College of Teacher Education

First Semester, A.Y. 2020-2021

MODULAR LEARNING

I. COURSE TITLE Assessment of Learning 2

A. No. of Units: 3
B. Schedule: TBA

II. COURSE OVERVIEW

A. Course Description
This course is a continuation of the course “Assessment of Learning 1”. Further, this course would focus on
the projects of learners such as their self-made rubrics, grading sheets, Likert scales, and similar evaluation tools for
education. Prior to their projects, they will also discuss several frameworks, principles, and methods of authentic
assessment, particularly project-based and process-based assessments.
B. Course Learning Outcomes
At the end of the course, the students should be able to:
Knowledge
1. Identify the different methods of assessment.
2. Define the different characteristics of the various types of assessments.
Values
1. Express the importance of proper assessment to achieving education goals through written and oral
works.
Skills
1. Set appropriate criterion on assessing student development and skills.
2. Create their own instruments of evaluating learners’ performance and outputs.
3. Apply their learnings in this course in their future educational career and the like.
4. Share their research and findings to other educational practitioners to further improve their own skills.

C. Module Topics
These are the topics to be covered for the whole course:

• CREATION AND ASSESSMENT OF LEARNING OUTCOMES

Module 1. Student Learning Outcome
Module 2. Authentic Assessment and Tools
Module 3. Process-Oriented Performance-Based Assessment
• ASSESSMENT TOOLS FOR STUDENT OUTPUT AND ATTITUDE
Module 4. Product-Oriented Performance-Based Assessment
Module 5. Assessment in the Affective Domain
Module 6. Portfolio Assessment
• CREATING AND ASSESSING TEST PAPERS
Module 7. Table of Specifications
Module 8. Creating Test Questions
Module 9. Grading and Reporting

III. STUDY GUIDE/LEARNING INSTRUCTIONS

Greetings! Welcome to the course “Assessment of Learning 2”. This course will focus on your own creation of
assessment tools for your own set of learners in your chosen field of specialization. Additionally, this course would also
contain the different types of assessment and how each learning outcome could be created and evaluated. The
activities will be made by teams, not by individuals alone, to ensure that the burden is not too heavy for learners.
• You are reminded to prepare yourselves by observing the following:
✓ Manage your time well. I will be VERY STRICT WITH DEADLINES. If you or your group cannot
pass the requirements on time, you need to inform me at least 48 hours before the deadline.
✓ Focus your attention. If you are working and studying at the same time, I suggest you reduce your
academic loads. Not being able to submit requirements simply because you are working is NOT a
valid excuse.
✓ Give your best. Avoid copy-pasting as it will have severe consequences. Paraphrasing and giving
acknowledgement is paramount in researching and, in a wider scope, your teaching career.
✓ Submit requirements on time. Refer to the first statement.
✓ Be patient. Studying at a blended learning environment is hard on all stakeholders of the institution.
✓ Work interdependently and double-check your answers, reports, and handouts for any errors.
 ✓ Motivate yourself. Remember why you are here, and reflect on how you want to continue.
✓ Contact me through email (allentorres1114@gmail.com). Don’t forget to put our course as the
subject of your email so we won’t get lost. Otherwise, you can find me on Facebook (Allen Torres,
candid selfie profile pic).

• Be oriented on your category for the mode of delivery. We have classified only three, namely:
Category A – Online Distance Learning (for students with gadgets and with wifi connectivity)
Category B – Mobile Learning (for students with gadgets but with weak wifi connectivity)
Category C – Modular Remote Learning (for students with no smart phones and no wifi connectivity)

IV. REFERENCES
• Pearsall, Glen (2018) Fast and Effective Assessment: How to reduce your workload and improve
student learning. ASCD. Virginia, USA
• Jazmin-Hena, Lilia (2015) Classroom Assessment 2. Great Books Trading. Quezon City, Manila
• Cajigal, Ronan M. and Mantuano, Maria Leflor D. (2014) Assessment of Learning 2. Adriana Publishing
Co., Inc. Quezon City, Manila
• Navarro, Rosita L. and De Guzman-Santos, Rosita (2013) Authentic Assessment of Student Learning
Outcomes 2 (2nd Edition). Lorimar Publishing, Inc. Quezon City, Manila
• Paler-Calmorin, Laurentina (2011) Assessment of Student Learning 2 (1st Edition). Rex Book Store,
Inc. Quezon City, Manila
 College of Teacher Education
Second Semester, A.Y. 2020-2021
MODULE 1
Student Learning Outcome

Introduction

This module entitled ‘Student Learning Outcomes’ would cover a brief review of the Bloom’s Revised
Taxonomy of Learning. The module also contains lessons and activities on the creation of appropriate
learning outcomes.

