correct Statement: Teacher and Students are the two main elements of the educative
process.

10. (a) “Nailalarawan ang sariling buhay / simula sa pagsilang hanggang sa

kasalukuyang edad” / © is an example / (d) of educational objective.
Answer: Incorrect Section: D
Correct Statement: “Nailalarawan ang sariling buhay simula sa pagsilang hanggang sa
kasalukuyang edad” is an example of learning outcomes.

II. Differentiate each of the following pairs by explaining the meaning of each and
giving examples for further clarification. (5 points each)

1. Educational Objective vs. Learning Outcomes

• Educational objectives are the desired outcomes of the educational
process of the learning that will occur as a result of instruction and also to
provide an instruction regarding the point of view of the teacher in OBE.
Some examples of educational objectives are: students will think about
applications of course material (to improve thinking, decisions, and
problem solving); students will learn factual knowledge; students will
have an appreciation of related applications to the real-life of the theories
they learn while Learning outcomes are statements should have at the
 end of a specific assignment, class, course, and program which helps
students understand why that knowledge and skills will be helpful to them.
In addition, they help students connect learning in different contexts and
guide assessment and evaluation by focusing on the context and potential
applications of knowledge and skills. Some examples of learning
outcomes are: students will be able to apply course material to improve
thinking, problem solving, and decision making; students will be able to
use and explain the meaning for factual knowledge and; students will be
able to give examples of real-life applications of the theories they learn.

2. Immediate Outcome vs. Deferred Outcome

• Immediate Outcome are competencies/skills gained after completing a
subject a grade level, a program segment, or the entire program or in other
words short-term outcome while Deferred Outcome are the ability to
apply cognitive, psychomotor and emotional or degree skills/competencies
in a variety of contexts several years after completing a topic; grade level
program or in other words many years or long-term outcome.
Example of Immediate Outcome:
• Ability to present an investigation science project
• Ability to communicate in writing and speaking
• Skill in strong – telling
• Promotion to a higher grade level
• Mathematical problem-solving skill
• Skill in identifying objects by using the different senses
• Ability to do research and write the results
• Initial job placement
• Graduation from a program
• Passing a required licensure examination

Example of Deferred Outcome:

• Success in career planning, health and wellness
• Awards and recognition
• Success in professional practice or occupation
• Promotion in a job

3. Program Outcome vs. Course Outcome

 • Program outcome are the completion of a degree program, students
should be able to demonstrate these learning outcomes either as integrated
into the capstone as a demonstrable task or as documented by key tasks
across a program while Course outcome reflect what students will learn
by the end of the course. Certainly, each course will reflect either an
introduction to a concept, practice at gaining competence in this outcome,
or demonstration that a student knows and/or owns the
knowledge/concept/skill/ability. Instructors should include a range of
course outcomes that demonstrate process and context.
Example of Program outcome:
Professional Development for Foreign Language
• Students summarize second language acquisition
• Students evaluate pedagogical materials

Example of Course outcome:

• Students will have an appreciation of the necessity and difficulty of
making ethical choices
• Students will know how to make connections among apparently
disparate forms of knowledge
• Students will be competent in critical questioning and analyzing.

4. Student-centered instruction vs. Content-centered instruction

• Student-centered instruction is a teaching method in which the emphasis
is place on the children rather than teacher. Teachers and students are
participant in the learning process in student-centered instruction. To put it
in another way, children participate actively in their education. This
teaching method is also known as learner-centered education. In contrast,
Content-centered instruction is a method of teaching second language
students that revolves around the content or material that they will learn
rather than a linguistic or other type of syllabus.
Example of Student -centered instruction:
• Students must participate more actively in discussions
• Students can design their own learning projects
• Students lead the learning activities.

Example of Content-centered instruction

 • Students must have a lesson on French Cuisine. This world focus on
the French diet and would naturally introduce words such as ‘pain’
(bread), ‘fromage’ (cheese), and ‘croissant’, in a meaningful way
because the words are presented within context of the content.

5. “to develop communication skills” vs. “can communicate orally and in

writing”
• To develop communication skills means demonstration varied
vocabulary and tailor your language to your audience listen
effectively, present your ideas appropriately, write clearly and
concisely, and work well in a group while can communicate orally
and in writing means that you can effectively articulate message,
information and ideas to diversity of people, leading to shared
understanding.
Example of “to develop communication skills”
• Active Listening
• Presenting
• Team building
• Negotiable
• Training
• Leadership

Example of “can communicate orally and writing”

• Emails
• Phone conversation
• Video conferences
• Group meetings
• One-on-one meetings
• Meeting agendas and minus
• Instant messages and text messages