MODULE 1

Introduction to Principles of High Quality

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:
a. give meaning using their own understanding about Student
Learning Outcomes;
b. identify the sources of expected student learning outcomes;
c. explain the characteristics of good learning outcomes;
d. distinguish from each other the different levels of cognitive
domains introduced by Bloom;
e. give reason/s why the three classification of learning
outcomes must be given emphasis in learning assessment
course;
f. write samples student learning outcomes in the cognitive,
psychomotor, and affective domains;
g. give the meaning and discuss the characteristics, of authentic
assessment; and
h. Demonstrate understanding of authentic assessment by
adapting authentic assessment tools.

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 LESSON 1
Student Learning Outcomes

Welcome students! This is the

first lesson for this module. In this lesson,
we have to remind that in every course/ In this lesson, challenge yourself to:
subject or learning activity there must be a
definite guide about what behaviors are a. give meaning using their own
expected to be achieved by every student understanding about Student
Learning Outcomes;
during the learning activity and are
b. identify the sources of
therefore supposed to attain success. Thus, expected student learning
all assessment and evaluation activities outcomes; and
should start with the identification and c. explain the characteristics of
clarification of the student learning good learning outcomes.
outcome (SLO).

ACTIVITY

Direction: Write 2 examples of student learning outcomes derived from each of the following
sources:

1. Any subject of your 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. National Competency-Based Teacher Standards (NCBTS)

Present your answers in Tabular Form

Source Student Learning outcome

1.
Field of Specialization
2.
1.
Gen. Ed competencies
2.
1.
NCBTS
2.

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 ANALYSIS
Direction: Identify other sources of student learning outcomes and
its role towards students’ expectation after they graduate. Then, do
research about the characteristics of good learning outcomes and
fill in the table “Chunking the Data”.

Important Terms Important Concepts/ Ideas

Important Generalization Insights Learned

abstraction

Student learning outcomes

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.

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.
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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.

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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.

Hooking the students to the desired learning outcome

Exploring the experiencing the supporting student activities
Applying the ideas/knowledge required in contrived, simulated or real-life situations
Refining, rehearsing, reviewing the target skills/competencies
Evaluating the degree of learning outcome performance
Deciding 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
Proficiency Level
Rating
1 Below basic level
2 Basic level
3 Proficient level
4 Advanced level

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 APPLICATION
Direction: The following are some of the program outcomes for BTVTEd.
For every program outcomes, formulate two learning outcomes.

1. Demonstrate broad, meaningful and coherent knowledge and skills in any of the
specific fields in technical-vocational education.
The students can _________________________________________________.
The students can _________________________________________________.
2. Demonstrate higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning.
The students can _________________________________________________.
The students can _________________________________________________.

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 aligned 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 individual presentation.
Thank you.

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 LESSON 2
Three Types of Learning

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).
In this lesson, challenge yourself to:
a. distinguish from each other the
different levels of cognitive
domains introduced by Bloom;
b. give reason/s why the three
classification of learning outcomes
must be given emphasis in learning
assessment course
c. write three (3) samples student
learning outcomes in the cognitive,
psychomotor, and affective domains

ACTIVITY

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, and
Psychomotor — referring to manual or physical activities.

Student Learning
Direction: Considering the activity in your first Source Domain
outcome
module, (Write 2 examples of student learning Field of 1.
outcomes derived from each of the following Specialization 2.
sources), try to distinguish what domain is Gen. Ed 1.
being highlighted from the given student competencies 2.
learning outcomes. Fill in the template (table) 1.
that is presented below. NCBTS
2.

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 ANALYSIS
Direction: To wrap up the previous activity, answer the following
guide questions:

1. What kind of words that are being used at the beginning of the
student learning outcome?
__________________________________________________________
__________________________________________________________.
2. Are there no restrictions upon using that word?
__________________________________________________________
__________________________________________________________.
3. Is there a need to arrange the said learning outcomes in hierarchical
order? Why do you think so?
__________________________________________________________
__________________________________________________________.

abstraction

Three types of learning

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)

