MODULE Introduction to Principles of High Quality

1 Assessment and Authentic Assessment

This part of the module will orient the students about their learning outcomes and its
sources, characteristics of good learning outcomes, the different levels of cognitive
domains introduced by Bloom, classification of learning outcomes, and the authentic
assessment.
In this module, students are expected to:
 give meaning using their own understanding about Student Learning Outcomes
 identify the sources of expected student learning outcomes.
 explain the characteristics of good learning outcomes
 distinguish from each other the different levels of cognitive domains introduced by
Bloom
 give reason/s why the three classification of learning outcomes must be given
emphasis in learning assessment course
 write samples student learning outcomes in the cognitive, psychomotor, and
affective domains
 give the meaning and discuss the characteristics, of authentic assessment
 demonstrate understanding of authentic assessment by adapting authentic
assessment tools

Lesson 1 Student Learning Outcomes

 Give meaning using their own understanding about Student

Learning Learning Outcomes

Outcomes  Identify the sources of expected student learning outcomes.
 Explain the characteristics of good learning outcomes

Welcome students! This is the first lesson for this module. In this lesson,
we have to remind that in every course/ subject or learning activity there
Introduction must be a definite guide about what behaviors are expected to be
achieved by every students during the learning activity and are therefore
supposed to attain success. Thus, all assessment and evaluation activities

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 should start with the identification and clarification of the student
learning outcome (SLO).
Write 2 examples of student learning outcomes derived from each of the
following sources:
1. Your subject or field of specialization (ask from your major
subject teacher).
2. Five (5) General education basic competencies (accessible from
the internet—CMO-No.20-2013.pdf)
3. Your school’s mission
(Activity) 4. National Competency-Based Teacher Standards (NCBTS)

 Present your answers in tabular form.

 Identify other sources of student learning outcomes and its role

towards students’ expectation after they graduate.
 Do research about the characteristics of good learning outcomes
and fill in the table “Chunking the Data”.

Important Term Important Concepts/ Ideas

(Analysis)

Important Generalization Insights Learned

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 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
(Abstraction)
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.

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 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

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 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

The following are educational objectives for BSEd-Math. For every

educational objective, formulate two learning outcomes.

Educational Learning Outcome

Objective
1. Exhibit 1.1 The students can _______________________
(Application) competence in ________________________________________
mathematical 1.2 The students can

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 concepts and __________________________
procedures. ________________________________________
____
2. Exhibit 1.1 The students can ______________________
proficiency in _______________________________________.
relating
mathematics to 1.2 The students can ______________________
other circular ______________________________________.
areas

Congratulations, you have just finished lesson of this module.

Perhaps, if you are in the real world of teaching, you have now the idea
how to make student learning outcome that is align to the program
objective given by respective regulatory agencies.
The next lesson would be about Three Types of Learning. You are
expected to have some research works about this topic and prepare for
(Closure) individual presentation. Thank you.

Lesson 2 Three Types of Learning

Learning  Distinguish from each other the different levels of cognitive

Outcomes
domains introduced by Bloom
 Give reason/s why the three classification of learning
outcomes must be given emphasis in learning assessment
course
 Write three (3) samples student learning outcomes in the
cognitive, psychomotor, and affective domains

Introduction Welcome back! You are now in your second module. In this lesson,
it is emphasized that learning can be achieved in different forms. In
order to cater the different forms of learning, Benjamin Bloom and a
committee of colleague in 1956 identified three domains of
educational activities namely: cognitive, affective, and psychomotor.
This three terms found to be generic or too technical for practicing
teacher and so the domains were translated to simpler terms
commonly used by teacher: knowledge, skills and attitudes (KSA).

Let’s get Started! Bloom together with his colleague, emphasized the three educational
objectives or domains in order to cater the different types of

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 learning. These are cognitive, affective, and psychomotor.

Cognitive—referring to mental skills

Affective—referring to growth in feeling or emotion, and
Psychomotor—referring to manual or physical activities.

Direction:
(Activity)
Considering the activity in your first module, (Write 2 examples of
student learning outcomes derived from each of the following
sources), try to distinguish what domain is being highlighted from
the given student learning outcomes. Fill in the template (table) that
is presented below.

Student learning outcome domain

Source
CHED 1.
2.
DepEd 1.
2.
Gen. Ed 1.
competencies 2.

 What kind of words that are being used at the beginning of

the student learning outcome?
 Are there no restrictions upon using that word?
 Is there a need to arrange the said learning outcomes in
(Analysis) hierarchical order? Why do you think so?
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)
(Abstraction)  Domain 2: Psychomotor (Skills)
 Domain 3: Affective (Attitude)
(Please see attached table)

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 Direction: Using the subject matter "TABLE ETIQUETTE", write learning
outcomes for each of the three domains arranged from the simplest
to the most complex level or category.

1.Cognitive
1.1 Remembering
1.2 Understanding
1.3 Applying
(Application) 1.4 Analyzing
1.5 Evaluating
1.6 Creating
2.Psychomotor
2.1 observing
2.2 imitating
2.3 practicing
2.4 adapting
3.Affective
3.1 receiving
3.2 responding
3.3 Valuing
3.4 Organizing
3.5 Internalizing
Congratulations, you have just finished another lesson. Perhaps, you
have now an idea how to cater the different types of learning through
the help of instructional objectives from the three different domains.
The next lesson would be about Authentic Assessment. You
are expected to have some research works about this topic and
prepare for individual presentation. Thank you.

(Closure)

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 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
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Outcome verb
Define, describe, identify,
label, match, list, name outline,
recall, recognize, reproduce,
select, state
Distinguish, estimate, explain,
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
Distinguish the Five Postulates
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 II: 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
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

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2.4 adapting: fine tuning the Organize, relax, shorten, Create a modern dance
skill and making minor sketch, write, re-arrange, routine; compose a short
adjustments to attain compose, create, design, song blended with a melody
perfection originate

The Categories/Levels of Psychomotor Domain Learning Objectives arranged

hierarchically

*Simpson, Dave and Harrow (1972)

Taxonomy of the Psychomotor Domain, N. Y: David Mc Kayle

Domain III. 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.

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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
The Categories/Levels of Psychomotor Domain Learning Objectives
arranged Hierarchicall
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.

*D.R. Krathwohl, B. S Bloom, B. B Masja (1964) Taxonomy of Educational Objetives: Handbook II-
Affective Domain, New York: David Mackay Co.

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