Date and Time Allotment

January 18 (3 hours)

I. Objectives

At the end of the end of this module, students should be able to:
1. Assess if a learning outcome is appropriately made.
2. Determine in which level of the Bloom’s Taxonomy does a given learning outcome belong.
3. Create learning outcomes anchored on the concepts of observable outcomes and the domains of
learning.

II. Lecture

Student Learning Outcome

The current formal education process does not begin before the learners are informed of what the
objectives of the lesson is. Navarro and Santos (2013) have stated that this information guides the learners
and impacts the effectiveness of acquiring new knowledge. Additionally, teachers who have set clear
objectives of the lessons could plan activities and content that helps fulfill the achievement of the set
objectives. These objectives could also be termed as Student Learning Outcomes (SLO).
Navarro and Santos (2013) have defined SLO as “the skills, competencies, and values that the
students are expected to demonstrate at the end of every course/subject which are in turn, integrated into
the year-end formation of students as they progress towards becoming professional teachers.” In simple
words, SLOs are goals set by the teachers, program heads, and administrators that are expected to be
performed, presented, or achieved by the students over the duration of a given course. Navarro and Santos
(2013) also stated that the SLOs formed by the curriculum planners should be implemented in a college-wide
basis while also leaving room for individual teachers to personalize each task specifically for their set of
learners. Furthermore, the basis of the outcomes assessment process is the defined SLOs (Navarro and
Santos, 2013).
While SLOs are set by curriculum designers, learners are expected to contribute to the designing
process through recognizing their own strengths, weaknesses, preferences, and motivations towards a given
content. These information could be achieved through periodic assessment of the learners and the SLOs.

Source of Expected Student Learning Outcomes

While teachers and co-designers of the curriculum could make their own SLOs, they would need to
have a reference to determine what leaners need to achieve and be successfully integrated into society.
Navarro and Santos (2013) have defined several references or sources for the formation of SLOs.
1. The institution’s mission statement is one of the relevant sources in determining learning
expectations. In UEP, these statements are in the form of our Mission and Vision. Public school
systems often have an existing national level mission statements set by their respective
administrators.
2. Departmental policies and orders from government institutions such as the Department of Education
(DepEd), the Commission of Higher Education (CHED), and the Technical Education and Skills
Development Authority (TESDA) projects the nation’s aims in their educational sector, thus making
these policies the main sources for SLOs.
 3. Competencies set by professionals in specialized fields such as industry, business, engineering,
science, and the like should also be considered by curriculum designers due to the notion that their
learners would be working in these fields on the future and are expected to be able to perform the
said competencies.
4. SLOs could also be derived from the national governments currently prioritized sectors and
development plans. These plans often create a noticeable change in the different sectors of the
country, including the education sector.
5. In the same way that the national government goals are noted in making SLOs, international
government goals should also be integrated and considered. These international goals often
translate to new global trends in diverse fields and learners who have achieved SLOs derived from
these goals would most likely be competitive and comparable to learners in the global stage.
6. SLOs should also be made with consideration to basic or general competencies used in everyday
lives such as the ability to read and write, critical-thinking skills, reasoning skills, technological
literacy, and informational literacy. These competencies ensure that the holistic development of
learners and their successful integration into the society.
While not all sources of SLOs are compiled by Navarro and Santos (2013), future teachers are
encouraged to follow these general sources as well as to seek better alternatives should the aforementioned
references have become irrelevant or obsolete.