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Domain 1: cognitive (knowledge)
Category/Levels
Remembering: recall of
previous learned information
Understanding: comprehending
the meaning translation and
interpretation of instructions;
state a problem in
one’s own word
Applying: using what was
learned in the classroom
into similar new situations
Analyzing: separating
materials or concept into
component parts to
understand
the whole
Evaluating: judging the
value of an idea, object,
or material
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,
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
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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
Observing: active mental
attention to a physical
activity
Imitating: attempt to copy
a physical behavior
Practicing: performing a
specific activity
repeatedly
Adapting: fine tuning the
skill and making minor
adjustments to attain
perfection
Outcomes Verbs
Watch, detect,
distinguish, differentiate,
describe, relate, select
Begin, explain, move,
display, proceed,
react, show, state,
volunteer
Bend, calibrate, construct,
differentiate, dismantle,
display, fasten, fix, grasp,
grind, handle, measure,
mix, operate, manipulate,
mend
Organize, relax, shorten,
sketch, write, rearrange,
compose, create,
design, originate
Learning Outcomes
Statements
Watch the folkdance steps
of “Sayaw sa Cuyo.”;
observe and read
secondary
directions
Show understanding and
sequence of steps with
assistance; recognize
one’s limitations
Display mastery on the
fundamental positions in
folk dance; manipulate
the different parts of the
microscope
Create a modern dance
routine; compose a short
song blended with a
melody

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

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

The Categories/Levels of Psychomotor Domain Learning Objectives

arranged Hierarchically

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

11
 APPLICATION
Direction: Using the indicated topic or subject matter, write learning
outcomes for each of the three domains arranged from the simplest to
the most complex level or category.

1. Cognitive: Topic—Water Cycle

1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
2. Psychomotor: Topic—Table Setting
1. observing
2. imitating
3. practicing
4. adapting
3. affective: Topic—Developing and Nurturing Honesty
1. receiving
2. responding
3. Valuing
4. Organizing
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.

12
 LESSON 3
Authentic Assessment: Meaning,
Characteristics and Practices
You are now in the third lesson
of Module 1 in the Assessment of Learning
2 course. You will study about authentic In this lesson, challenge yourself to:
assessment and its characteristics. In
addition, you will identify the phases that a. give the meaning and
an authentic assessment goes through. And discuss the
lastly, you will compare authentic characteristics, of
assessment form the traditional one. authentic assessment.

ACTIVITY

Direction: Give five different forms of assessment made by your teacher just to test how well you
have understood the lesson. Make a short description on how the given assessment were performed
or done. Fill in the table below.

Form of Assessment Description

13
 ANALYSIS
Direction: To wrap up the previous activity, answer the following
guide questions:

1. Among the assessments that you have written and described, which do
you think is/are the most important?
__________________________________________________________
__________________________________________________________.
2. If you are trying to make an assessment to your students, what do
you prefer? Why?
__________________________________________________________
__________________________________________________________.
3. If you are going to classify these assessments, what kind of
assessment you are referring to?
__________________________________________________________
__________________________________________________________.
4. Can you give at least two salient points why should this assessment
be used?
__________________________________________________________
__________________________________________________________.

abstraction

AUTHENTIC ASSESSMENT
“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.

14
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.

15
3. Measuring the extent at which the student is attaining the desired learning
outcomes.
4. 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

Traditional
Attributes Assessment Authentic Assessment

1. Action/
Selecting a response Performing a task
options

2. Setting Contrived/ imagined Simulation/ Real-Life

Construction/
3. Method Recall/ recognition
applications
4. Focus Teacher –structured Student- structured

5. Outcome Indirect evidence Direct evidence

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.

16
 APPLICATION
Direction: Determine whether each of the following assessment
activities/strategies is traditional or authentic:.

1. Drawing the parts of the microscope

2. Writing the multiplication tables 8, 9, 10
3. Submitting report on observations about butterflies in a field trip
4. Interviewing the barangay chairman about the problems of the
community and reporting on the findings
5. Providing answers to a enumeration assignment

Congratulations! You have just finished

another lesson. Perhaps, you have now the idea about the
salient features why authentic assessment be used in
assessing students’ learning.

The next lesson would be about Tools used

in Authentic Assessment. You are expected to have some
research works about this topic and prepare for possible
questions next meeting. Thank you.

