Program Learning Outcomes

The graduates of Bachelor of Secondary Education major in Mathematics of Carlos Hilado Memorial
State University shall be able to:
1. articulate and discuss the latest developments in Teacher Education (PQF level 6 descriptor);
2. effectively communicate orally and in writing using both English and Filipino;
3. work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6
descriptor);
4. act in recognition of professional, social, and ethical responsibility;
5. preserve and promote “Filipino historical and cultural heritage” (RA 7722);
6. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and
political contexts;
7. demonstrate mastery of subject matter/discipline;
8. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to
specific learners and their environments;
9. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse
learners;
10. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices;
11. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning
processes and outcomes;
12. practice professional and ethical teaching standards sensitive to the local, national, and global
realities;
13. pursue lifelong learning for personal and professional growth through varied experiential and field-
based opportunities;
14. exhibit competence in mathematical concepts and procedures;
15. exhibit proficiency in relating mathematics to other curricular areas;
16. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics;
17. demonstrate competence in designing, constructing, and utilizing different forms of assessment in
mathematics;
18. demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems
with different levels of complexity;
19. use effectively appropriate approaches, methods, and techniques in teaching mathematics including
technological tools;
20. appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery
and gaining insights of the world;
21. demonstrate competencies to support “national, regional, and local development plans” (RA7722);
and
22. demonstrate the core values of a CHMSUian: competence, compassion, high sense of responsibility
towards the environment, love for country, and excellence.

Course Learning Outcomes

At the end of the course, the pre-service teachers should be able to:
A. Exhibit knowledge and skills in designing formative and summative assessment on mathematics
concepts and problem solving.
B. Display proficiency in integrating assessment practices in Mathematics with other subject area or
disciplines.
C. Demonstrate understanding of meaningful assessment by aligning assessment with learning
competencies and learning experiences.
D. Demonstrate competence and skills in implementing different assessment techniques to facilitate
student success in learning Mathematics using learner attainment data;
E. Show appreciation in using authentic and alternative assessment methods in Mathematics learning.
 Intended Learning Outcomes (ILOs)

Week ILOs
1 At the end of the week, the pre-service teacher (PST) should be able to:
1 1. discuss the significance of assessment and evaluation of learning in Mathematics
2. discuss the DepEd policies on assessment of learning in Mathematics
3. describe the skills and attitudes to be achieved in K to 12 Mathematics learning
outcomes
2 4. construct program learning outcomes, course learning outcomes, and intended
learning outcomes
5. map the program learning outcomes with course learning outcomes
6. map the course learning outcomes with intended learning outcomes
3 7. articulate performance standards into competencies
8. articulate competencies into learning targets
4 9 identify various authentic assessment methods in Mathematics education
10. select appropriate authentic assessment method that can be utilized in
Mathematics teaching and learning
11. design authentic assessment method that integrates other discipline (Sciences,
Social Studies, etc.) in Mathematics project
5 12. design a project-based using GRASPS framework
13. present real life issues and concerns in GRASPS
6 14. discuss how individual or group checklist is utilized in problem-solving in
Mathematics
15. describe how interview sheet can be utilized in enhancing Mathematics learning
16. construct assessment tools appropriate in assessing students’ learning in
Mathematics
7 17. discuss process-oriented assessment is utilized Mathematics teaching and learning
18. differentiate analytical scoring rubric and holistic rubric
19. construct holistic and analytical scoring rubric
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10 20. Identify the learning outcomes of a quarter in certain grade level
21. decide on the type of objective test
22. identify total number of sessions
23. compute for the number of items per learning outcome.
24. identify what needs to be improved given a simple multiple-choice test item in
Mathematics (in reference with guidelines in multiple choice instructions
25. construct a multiple choice item
26. construct a modified multiple choice
11 27. identify what needs to be improved in True or False Items given a sample
Teacher-constructed test items (in reference from the guidelines in True or False
Constructions
28. construct True-False Items (traditional)
29. construct Modified True or False Items using If-then Prompt
12 30. discuss the formulation of Completion type of test
31. construct completion type of test in Problem-Solving
13 32. describe the two types of essay
33. discuss the different higher-order thinking skills assessed in essay and the
question prompt for each thinking skill
34. construct sample essay test in Mathematics
14 35. construct a test draft of a quarter
15 36. discuss the significance of validation rate instructional decision in formative
assessment
37. profile student’s performance based on the results utilizing appropriate ICT tools
16 38. profile students’ performance based on the summative examination result
39. generate some instructional decision regarding the result
17 40. show steps in grade computation using spreadsheet
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