Characteristics of Good Learning Outcomes

Navarro and Santos (2013) have laid out several key characteristics of a good SLO. They are as
follows:
1. Good SLOs are based on the learners themselves and what they are capable of. This is in lieu of
focusing on the teaching technique itself. Further, the teaching technique should only be decided
upon the creation of the SLO. For example, if your SLO is to “to perform operations on fractions”,
you may use several teaching techniques such as presenting actual and concrete objects to
represent fractions, letting learners draw the particular fraction, or even using a graphing software to
show how fractions work with whole numbers. What is evident here is that good SLOs prioritize
learners, and teaching techniques follow the SLO.
2. The program missions which are approved by a plethora of shareholders in the educational institution
should be reflected on the SLO. As stated above in the sources, SLO must also be based on
government-mandated educational goals for the country as well from the directives of national
educational government institutions. One example of the most prominent directive of DepEd in recent
times is the Enhanced Basic Education Act or the K-12 Education.
3. SLOs are considered to be effective when they are understood by both the teacher and learners. As
learners play a vital role in education, they should also have an opinion on how these SLO should
be stated or designed. Navarro and Santos (2013) have also suggested several steps to have a
cooperative management of the course towards the achievement of the competencies and skills
stated in the SLO.
a. Hooking the students to the desired learning outcome
b. Exploring and experiencing the supporting student activities
c. Applying the ideas/knowledge required in contrived, stimulated, or real-life situations
d. Refining, rehearsing, reviewing target skills/competencies
e. Evaluating the degree of learning outcome performance
f. Deciding on the action, solution, or creative project to apply the learning outcome
4. Good SLOs cover a diverse set of competencies ranging from the basic skills to the more complex
ones. This implies that effective SLOs aim to equip learners with lower-order and higher-order
thinking skills that could be applied in various fields. Additionally, a SLO should have increasing
levels of complexity as learners get exposed to more information.
5. Learning outcomes should be observable and measurable. For this reason, a well-defined SLO
which usually uses transitive verbs or action words are used instead of verbs that are not observable.
For example, verbs like ‘appreciate’ or ‘understand’ are not recommended to be used in an SLO
since they are difficult to express in quantitative terms.
Needless to say, it is vital to properly set SLO in order to have a smooth and meaningful path to learner
for all the stakeholders of the educational institution. An improper SLO could potentially derail the learning
process and even leave the learners with less interest in learning than ever.
Bloom’s Revised Taxonomy of Learning
Benjamin Bloom along with his colleagues published the Taxonomy of Learning in 1956. This
publication has then changed the global educational landscape, especially in the way objectives are set and
assessed. Essentially, they have categorized learning into three domains; cognitive, psychomotor, and
affective. The Taxonomy of Learning is specifically made to divide cognitive skills into different levels, each
of different difficulty and complexity, and each level following a hierarchy; that is, one cannot progress into
another level without mastering the current level. Hena (2015) defined the cognitive domain of learning as
intellectual skills of the learners which includes the recall
However, the first iteration of the Taxonomy of Learning is not without flaws. It was so widespread in
various fields including the fields which was not considered in the creation and use of the Taxonomy of
Learning. It is with this predicament that Lorin Anderson, a student of Benjamin Bloom, and her colleagues
set out to create a contemporary Taxonomy that addresses its use in different fields as well as to recognize
the changes that the 21st century has brought to education. This second iteration was later called the Bloom’s
Revised Taxonomy of Learning.

Figure 1. Comparison of the Old and New Taxonomy (Retrieved from edgalaxy.com, 2019)

Before proceeding with each individual level, the Revised Blooms Taxonomy is divided into two parts.
The first part is the lower-order thinking skills (LOTS) which include Remembering, Understanding, and
Applying whereas the remaining parts are called higher-order thinking skills (HOTS) which include Analyzing,
Evaluating, and Creating. Some teachers would argue that Applying could be considered as HOTS however
I would personally consider it simply as LOTS because applying is simply the replication of a learned
technique or demonstration. What is important to remember here is that LOTS is more suited to younger
learners as they have not been entirely exposed to complex problems and needs to further enhance their
base knowledge. Conversely, the HOTS is more suitable for older learners since we assume that these
learners have an already established knowledge pool and are capable for logical analysis, evaluating
scenarios, and creating their own products.
Hena (2015) has arranged a table where we could determine what exactly does each level of the
framework entail and what other related ideas are in that level.

Table 1. Bloom's Revised Taxonomy (Retrieved from Hena, 2015)