17
 LESSON 4
Authentic Assessment Tools

You are now in the last lesson

of Module 1. You will study and apply the
different tools in an authentic assessment. In this lesson, challenge yourself to:
You will be given examples of tools that
makes use of three modes of assessment a. demonstrate
namely: observations, performance samples, understanding of
and actual performance. authentic assessment by
adapting authentic
assessment tools.

ACTIVITY

Direction: Assuming that your research students are proposing their study and you are one of the
research panels. Make you own checklist about the researcher’s presentation highlighting certain
attributes which you think important (e.g. clarity of presentation) and with a rating from 1-5.
Follow the template presented below. Afterwhich, make at least 7 guide questions for your research
proposal interview.
Rating
Attributes
5 4 3 2 1

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 ANALYSIS
Direction: To wrap up the previous activity, answer the following
guide questions:

1. Do you find difficulty in making your own checklist? Why? Why not?
__________________________________________________________
__________________________________________________________.
__________________________________________________________
__________________________________________________________.
2. Is there a need to make a checklist every time you grade your
students’ output? Why? Why not?
__________________________________________________________
__________________________________________________________.
__________________________________________________________
__________________________________________________________.

abstraction

Authentic assessment tools

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.

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Observations-Based Assessment Tools

To make observation-based assessment efficient and impartial, Diane

Hart (1994) suggested the following guidelines:

1. Observe not only one but all the students.

2. Observation must be as frequent and as regular as possible.
3. Observations must be recorder in writing.
4. Observations should cover both routine and exceptional
occurrences.
5. 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 developmental checklist

Name: Year/Section:

ORAL COMMUNICATION

Stage 1 Stage 2 Stage 3 Stage 4

Speaks with Speaks in Speaks Volunteers to

hesitation complete extemporaneously participate in
sentence speaking
activities
Date: Date : Date: Date:
WRITTEN COMMUNICATION
Stage 1 Stage 2 Stage 3 Stage 4

Writes with Write with some Writes with Submit essays and
difficulty improvement correct grammar reports.
and syntax
Date:
Date: Date: Date:

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Example of Group Developmental Record Sheet

For student teachers with major in Mathematics

Writes Motivates Students
Prepares lesson actively
outcome class and
Name plan before participate in
based sustains
teaching class
objectives interests activities
Bernal, J.

Cruz, R.

Davila, S.

Fernan, G.

Juan, W.

Example of Observation Checklist

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 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.

Example of Personality Development Interview Sheet

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.

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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

Behavior:
___1. Identifies the given information
___2. Identifies what is being asked3.
___3.Uses variables to replace the unknown
___4. Formulates the equations
___5. Performs algebraic operations
___6. Obtains an answer
___7. Verifies if the answer is correct

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 APPLICATION
Direction: Create an example of the different assessment tools stated
below:

1. observation-based assessment tools

2. performance sample assessment tools
3. actual performance assessment tools

Congratulations! You have completed the

entire module 1. Always remember that in a teaching-
learning process, consider first the student’s learning
outcomes. These outcomes must cater all the three
domains of learning. In order to realize the learning
objectives, do not forget to conduct assessment for you to
monitor student’s learning progress. I think you are now
ready to proceed to other forms of assessment in the next
module.

24
 Module EXERCISE

Direction: The following are examples of learning outcomes; on the second column, write the
domain in which each outcome is classified and on the third column the level/category to
which the learning outcome belongs.

Learning Outcomes Domain Level/Category

1. Listen to others with respect. Affective Receiving

2. Formulate new program.

3. Perform repeatedly with speed and
accuracy
4. Formulate a procedure to follow in
preparing for class demonstration.
5. Select the most effective among a
number of solutions.
6. Watch a more experienced performer

7. Know the rules and practice them.

8. Show ability to resolve
problems/conflicts.
9. Apply learning principles in studying
pupil behavior.
10. Recite prices of commodities from
memory.

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Module summary
❑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.
❑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.
❑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.
❑Authentic assessment makes use of three modes of assessment:
observation, performance sample and actual performance.

References
Gabuyo, Y. A., & Dy, G. C. (2017). Assessment of Learning 2 Textbook
and Reviewer. Sampaloc City: Rex Book Store, Inc.

Navarro, R. L., Santos, R. G., & Corpuz, B. B. (2017). Assessment of

Learning 1. Quezon City: Lorimar Publishing, Inc.

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