Categories Cognitive Process

Remembering Retrieve relevant knowledge from long-term memory.
RECOGNIZING (identifying)
RECALLING (retrieving)
Understanding Construct meaning from instructional messages, including oral, written, and graphic
communication.
INTERPRETING (clarifying, paraphrasing, representing, translating)
EXEMPLIFYING (illustrating, instantiating)
CLASSIFYING (categorizing, subsuming)
SUMMARIZING (abstracting, generalizing)
INFERRING (concluding, extrapolating, interpolating, predicting)
COMPARING (contrasting, mapping, matching)
 EXPLAINING (constructing models)
Applying Carry out or use a procedure in a given situation
EXECUTING (Carrying out)
IMPLEMENTING (using)
Analyzing Break material into its constituent parts and determine how the parts relate to one
another and in an overall structure or purpose.
DIFFERENTIATING (discriminating, distinguishing, focusing, selecting)
ORGANIZING (finding coherence, integrating, outlining, parsing, structuring)
ATTRIBUTING (deconstructing)
Evaluating Make judgements based on criteria and standards
CHECKING (coordinating, detecting, monitoring, testing)
CRITIQUING (judging)
Creating Put elements together to form a coherent or functional whole; reorganize elements into
a new pattern or structure.
GENERATING (hypothesizing)
PLANNING (designing)
PRODUCING (constructing)

Listed below are examples of SLO constructed under each taxonomy.

Remembering
• Describe the functions of the organs of the digestive system.
• Enumerate the parts of a smartphone.
• Name the Seven Wonders of the World.
• List the names of the Philippine Heroes during the Spanish Era.
Understanding
• Explain the events that led to the 2008 Recession.
• Identify the main idea of the short story “Dead Stars”
• Discuss the life cycle of a frog.
Applying
• Solve for the mean, median, and mode of a given data set.
• Illustrate the uses of the electron microscope in the identification of genomes.
• Use a list of prescribed ingredients to make ‘Caldereta’.
Analyzing
• Differentiate the eating habits of reptiles from amphibians.
• Categorize the given instruments into strings, percussions, brass, woodwind, or keyboard.
• Compare the Milky Way galaxy to the Andromeda galaxy.
Evaluating
• Assess the advantages and disadvantages of conducting a distance-learning education approach.
• Choose the best method of solving 2nd degree differential calculus based on the given equations.
• Justify the morality of a given set of actions.
Creating
• Design a curriculum based on the needs of your set of learners.
• Construct a mechanism for efficient distribution of resources in a given province.
• Create a diorama depicting the Life of Jose Rizal.

III. Activity
For your activity and assessment in Module 1, you are going to work in groups of 4.
Your objective is to make a good SLO based on ALL the sources below. Create at least 3 SLO per
source.
a. UEP’s Mission and Vision
b. The Enhanced Basic Education Act (K-12), the SLO should be based on your area of
specialization or Major.
c. National Competency-Based Teacher Standards
d. UNESCO Medium Term Plans (needs to be searched)
e. Global Citizen Competencies
(https://en.unesco.org/sites/default/files/sru-ict_mapping_report_2014.pdf)
 Submit your work in document form in our Google Classroom. Don’t forget to write your name,
section, course, and contact number on the top area of the document.

IV. Assessment
For your assessment, you will have to research on ONE of the topics below. You will have to
summarize your findings in an informative summary that consists of no more than 500 words. Be sure to
cite ALL your sources. Be reminded that you will do this assessment if groups of 4. The topics are as
follows:
a. K-12 Curriculum and the Philippines and how it changed assessment.
b. Other Frameworks (other than the Bloom’s Taxonomy of Learning) used in making SLOs
c. Impact of proper SLO to student learning.
d. Impact of proper SLO to teachers and their pedagogical approach.
e. Impact of proper SLO to authentic assessment.
f. Changes in making SLO in the last decade in the Philippine setting.

You and your group will be scored in three criteria. The first criterion is Content (40%) which consists
of how much data you gathered and how you properly compiled these researches. The second criterion is
Cohesion (40%) which focuses on how you have worded your findings in a cohesive, understandable, and
easy- to-read summary. The final criterion is Syntax (20%) which focuses on your spelling and the
observance of the rules of syntax and grammar.
Encode your answers in document format and upload it to our Google Class. Do not forget to put
your name, course and section, and the subject in the top part of the document.

V. Other References
• Jazmin-Hena, Lilia (2015) Classroom Assessment 2. Great Books Trading. Quezon City,
Manila
• Navarro, Rosita L. and De Guzman-Santos, Rosita (2013) Authentic Assessment of
Student Learning Outcomes 2 (2nd Edition). Lorimar Publishing, Inc. Quezon City, Manila

Prepared by:

ALLEN CHRISTIAN V. TORRES, MSEd

Instructor, CTE

Checked by:

GLORIA C. NEMEDEZ, MAEd

Program Head, CTE

Approved by:

EVELYN ABALOS-TOMBOC, DBA

President, University of Eastern Pangasinan